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If a tutee expressed their panic over loads of information from multiple classes, I would help them get through this stress by going over the course syllabi and first checking the critical information such as the weekly due dates. In many stem courses, there are often weekly homeworks or modules through quest or textbooks or other platforms, so I would advise the tutee to check for this in each class, along with when they are due, often sundays or mondays. This will allow the tutee to know the weekly time commitment for each class, and organize around when these recurring assignments are due. Next, I'd look for major exam dates so that the tutee can schedule potential tutoring sessions around those dates beforehand, knowing it might get a little extra stressful in those times. Lastly of the "critical" information, I'd advise the tutee to check the grading distribution and breakdown; while I would emphasize learning and gaining knowledge over grade gaming, it is proper to familiarize themself with the system by which courses evaluate proficiency. For the secondary information, I would tell the tutor to start looking at the content if the teacher has laid out a plan/schedule for the semester. By doing so for each class, the student can familiarize themself with the first few weeks or first topics/unit of each course so that they know what they will be in for for the next few weeks. This will be helpful in not being taken by surprise or stressed out at specific topics. Lastly, I would advise them to familiarize themself with the professor and TA contacts, how they can be reached, along with discussion/office hours times if they plan to attend these in the future.

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If a tutee were to come in feeling overwhelmed by all the information in their classes, I would guide them to a very important tool: the course syllabus. Syllabi contain every bit of information one needs to succeed in a class over the duration of the semester, so these will be a helpful and, hopefully, comforting tool for the struggling tutee. First, I’d help them take a look at the most pressing, critical information. As we review the syllabus, I’d emphasize the sections covering how grading is determined, when course assignments are due, or what readings are assigned by suggesting highlighting or to jot down these important dates. This way, the tutee will know what’s coming up, how it will impact their grade, and we can create a path towards success accordingly. Additionally, once the main, heavier content had been located and addressed, I’d move on to review the secondary information with the tutee. This may include ways to supplement their learning or the professor’s contact information: things that are important but not pressing. By distinguishing what is more significant throughout the course, I aim to de-stress the student by shortening the amount of information they need and keep them focused on what assignments or projects must be done in the present. Further, once we’ve reviewed the syllabus, I would advise the tutee to become familiar with an organizational tool of choice, like Google Calendar, a planner, Notion, etc. Writing down important exam dates or deadlines will be critical in knowing how long to study or prepare, so having a way to keep track is crucial. Combining the information from a course syllabus into an easy way to keep up with all the deadlines will hopefully help this tutee feel less overwhelmed.

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If a tutee tells me they feel overwhelmed by all the information in their classes, I would start by going back to the course syllabi. Syllabi aren’t just something to glance at in week one—they’re roadmaps for the entire semester. I would walk through each syllabus with the tutee and help them separate critical information, such as major concepts, required readings, and graded assignments, from secondary information, like optional readings or supplementary resources. This distinction makes it clear that not everything carries the same weight. Once we’ve identified what’s truly essential, I would introduce organizational tools that align with this priority system. For example, we could create a master calendar that includes all major deadlines from every class, color-coded by course. I might also suggest making a weekly priority list that focuses on three to five key tasks from the critical category, leaving secondary tasks for when time allows. For content-heavy courses, we could use the learning objectives in the syllabus to build a running “skeleton” study guide, adding details as topics are covered. Breaking large projects into smaller, manageable steps based on the syllabus timeline can also make the workload feel less overwhelming. By pairing the critical-vs.-secondary filter with practical organizational strategies, the tutee can shift from feeling like everything is equally urgent to having a clear, focused plan that puts the most important work first.

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I would first begin by comforting the tutee by sympathizing and relating to them. I would then ask them what organizational tools they are currently using, if any. When looking at the syllabus, I would first address critical immediate information (what they need to be doing right now). Firstly, I would ensure they put in lecture times, dates, locations and check the attendance policy. I would then skip down to the calendar to identify any assignments the tutee has due within the next 2 weeks, which also be recorded in their organizational tool.

I would then move onto other critical information like grading policies and other assignments/exam dates, which will also be logged onto the tutee’s organizational tools. When looking at this physically, we would be able to identify patterns in their work (for example, they might have most homework and assignments due on Fridays). We would then discuss the grading policy to gain an understanding of the priority of tasks in the class (whether homework is highly weighted or not, for example).

Finally, we would discuss secondary information like policies for collaboration and AI, if relevant. However, I would ask the tutee to go through this information in their own time (unless they want to discuss something specific with me). I would end off by giving them general advice for the class, especially if I have taken it, and just reassuring them that they will be okay.

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If a tutee come in and tells me they feel overwhelmed by all the information from their classes, I would emphasize that what they are feeling is common amongst students, especially at the beginning of the semester. I would reassure the tutee that looking through their syllabi and focusing on certain components that are important for them to succeed in class will help them feel a bit less overwhelmed and more confident in their capabilities to do well in their courses. After hopefully getting the tutee to relax a bit, I would guide them through each syllabi and point out the critical information that directly affects their grades such as tests, quizzes, homework assignments, etc. For critical information, I would recommend a calendar where they can put all of their quizzes, exams, and homework dates, and a weekly to-do list where they can put their assignments for each week. Personalizing and color-coding the calendar would aid the tutee in knowing what class each assignment belongs to without creating any confusion. This would help the tutee keep track of all their coursework, and prepare ahead of time for any major assignment. Next, I would point out secondary information that would not directly affect the tutee's grade, but could help them excel in the course such as the professors objectives, course description, class expectation, etc. I would remind the tutee that this information is not as vital as the critical information, but could still be used to their benefit. Knowing the professor's expectations for the course along with the course objectives could help the tutee have a greater understanding in regards to learning content and completing assignments. Additionally, I would have the tutee take note of their professor's and TA's office hours and encourage them to attend if they need any help or have any questions about their syllabi. To conclude, I would reaffirm the student by telling them about my own experience and the different tools and strategies I used to organize information from my classes. Along with offering to help them set up their calendar for the first few weeks of school.

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To start off the session, I would first validate the tutee's feelings as it is completely normal to feel overwhelmed about all the information they have to keep track of for each of their classes as a student.

Then, I would ask the tutee if they would like to break down one of their course syllabi so that they can focus on and organize the relevant information from it. I would advise the tutee to focus on reviewing the critical and secondary information on the course syllabi.

For critical information like the amount and frequency of assessments and exam dates, I would suggest to the tutee that they can use tools like Google Calendar to put when all the class' exam dates and other major due dates so that they don't forget. They can also make a note of each assignments/exam’s grade distribution so that they know which are high-priority and affects their grade in the course the most.

For secondary information like course objectives and resources, I would let the tutee know that while it’s okay to review this information in the syllabus, they don’t have to place heavy emphasis on it because it doesn’t directly impact their grade unlike the critical information on the syllabus.

Overall, I would make sure the tutee understands critical information in syllabi and how to locate it, help them set up their Google calendar to keep track of assignments/exams, and help them organize what immediate assignments they need to be prioritize the week I meet with them.

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As a tutor, I can support this tutee by helping them section out the syllabus into clear, manageable parts. Together, we can highlight details such as exam dates, assignment deadlines, and grading/attendance policies, while placing less importance on secondary information like optional readings or extra credit for later reference. This approach keeps the focus on what matters most and reduces the sense of overload.

After identifying key information, I would help the tutee choose an organizational system that works for them, whether it’s a paper planner, digital calendar, or task management app. Color-coding tasks by class or type could make deadlines easier to spot, and a weekly review of each syllabus would help them stay ahead.

By combining a clear breakdown of the syllabus with an organization method they find comfortable, the tutee can feel more in control of their workload. This structure can help prevent missed deadlines but also can build their confidence in managing their classes successfully.

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If a tutee comes in for a tutoring session and is feeling overwhelmed/stressed by all of the information in their classes, I would first try to calm them down and relate to my own experience. I believe calming them down with discussing my own personal experience will give them the sense everyone goes through the same thing. I would describe to them how I succeeded in my classes and what to avoid while taking the class. Additionally, as a tutor, I would ask the tutee to show me the syllabus for each of their classes they are taking this upcoming fall semester. As they show me the syllabus for each of their classes, I would pinpoint to him or her the most important information for each of their classes. I would discuss with them the grade breakdowns, the instructor’s and TA’s office hours information, attendance policy, and the descriptions on what to expect for each week including exams and quizzes (if provided). After showing him or her the critical information, I would explain the secondary information. However, the secondary information will not drastically impact him or her compared to the critical. The secondary information includes optional textbook, course description, and assignments. Furthermore, I would tell the tutee to use Google calendar to help with organization. The calendar can help them stay organized on what to accomplish or achieve each of his or her week without thinking about what to do the next day or hour.

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When a tutee comes in feeling overwhelmed by the amount of information in their classes, I would start by validating their feelings and letting them know that it’s normal to feel that way, especially at the start of a term or during busy weeks. Then, I would bring in the course syllabi as a key resource for managing this stress. The syllabus often outlines not just the schedule of topics, but also the grading breakdown, major assignments, and learning objectives. I would help the tutee distinguish between critical information and secondary information. For example, knowing an exam date, key chapters, or assignment deadlines is critical, while optional readings or supplementary videos are secondary. Once we identify the critical items, we could translate them into an organizational tool that works for the tutee, such as a calendar or planner for deadlines and exam dates, a to-do list that prioritizes tasks, a color-coded system in their notes to highlight critical vs. secondary material. By focusing on critical information first, the tutee can reduce feelings of overload and ensure they meet the most important requirements, while still making time for secondary material when possible. This approach not only helps with the current class but builds long-term organizational skills for both the tutee and the tutor.

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If a student came to me overwhelmed by the information overload in their classes, I would first take time to build rapport with the student. Using active listening to understand their issues and confronting them to make them feel like it's a good thing they asked for help, and what they are going through is completely normal. Once a better relationship has been established and a clearer picture of the problem is seen, I can begin to dissect their syllabi. I would direct them to focus on the critical information, as this lets the student know what to prioritize and what to plan for. Critical information encompasses the important and most volatile components of a class. Understanding how much each exam/assignment is worth and also their overall weight in the course enables the student to begin formulating a schedule on how to prepare for these obstacles in their class. I will also highlight what the secondary information is, but not go too in-depth. The secondary information includes information that may be relevant to the student but does not have a drastic or vital impact on their performance in the class. For this reason, I would recommend the student look over the secondary information outside of the tutor session to help focus on the more dire information. I also would like for the students to focus on due dates for big assignments, and together we could create a Google calendar incorporating those dates, and mini study timelines for exams.

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If a tutee came in feeling overwhelmed, my first move would be to validate their feelings. College syllabi can be incredibly dense, and when every class throws assignments, readings, and policies at you at once, it’s easy to feel like you're already behind before you’ve started. I’d ask them if they’ve had a chance to look through their syllabi yet, and if not, we’d start there together.

I’d use the syllabus to help them figure out what’s critical versus what’s secondary. Critical info would include major exams, assignment deadlines, grading breakdowns, and any weekly expectations that actually impact their grade or time management. Secondary info might be things like optional readings, university policies, or lecture topics that don’t directly impact how they’ll be graded. Once we sort through that, it’s easier to create a foundation for planning.

From there, I’d recommend tools like a digital planner, Google Calendar, or even a paper agenda if they prefer writing things out similar to what we discussed last class. We’d plug in the critical deadlines first, then talk about how to build weekly routines around their fixed commitments. I’d also mention the value of color coding or prioritizing based on urgency and weight of assignments. The goal isn’t to map out every hour, but help them get more control of their coursework.

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First, I would begin by reassuring the tutee. I might say something along the lines of “the beginning of college can feel overwhelming, you’re getting a lot of information thrown at you all at once, but with some solid strategies and organization, you can manage it and be successful.”

Next, we’d start by identifying critical information, beginning with the class that feels most overwhelming. The first thing I’d look at is the grade breakdown. This gives the tutee a clear sense of what assignments and assessments matter most. From there, we can review the number and type of assessments. Any major grades such as exams, projects, or major papers, and when they occur in the semester. It’s also helpful to note any policies like exam drops or bonus points, which can impact how students prioritize their time.

Another key piece of critical information is the teaching style such as a flipped classroom, traditional lecture, or hybrid. This affects how the student should approach studying and engaging with material.

Finally, we’d look at secondary information, like readings, homework, and supplemental materials. While these may not weigh heavily on the final grade, they often support success in major assessments. Sometimes, the instructor’s teaching philosophy (if included in the syllabus) can also offer insight into how to approach the course effectively.

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If a tutee comes to me feeling overwhelmed with all of the information that is on their syllabus then my first goal is to reassure them that feeling is normal in the fast paced university environment. As tutors, our first responsibility is always to show our tutee empathy, kindness, and hospitality. From there, I would advise that they break their syllabus down into critical vs secondary information. I’d advise them that critical information includes: resources the professor expects you to own for this class such as a textbook that you need to purchase, and contact information for the professor or TAs. These are critical pieces of information because they require immediate attention and forgetting these pieces in the first week of school could be detrimental to the student’s success in the class. I would then advise the tutee to put this information into use by creating a to-do list and a calendar. The to-do list would be to obtain the resources specified by the syllabus, and the calendar would have the important due dates with reminder notifications set so that they do not forget to submit their assignments on time. From there, all information is secondary and should be referenced as needed throughout the semester. Particularly important sources of secondary information include the professor’s grading scale and their contact information for themselves or the TAs in the class. These are pieces of information that are important, but do not necessarily need immediate attention unless the situation currently requires that information, such as currently wanting to check your grade in the class.

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If a tutee tells me they feel overwhelmed by all the information in their classes, I would start by reassuring them that this is a common feeling at the beginning of the semester. I would also tell them that they aren’t alone, and I can understand where they're coming from as I honestly feel the same way at the start of every semester. I’d tell them that syllabi can be daunting, but after breaking it down it can be much more manageable and you would have a general idea of the workload you’re in for.

After that, I would walk them through how their course syllabi can help reduce that feeling. I'd reference what I usually do at the beginning of the year, and how I go through the syllabi right before and after my classes the first week. Together, we would identify critical information, such as major due dates and grading policies, and separate it from secondary information like optional readings that can be revisited later. While identifying the information, we can make mental notes, or jot them down, what would be most important to focus on- such as major exams and what the weighted percentages are for each assignment.

Once that distinction is clear, I would encourage them to transfer the critical information into an organizational tool that works for them, such as a planner, digital calendar (I would recommend Google Calendar for its versality and overall user-oriented layout), or even task management app (this could be as simple as the notes app or notion) so they can see deadlines at a glance and plan ahead. We could also highlight or color code sections of the syllabus to make important details stand out, while keeping a digital copy easily accessible for secondary information they might need later.

This process shifts the syllabus from being an overwhelming document of information into a personalized roadmap, helping the tutee feel more in control and confident in managing their semester.

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If a tutee comes in and tells me that they feel overwhelmed by all of the information in their classes, I would first start off by saying that it’s okay to feel that way and tell them that I have been in that situation so many times as well; they are not alone in this feeling. But, what helps me is going through the syllabus and locating the important information and offering to do that with them. I would ask to see their course syllabus, so we can break down the structure of their class. I would first start by looking for their class days/times and ask if they have scheduled those into their calendar. From there, I would look for the grading breakdown/how much each assignment/exam weighs, and suggest creating a spreadsheet or note page to keep track of this information. Afterwards, I would continue to talk through the critical information with them (such as attendance policy, discussion times, etc). Critical information is the pieces of information that will directly affect your grade and ability to succeed in that class. Once we finish this step, I would suggest reading over the other information (secondary info - such as course objectives, description) in their free time and upload into their note taking app (if they use one) and highlight key pieces of info for future reference.

For organizational tools, I would suggest google calendar as you usually have your laptop on hand in class or at meetings, and can quickly schedule important dates/times into there. I would talk them through on my strategy with using google calendar (I color code my different classes and schedule in meetings/work/volunteering as different colors as well). You can also set notifications to remind you for upcoming exams or other important events, so I would also recommend this feature and give them a demonstration if necessary. However, if they prefer to handwrite, I would suggest a planner/whiteboard calendar to have a big picture view of what’s coming up in the next few weeks! Additionally, I might suggest creating an assignment tracker (google sheets has a free template)!

Towards the end of the session, I would say that what helps me is to plan my weeks on Sunday and schedule in any important meetings or deadlines for that week to make sure I stay on track, and I might suggest creating study blocks in their calendar, if they are worried about that aspect as well.

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When a tutee tells me that they feel overwhelmed by all the information in their classes, my first step as a tutor would be to validate their feelings and remind them that many students feel similarly, especially when juggling multiple syllabi and classes. I would also tell them that I have felt this way in the past and give them a few strategies that have worked for me. Then, I would introduce the idea of using the syllabus not just as a list of due dates but as a roadmap for managing their learning.

Together, we could walk through one of their syllabi and identify how the course is structured. We could identify the major learning objectives and what assignments are weighted most heavily. From there, I’d help them distinguish between critical information and secondary information. By making this distinction, the tutee can start focusing their energy more strategically.

In terms of organizational tools, I would recommend using a priority-based planner or study schedule that aligns with critical content. For example, they could build a weekly calendar where topics marked as "critical" take up more study time, while "secondary" content is reviewed more briefly or used as filler during low-energy times. Visual tools like color-coded notes or concept maps can also help organize large amounts of material into more digestible parts. By breaking the material down and organizing their time based on importance, the tutee may start to feel more in control and less overwhelmed.

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With the tutee feeling stressed, I'd first pause from getting straight into a study session and ask them to tell me what they're concerned about. After hearing them for about 2-3 minutes, I'll ask them if they can navigate to their course resources and we can look through them together. Then, I'll ask them to procure a page from their preferred note-taking system to divide into two categories: primary and secondary. As a template, grading guidelines, office hours, and exam dates will go in primary. There should be emphasis on policies on drops, grade replacements, attendance, and late assignments. Others like course goals and topics in secondary. This can serve as the reference page for information of all courses, saving time from going back and forth between syllabus, announcements, etc.

I would suggest they put the important dates into their calendar or planner and consider adding dedicated study blocks as well. The study blocks should be detailed into three types: HW time, active recall time, new content time. This would ensure that the tutee will be able to complete their current assignments, prepare for future classes, and reduce the need for last minute cramming before exams. I would also recommend creating a "Common Mistakes" page so that they can review their prior mistakes for future studying. At the end, I'd suggest the tutee to dedicate a day each week to look at upcoming events and assignments so they feel confident and prepared.

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I would first tell them that it is completely normal to feel overwhelmed by the sheer amount of information presented during the first few days of class, and that I have the same experience when I start each semester too. As a tutor, I would start by helping the tutee take things one step at a time, beginning with reviewing each course syllabus together. I’d emphasize identifying critical information, like how grades are weighted (assignments, exams, participation), key exam dates, and the grading scale. This information directly impacts academic planning and goal setting, unlike broader course objectives or general course information, which are helpful but less urgent. Once we identify the critical pieces, we can color-code each class and start organizing. I would recommend putting all exam dates into a calendar (physical or digital), then adding reminders to begin studying one to two weeks in advance. If the syllabus includes a course schedule, adding assignment deadlines would be a good idea too. To manage varying grade weights across different classes, I’d offer a simple template to help track current standing and how close the tutee is to their target grade. If that feels like too much, I’d show them how to use the Canvas “Grades” tab, which often already reflects the weightings. Knowing which components carry more weight can help prioritize tasks when things get hectic. Finally, I’d remind them that although the semester looks overwhelming now, the best thing to do is focus on what’s immediately in front of them. Staying present, organized, and proactive will make everything more manageable in the long run.

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Hey y'all, its Ria!

Hope you had fun learning about how to analyze a course syllabus today.

Today's homework will be an approx. 250 word discussion post on padlet that details how you may use the idea of critical information in a syllabus vs. secondary information as well as organizational tools to hypothetically help a tutee out.

Let's say that the tutee comes in feeling overwhelmed and stressed - detail how you could potentially help them feel more at ease by the end of the session.

After posting, please reply to at least one other person's discussion post!

Thank y'all for your hard work and good luck on your last day of NTT tommorow!