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How University Works: Introduction to University Life

Lena Heckmann & John Roman, U-Multirank

October 8, 2019 10:37 AM

Applying for and studying at the university level can seem like a cosmic universe, but it doesn’t have to be so extra-terrestrial. Just like the universe, there are countless possibilities of what and where you can study. If you are starting your university career straight out of high school, it may be tricky to get your head around how different some things work.

Let us make your first days easier with an overview on how this teaching and learning universe works with some tips and insight.

Probably one of the first questions that comes to mind, is ‘what are the main differences between school and university’?  Simply put, in high school you adhere to instruction and are led by instructors, however in college/ university you are an adult who has to take initiative. Essentially, college students take control of how to spend their time and what to study, which can be very empowering. However, with great power comes great responsibility, meaning that your education is your responsibility; no one is going to do it for you.

This journey begins by creating a time schedule, which is often proposed/ outlined by the university in a course catalogue, however the final decision of which courses are taken should be done by the students themselves. The workload can be comprised of lectures, tutorials and/ or labs, classes, seminars, workshops and group assignments.

A lecture is the most common learning form at university. Here, students – sometimes more than hundreds in one room – listen to a professor, or an expert in the field giving a presentation about a specific topic. The lecturer usually publishes lecture notes and/ or the presentation online, so everyone has access. The duration is up to two hours.

In addition to the lectures, there are often tutorials offered. Tutorials are much smaller than lectures with up to 20 to 30 students in attendance. They often take place in a classroom setting. In these one or two hour courses, material from the lectures and readings are discussed in more detail. Also, students can ask questions. The aim is a more in-depth understanding of the course material.

Especially in science-based degrees students attend science-based workshops to gain practical scientific experience. Many computer-based degrees also hold workshops in computer rooms so that students are able to use the necessary programmes to complete activities.

An empowering element about university is that students are free to decide about their lectures, courses and tutorials – giving students the opportunity to learn pretty much everything they are interested in. Almost every university offers a variety of studies from science and aviation, to business and government, humanities, social sciences and languages, education and even music; every theme is presented.

As a student, the most important thing at university is to know the dates which are relevant for your studies. To be successful in your studies, you have to know what is up next and what needs to be prepared. Some students may struggle with such liberty and freedom, especially when introduced to so many curricular and extracurricular activities. If this is the case, it is essential that students go in with a plan, focused and seek out support to be successful. The best way to keep an overview is to get a calendar, to note all relevant dates.

Speaking of tons of possibilities at university: besides lectures, tutorials and workshops you can also follow your interests while attending sports courses or political speeches. Also there are cultural, religious or social offers at university.

In many different ways students can participate in what they are interested in, including making friends and memories along the way.

Every university also offers some kind of information centre, guidance counsellors, or special offices for questions regarding study programmes. If you are not sure about something, don’t be afraid to ask for help.

If you’re considering pursuing a university degree, then let us help you find the best university for you. U-Multirank’s ‘ Best university for me ’ track offers personalised university comparisons , so you can find the university that best matches you . U-Multirank’s university rankings by subject provide the feedback of more than 100,000 current students studying at the respective universities, offering a unique student perspective to the university rankings via our Teaching & Learning dimension. Create your own personalised rankings today, and compare universities according to what matters most to you.  To start, make sure to select a study subject of interest and we’ll help guide you through the rest.

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About Harvard

Those who venture here—to learn, research, teach, work, and grow—join nearly four centuries of students and scholars in the pursuit of truth, knowledge, and a better world.

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What makes Harvard special are our people. Through continued efforts in inclusion and belonging , Harvard has built a community comprising many backgrounds, cultures, races, identities, life experiences, perspectives, beliefs, and values.

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Explore the history of our founding, our Nobel Prize winners , the honorary degrees we’ve awarded, and how our iconic shield was created .

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On September 8, 1636, Harvard, the first college in the American colonies, was founded in Cambridge, Massachusetts. Harvard University was officially founded by a vote by the Great and General Court of the Massachusetts Bay Colony.

Harvard’s endowment started with John Harvard’s initial donation of 400 books and half his estate, but in 1721, Thomas Hollis began the now standard practice of requiring that a donation be used for a specific purpose when he donated money for “a Divinity Professor, to read lectures in the Halls to the students.”

Native American history at Harvard

The education of Native Americans is woven into the long history of Harvard University. The Charter of 1650, which continues to govern Harvard, pledges the University to “the education of English and Indian youth.”

Women’s history at Harvard

As staff members, then as students and faculty, the women of Harvard paved the way for the next generation, and continue to carve new paths today.

African American history at Harvard

A complete look at Harvard’s Black history includes the dual legacies of slavery and discrimination along with pioneering moments of inclusion, equity, and empowerment.

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Local commitment

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We invite the world to pursue scholarship on our campus and in our research centers around the globe.

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Introduction.

The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free government. Sam Houston

Cultivated mind is the guardian genius of Democracy, and while guided and controlled by virtue, the noblest attribute of man. It is the only dictator that freemen acknowledge, and the only security which freemen desire. Mirabeau B. Lamar

Where liberty has arisen, learning must be cherished—or liberty itself becomes a fragile thing. Lyndon B. Johnson

Mission of the University

The mission of The University of Texas at Austin is to achieve excellence in the interrelated areas of undergraduate education, graduate education, research, and public service.

The University provides superior and comprehensive educational opportunities at the baccalaureate through doctoral and special professional educational levels. It contributes to the advancement of society through research, creative activity, scholarly inquiry, and the development and dissemination of new knowledge, including the commercialization of University discoveries. The University preserves and promotes the arts, benefits the state’s economy, serves the citizens through public programs, and provides other public service.

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An Introduction to New York University

The founding of New York University in 1831 by a group of eminent private citizens marked a historic event in American education. In the early 19th century, the major emphasis in higher education was on the mastery of Greek and Latin, with little attention given to modern subjects. The founders of New York University intended to enlarge the scope of higher education to meet the needs of those aspiring to careers in business, industry, science, and the arts, as well as in law, medicine, and the ministry. The opening of the University of London in 1828 convinced New Yorkers that New York, too, should have a new university that fed off the energy and vibrancy of the city.

The first president of New York University's governing council was Albert Gallatin, former adviser to Thomas Jefferson and secretary of the treasury in Jefferson's cabinet. Gallatin and his cofounders envisioned a "national university" that would provide a "rational and practical education for all."

The result of the founders’ foresight is today a university that is recognized both nationally and internationally as a leader in scholarship. NYU is one of only 27 private universities in the nation to have membership in the distinguished Association of American Universities. Students come to NYU from all 50 states and from 131 foreign countries.

New York University includes three degree-granting campuses: New York City, United States; Abu Dhabi, United Arab Emirates; and Shanghai, China. In addition, the University has 14 global academic centers: Abu Dhabi, United Arab Emirates; Accra, Ghana; Berlin, Germany; Buenos Aires, Argentina; Florence, Italy; London, England; Los Angeles, CA, United States; Madrid, Spain; Paris, France; Prague, Czech Republic; Shanghai, China; Sydney, Australia; Tel Aviv, Israel; and Washington, DC, United States. Although overall the University is large, the divisions are small- to moderate-size units — each with its own traditions, programs, and faculty.

Enrollment in the undergraduate divisions at NYU ranges between 135 and 8,316; the University offers over 6,000 courses and grants more than 44 different degrees. Classes vary in size, but the University strives to create a sense of community among students within and among the different disciplines.

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Introduction to university study (UG & PG)

The following guidance has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, you can view our SkillBuilder skills videos which cover a variety of academic skills or our SkillBuilder numeracy & stats videos for additional maths support. 

Whether you are an undergraduate student starting a degree or a postgraduate student starting a master's or PhD it helps to know what to expect at university and how to effectively manage your studies both on campus and off campus. 

If you haven't yet enrolled or registered as a student at Kent, you can still visit our external Moodle page and access a series of pre-recorded videos in preparation for your university journey. Just click here and register as a guest:  Introduction to your university journey

Degree structure

• Most undergraduate degree courses are three years long, consisting of both core and optional/elective modules
• There is also the opportunity early in your degree to take wild modules from other disciplines, enabling you to study other subject areas of interest
• To view the module catalogue go to: https://www.kent.ac.uk/courses/modules

Pathway to academic success

University study is a big leap from school or college, however it offers an exciting opportunity for personal and professional growth if you fully engage:

•  Read your course handbook and recommended texts
• Attend everything that is timetabled for you, on time, and catch-up on everything that you unavoidably miss
• Always be prepared to take notes, develop a format that works for you
• Develop a filing system so you can find everything you need for your studies
• Develop effective time management strategies to help manage your time between your studies/assignments and life outside of university
• Develop your knowledge of the library system and its resources
• Develop your academic study skills, making use of all resources available to you
• Seek help as soon as it is needed or as soon as you have been advised to
• Carefully note all feedback from tutors, and do all of what has been suggested
• Develop your subject knowledge proactively, reading beyond core materials
• Fully prepare for all assessments and meet all assignment deadline  

Academic skills needed to study effectively

The Student Learning Advisory Service (SLAS) offers free workshops and one-to one advising sessions on the academic skills necessary to succeed at university. These include:

• Independent learning and critical thinking
• Getting the most from lectures, seminars and tutorials
• Effective note-taking strategies
• Academic reading and critical analysis
• Using research to develop and support ideas
• Referencing and avoiding plagiarism
• Planning and developing assignments e.g. written, visual, verbal etc
• Learning from feedback
• Linguistic development for different academic purposes and audiences
• Managing multiple responsibilities, projects and deadlines
• Understanding specific principles of maths and statistics, from basic to more advanced

Lectures, seminars & tutorials

• Lectures - introductory overview of topics to a large audience of students (especially in the first year)
• Seminars - discussion groups led by a seminar leader to discuss topics raised in lectures in more depth
• Preparing for lectures and seminars - undertake any assigned reading, contribute to discussions and take notes
• Tutorials – prepare for tutorials in the same you would for a lecture or seminar. Think about what you wish to get out of the session and note: questions you need to ask; concerns you wish to raise, or work you wish to discuss. Make sure you note all feedback/responses and ask for clarification if you are unclear  

Note-taking

Notetaking can be tricky when a lot of information is being given to you or you have a lot of thoughts and questions you wish to record. Here are some quick note-taking tips, for a more detailed guide see Note-taking :

• Content - consider what information will aid your understanding and knowledge development, bearing in mind you will need to do something with your notes e.g. follow up with research/reading, now or in the future. Listen out for key information e.g. specific terms, definitions, names, dates, methods, rationales, formulas etc. 
• Updating and filing – after a seminar, lecture or tutorial, make sure you fill in any gaps where you feel you missed important information or lacked understanding, and then file them in a way so that you can find them easily later. 
• Format - unless your discipline/course dictates a particular format you may find diagrammatic note-taking (spider diagrams and mind maps) a quick way to get key information down in relation to each other.

Managing your time & meeting deadlines

• Most of your learning time at university will be independent, so you will need to organise this time effectively
• Make sure you know when all of your assignment deadlines are so that you have plenty of time to complete assignments, especially when they occur simultaneously
• Start assignments early and discuss any problems with your seminar leader
• Study planners are available to download, see Time Management  
• As well as timetabled events, university study requires you to develop practices of self-study, that is, using your unscheduled or ‘non-contact’ time for independent learning

Assessments & acting on feedback

• Assessments at university vary, a mixture of coursework and examination can be expected for most degrees
• Coursework may include essays, reports, presentations and seminar contributions
• In order to improve on assessments it is important that you understand and act on all of the feedback given to you by your module convenors and tutors during and after assessment
• Advice on how to complete coursework assignments and tips on exam revision etc. as well as making best use of feedback, can be found in our study guides  

The library

• You should familiarise yourself with the library and its facilities and resources as soon as possible, you will be expected to use them.
• Attend induction events, find out where the books for your subject are housed and who your academic subject librarian is.
• As well as the library, there are multiple Study Hubs with PCs located around campus for students to use, find out where they are.
• Use Library Search to find and request books and to access e-books, online journals and multimedia material

Online resources

• As well as the Library’s online resources, Moodle, Turnitin, KentPlayer and MyFolio will all be invaluable during your time at Kent 
• For explanations on what these resources are and how to use them got to  https://www.kent.ac.uk/elearning/
• Your online Student Guide will also be vital during your degree, giving you access to your timetable, student email, Moodle and the Student Data System where you can view your deadlines and marks 

Seek advice

• If you have any concerns about your studies, please make sure you speak to someone as soon as possible
• Talk to and seek help from others at university. Your tutors, SLAS learning advisors and library staff are all there to help you. Find out who your academic advisor is and get their email address. Visit lecturers and seminar leaders in their office hours to clarify anything you do not understand or need help with. And of course, visit SLAS. 

Co-curricular and extra-curricular opportunities

There are a great many co-curricular opportunities at Kent such as becoming a course rep, a student ambassador, a student volunteer or a peer mentor. These are great ways to get more involved at university and develop your skills. In addition, the university runs many Study Plus courses you can take alongside your degree to improve your skills and employability or to explore an area of interest you may have.

The University also has a wide range of student societies and sports clubs which will help you to feel part of the university. For more information:

Canterbury: http://www.kentunion.co.uk/ Medway: https://gksu.co.uk/

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About Introduction to Philosophy

Introduction to Philosophy provides an overview of a common range of philosophical topics for a first- or second-year general education philosophy course. It is organized thematically, following the principal categories of academic philosophy (logic, metaphysics, epistemology, theories of value, and history of philosophy). A recurring theme of Introduction to Philosophy is its incorporation of multicultural and global perspectives. Texts, thinkers, and concepts from Middle Eastern, Indian, Chinese, Japanese, Latin American, Indigenous, and African philosophy are fully integrated into discussions of concepts and topics, broadening the study of philosophy beyond the Western tradition. Another goal of the text is to help students develop critical thinking, reading, and writing skills.

Reflecting the Full Diversity of Human Understanding

A multicultural and global perspective is a central organizing principle of Introduction to Philosophy . This text explores Eastern, African, and Indigenous perspectives in concert with and, in some cases, in juxtaposition to classical Western thinkers. Additionally, the authors have made a special effort to highlight the philosophical work of women, who have made important contributions to the history of philosophy in numerous traditions. This broader emphasis introduces students to approaches that open up traditional philosophical questions in provocative ways, offering fresh possibilities for social and individual understanding. As just one example, alongside discussion of the individualistic ways that Hume and Locke attempted to answer the question “what is the self” appears discussion of the African concept of ubuntu , sometimes translated as “a person is a person through other persons.” Discussions of the four noble truths of Buddhism as a path to achieve liberation from suffering, the four interrelated concepts at the heart of Mohist ethical theory, and Carol Gilligan’s care ethics are other examples of well-established answers to deep philosophical questions that provide fresh additions to classical Western ways of thinking.

Providing Students with Transferable Skills

Introduction to Philosophy is intentionally organized to develop critical thinking, research, reading, and writing skills. There is an entire chapter devoted to these transferrable skills associated with philosophy. Another chapter addresses logic and reasoning. Additionally, interspersed throughout the text are features providing guidance on how to read philosophy effectively, how to conduct research and evaluate sources, and how to write philosophy papers. These features aim to be very explicit about the habits and practices that enable one to be a good student of philosophy and, by extension, a good critical thinker.

Reminding Readers that Philosophy Is a Living Discipline

Calling attention to the fact that philosophy is not just a feature of our human past, Introduction to Philosophy discusses the ways contemporary academic philosophers address some of our most pressing ethical and moral issues. Examples include discussions of bioethics, emerging issues surrounding genetic engineering and communication technologies, what brain science can and cannot tell us about human consciousness, and morality pertaining to human treatment of the natural world. Through discussion of these topics and others, readers will gain awareness of the range of answers that contemporary philosophers offer to current issues and learn to appreciate the type of reasoning that philosophers use. Throughout the text, students are also encouraged to critically reflect on philosophical points of view and develop their own philosophical positions.

Enriching and Engaging Features

“doing” philosophy.

While there is certainly not one method of “doing” philosophy, there are practices and habits that make someone a better reader, writer, researcher, and thinker in philosophy. A set of recurring features makes these skills explicit and concrete, with guidance geared toward the introductory student.

• Think Like a Philosopher . These features adopt one of two approaches. Some instances prompt students to engage with concepts key to philosophical argument, and thus to critical thinking, either in the form of interactive online exercises or as written guidance. Others guide students in formulating their own approaches to philosophical questions.
• Write Like a Philosopher . These features challenge the reader to articulate their own written responses to philosophical prompts or to craft their own philosophical arguments. Clear guidance is given on both the considerations that should appear in the response and the most effective structure for written philosophical discourse.
• Read Like a Philosopher . These features prompt students to engage with portions of key primary texts, such as Plato’s Apology or the Daodejing . Clear structure is provided, guiding the reader on what elements of the text to pay close attention to and what questions they should hold in their minds while reading.

“How It All Hangs Together”

Philosophy is an inherently interconnected undertaking that speaks to universal human concerns. The broad questions philosophers ask (e.g., what makes a good life, how does one define morality, how should people treat one another, what rights should be accorded individuals within society) touch many aspects of our social and individual existences. A number of features address the interconnectedness of philosophical inquiry and philosophical thought, as well as its relevance to all lives.

• Connections features . Throughout the text, callouts direct students to additional coverage of both important theories and key thinkers in other chapters.
• Videos . Video features provide supplemental information from trusted contemporary sources, such as the BBC Radio 4 series A History of Ideas and the e-series Wi-Phi Philosophy .
• Podcasts . Podcast links are provided from engaging series, such as The History of Philosophy without Any Gaps and Philosophy Bites .

Pedagogical Framework

An effective pedagogical framework helps students structure their learning and retain information.

• Chapter Outlines.  Each chapter opens with an outline and introduction, familiarizing students with the material that will follow. Throughout the chapter, material is chunked into manageable sections of content within each of the larger main heads.
• Learning Objectives.  Every main section begins with two to five clear, concise, and measurable learning objectives, tagged to Bloom’s levels. These objectives are designed to help the instructor decide what content to include or assign and to guide student expectations. After completing the textual sections and end-of-chapter exercises, students should be able to demonstrate mastery of the learning objectives.
• Chapter Summaries.  Organized by section heads, chapter summaries distill the information presented in each chapter to key, concise points.
• Key Terms.  Key terms are bolded and followed by in-text definitions. A glossary of key terms also appears at the end of each chapter.
• Critical Thinking Questions.  Each chapter ends with 10 to 20 critical thinking questions, also organized by section head. Some of these questions assess recall of key concepts, while others ask students to think, read, and write like a philosopher. These more complex questions might prompt students to formulate thoughtful critiques of existing philosophical positions or to begin to articulate their own thoughts on philosophical questions. Any of these components can be used by instructors to build assessments and assignments for their courses.
• “Further Reading” Suggestions.  Each chapter ends with suggested resources for students who wish to dive deeper into the thinkers and thoughts discussed in the chapters.

About the Authors

Senior contributing author.

Nathan Smith, Houston Community College

Nathan Smith has a PhD in philosophy from Boston College and the University of Paris, Sorbonne. His dissertation was on René Descartes’s early scientific and mathematical work. He has been a full-time instructor of philosophy at Houston Community College (HCC) since 2008. He has published on Descartes, phenomenology, and topics in Open Educational Resources (OER), including chapter contributions to an OER textbook through the Rebus Foundation. At HCC, he served as Chair of the Philosophy, Humanities, and Library Sciences Department from 2015 to 2017 and has served as the Open Educational Resources Coordinator since 2017. In this capacity he has secured and managed over $500,000 in grants for the institution and leads a cross-disciplinary, district-wide effort to provide “zero cost books” courses and degree plans for students.

Contributing Authors

Gregory Browne, Eastern Michigan University Parish Conkling, Houston Community College Naomi Friedman, University of North Carolina, Asheville Allison Fritz, Chadron State College Daniel Garro, Rider University Jeremy Gallegos, Friends University Jon Gill, Gustavus Adolphus College Gayle Horton, Santa Fe College Maryellen Lo Bosco, Suffolk Community College Rebecca A. Longtin, State University of New York, New Paltz Corey McCall, The Cornell Prison Education Program Kurt Stuke, New England College

Gregory Browne, Eastern Michigan University Jason Castonzo, Indian River State College Amy Cedrone, Harford Community College Parish Conkling, Houston Community College Caitlin Dolan, San Francisco State University Katrina Elliott, University of California, Los Angeles Shane Gronholz, Gonzaga University Kyle Hirsch, Community College of Aurora Catherine Homan, Mount Mary University Jason Jenson, Houston Community College Andrew Law, University of Southern California Jeremy Proulx, Eastern Michigan University Valérie Racine, Western New England University Ellyn Ritterskamp, University of North Carolina, Charlotte Jessica Roisen, Saint Ambrose University Kris Sealey, Fairfield University Gregory Stoutenburg, York College of Pennsylvania Adam Thompson, University of Nebraska, Lincoln Drew Thompson, Loyola University Antione Tomlin, Anne Arundel Community College Mike VanQuickenborne, Everett Community College Steve Wyre, American Public University Jongbok Yi, Stockton University

Additional Resources

Answers to questions in the book.

The end-of-chapter Review Questions are intended to stimulate student reflection or to be used in classroom discussion; thus, student-facing answers or solutions are not provided. The Instructor Manual includes these same questions, called Questions for Further Thought, along with sample answers.

Student and Instructor Resources

We’ve compiled additional resources for both students and instructors, including an instructor’s manual, test bank, and lecture slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement Introduction to Philosophy .

• Comprehensive Instructor’s Manual.  Designed to provide maximum guidance for delivering content in an interesting and dynamic manner, each chapter of the instructor’s manual includes an in-depth lecture outline, a key terms list, a set of “questions for further thought,” and a list of recommended resources for further reading and exploration. Authored by Kyle Hirsh, Community College of Aurora .
• Test Bank.  With 500 true/false and multiple-choice questions in our test bank, instructors can customize tests to support a variety of course objectives. The test bank is available in Word format. Authored by Steve Wyre, American Public University .
• PowerPoint Lecture Slides.  The PowerPoint slides provide outlines, images, and an overview of chapter topics as a starting place for instructors to build their lectures. Authored by Gregory Browne, Eastern Michigan University .

Academic Integrity

Academic integrity builds trust, understanding, equity, and genuine learning. While students may encounter significant challenges in their courses and their lives, doing their own work and maintaining a high degree of authenticity will result in meaningful outcomes that will extend far beyond their college career. Faculty, administrators, resource providers, and students should work together to maintain a fair and positive experience.

We realize that students benefit when academic integrity ground rules are established early in the course. To that end, OpenStax has created an interactive to aid with academic integrity discussions in your course.

Visit our academic integrity slider . Click and drag icons along the continuum to align these practices with your institution and course policies.You may then include the graphic on your syllabus, present it in your first course meeting, or create a handout for students.

At OpenStax we are also developing resources supporting authentic learning experiences and assessment. Please visit this book’s page for updates. For an in-depth review of academic integrity strategies, we highly recommend visiting the International Center of Academic Integrity (ICAI) website at https://academicintegrity.org/.

Community Hubs

OpenStax partners with the Institute for the Study of Knowledge Management in Education (ISKME) to offer Community Hubs on OER Commons—a platform for instructors to share community-created resources that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an opportunity both to enrich your courses and to engage with other faculty. To reach the Community Hubs, visit www.oercommons.org/hubs/openstax.

Technology Partners

As allies in making high-quality learning materials accessible, our technology partners offer optional low-cost tools that are integrated with OpenStax books. To access the technology options for your text, visit your book page on OpenStax.org.

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Access for free at https://openstax.org/books/introduction-philosophy/pages/1-introduction

• Authors: Nathan Smith
• Publisher/website: OpenStax
• Book title: Introduction to Philosophy
• Publication date: Jun 15, 2022
• Location: Houston, Texas
• Book URL: https://openstax.org/books/introduction-philosophy/pages/1-introduction
• Section URL: https://openstax.org/books/introduction-philosophy/pages/preface

© Dec 19, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

Essay writing: Introductions

• Introductions
• Conclusions
• Analysing questions
• Planning & drafting
• Revising & editing
• Proofreading
• Essay writing videos

Jump to content on this page:

“A relevant and coherent beginning is perhaps your best single guarantee that the essay as a whole will achieve its object.” Gordon Taylor, A Student's Writing Guide

Your introduction is the first thing your marker will read and should be approximately 10% of your word count. Within the first minute they should know if your essay is going to be a good one or not. An introduction has several components but the most important of these are the last two we give here. You need to show the reader what your position is and how you are going to argue the case to get there so that the essay becomes your answer to the question rather than just an answer.

What an introduction should include:

• A little basic background about the key subject area (just enough to put your essay into context, no more or you'll bore the reader).
• Explanation of how you are defining any key terms . Confusion on this could be your undoing.
• A road-map of how your essay will answer the question. What is your overall argument and how will you develop it?
• A confirmation of your position .

Background information

It is good to start with a statement that fixes your essay topic and focus in a wider context so that the reader is sure of where they are within the field. This is a very small part of the introduction though - do not fall into the trap of writing a whole paragraph that is nothing but background information.

Beware though, this only has to be a little bit wider, not completely universal. That is, do not start with something like "In the whole field of nursing...." or "Since man could write, he has always...". Instead, simply situate the area that you are writing about within a slightly bigger area. For example, you could start with a general statement about a topic, outlining some key issues but explain that your essay will focus on only one. Here is an example:

The ability to communicate effectively and compassionately is a key skill within nursing. Communication is about more than being able to speak confidently and clearly, it is about effective listening (Singh, 2019), the use of gesture, body language and tone (Adebe et al., 2016) and the ability to tailor language and messaging to particular situations (Smith & Jones, 2015). This essay will explore the importance of non-verbal communication ...

The example introduction at the bottom of this page also starts with similar, short background information.

Defining key terms

This does not mean quoting dictionary definitions - we all have access to dictionary.com with a click or two. There are many words we use in academic work that can have multiple or nuanced definitions. You have to write about how you are defining any potentially ambiguous terms in relation to  your  essay topic. This is really important for your reader, as it will inform them how you are using such words in the context of your essay and prevent confusion or misunderstanding.

Stating your case (road mapping)

The main thing an introduction will do is...introduce your essay! That means you need to tell the reader what your conclusion is and how you will get there.

There is no need to worry about *SPOILER ALERTS* - this is not a detective novel you can give away the ending! Sorry, but building up suspense is just going to irritate the reader rather than eventually satisfy. Simply outline how your main arguments (give them in order) lead to your conclusion. In American essay guides you will see something described as the ‘thesis statement’ - although we don't use this terminology in the UK, it is still necessary to state in your introduction what the over-arching argument of your essay will be. Think of it as the mega-argument , to distinguish it from the mini-arguments you make in each paragraph. Look at the example introduction at the bottom of this page which includes both of these elements.

Confirming your position

To some extent, this is covered in your roadmap (above), but it is so important, it deserves some additional attention here. Setting out your position is an essential component of all essays. Brick et al. (2016:143) even suggest

"The purpose of an essay is to present a clear position and defend it"

It is, however, very difficult to defend a position if you have not made it clear in the first place. This is where your introduction comes in. In stating your position, you are ultimately outlining the answer to the question. You can then make the rest of your essay about providing the evidence that supports your answer. As such, if you make your position clear, you will find all subsequent paragraphs in your essay easier to write and join together. As you have already told your reader where the essay is going, you can be explicit in how each paragraph contributes to your mega-argument.

In establishing your position and defending it, you are ultimately engaging in scholarly debate. This is because your positions are supported by academic evidence and analysis. It is in your analysis of the academic evidence that should lead your reader to understand your position. Once again - this is only possible if your introduction has explained your position in the first place.

An example introduction

(Essay title = Evaluate the role of stories as pedagogical tools in higher education)

Stories have been an essential communication technique for thousands of years and although teachers and parents still think they are important for educating younger children, they have been restricted to the role of entertainment for most of us since our teenage years. This essay will claim that stories make ideal pedagogical tools, whatever the age of the student, due to their unique position in cultural and cognitive development. To argue this, it will consider three main areas: firstly, the prevalence of stories across time and cultures and how the similarity of story structure suggests an inherent understanding of their form which could be of use to academics teaching multicultural cohorts when organising lecture material; secondly, the power of stories to enable listeners to personally relate to the content and how this increases the likelihood of changing thoughts, behaviours and decisions - a concept that has not gone unnoticed in some fields, both professional and academic; and finally, the way that different areas of the brain are activated when reading, listening to or watching a story unfold, which suggests that both understanding and ease of recall, two key components of learning, are both likely to be increased . Each of these alone could make a reasoned argument for including more stories within higher education teaching – taken together, this argument is even more compelling.

Key:   Background information (scene setting)   Stating the case (r oad map)    Confirming a position (in two places). Note in this introduction there was no need to define key terms.

Brick, J., Herke, M., and Wong, D., (2016) Academic Culture, A students guide to studying at university, 3rd edition. Victoria, Australia: Palgrave Macmillan.

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CS50: Introduction to Computer Science

An introduction to the intellectual enterprises of computer science and the art of programming.

Associated Schools

Harvard School of Engineering and Applied Sciences

What you'll learn.

A broad and robust understanding of computer science and programming

How to think algorithmically and solve programming problems efficiently

Concepts like abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development

Familiarity with a number of languages, including C, Python, SQL, and JavaScript plus CSS and HTML

How to engage with a vibrant community of like-minded learners from all levels of experience

How to develop and present a final programming project to your peers

Course description

This is CS50x , Harvard University's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. An entry-level course taught by David J. Malan, CS50x teaches students how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, Python, SQL, and JavaScript plus CSS and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. The on-campus version of CS50x , CS50, is Harvard's largest course. 

Students who earn a satisfactory score on 9 problem sets (i.e., programming assignments) and a final project are eligible for a certificate. This is a self-paced course–you may take CS50x on your own schedule.

Instructors

David J. Malan

You may also like

CS50's Understanding Technology

This is CS50’s introduction to technology for students who don’t (yet!) consider themselves computer persons.

CS50's Web Programming with Python and JavaScript

This course picks up where CS50 leaves off, diving more deeply into the design and implementation of web apps with Python, JavaScript, and SQL using frameworks like Django, React, and Bootstrap.

CS50 for Lawyers

This course is a variant of Harvard University's introduction to computer science, CS50, designed especially for lawyers (and law students).

• If you are writing in a new discipline, you should always make sure to ask about conventions and expectations for introductions, just as you would for any other aspect of the essay. For example, while it may be acceptable to write a two-paragraph (or longer) introduction for your papers in some courses, instructors in other disciplines, such as those in some Government courses, may expect a shorter introduction that includes a preview of the argument that will follow.  
• In some disciplines (Government, Economics, and others), it’s common to offer an overview in the introduction of what points you will make in your essay. In other disciplines, you will not be expected to provide this overview in your introduction.  
• Avoid writing a very general opening sentence. While it may be true that “Since the dawn of time, people have been telling love stories,” it won’t help you explain what’s interesting about your topic.  
• Avoid writing a “funnel” introduction in which you begin with a very broad statement about a topic and move to a narrow statement about that topic. Broad generalizations about a topic will not add to your readers’ understanding of your specific essay topic.  
• Avoid beginning with a dictionary definition of a term or concept you will be writing about. If the concept is complicated or unfamiliar to your readers, you will need to define it in detail later in your essay. If it’s not complicated, you can assume your readers already know the definition.  
• Avoid offering too much detail in your introduction that a reader could better understand later in the paper.
• picture_as_pdf Introductions

Introductions

What this handout is about.

This handout will explain the functions of introductions, offer strategies for creating effective introductions, and provide some examples of less effective introductions to avoid.

The role of introductions

Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. And it’s fine to write them first! But in your final draft, these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.

Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition to help them leave behind the world of Chapel Hill, television, e-mail, and The Daily Tar Heel and to help them temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying. Similarly, once you’ve hooked your readers with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. (See our handout on conclusions .)

Note that what constitutes a good introduction may vary widely based on the kind of paper you are writing and the academic discipline in which you are writing it. If you are uncertain what kind of introduction is expected, ask your instructor.

Why bother writing a good introduction?

You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.

Your introduction is an important road map for the rest of your paper. Your introduction conveys a lot of information to your readers. You can let them know what your topic is, why it is important, and how you plan to proceed with your discussion. In many academic disciplines, your introduction should contain a thesis that will assert your main argument. Your introduction should also give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper. Opening with a compelling story, an interesting question, or a vivid example can get your readers to see why your topic matters and serve as an invitation for them to join you for an engaging intellectual conversation (remember, though, that these strategies may not be suitable for all papers and disciplines).

Strategies for writing an effective introduction

Start by thinking about the question (or questions) you are trying to answer. Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will likely be included in your introduction, so it is a good idea to use the question as a jumping off point. Imagine that you are assigned the following question:

Drawing on the Narrative of the Life of Frederick Douglass , discuss the relationship between education and slavery in 19th-century America. Consider the following: How did white control of education reinforce slavery? How did Douglass and other enslaved African Americans view education while they endured slavery? And what role did education play in the acquisition of freedom? Most importantly, consider the degree to which education was or was not a major force for social change with regard to slavery.

You will probably refer back to your assignment extensively as you prepare your complete essay, and the prompt itself can also give you some clues about how to approach the introduction. Notice that it starts with a broad statement and then narrows to focus on specific questions from the book. One strategy might be to use a similar model in your own introduction—start off with a big picture sentence or two and then focus in on the details of your argument about Douglass. Of course, a different approach could also be very successful, but looking at the way the professor set up the question can sometimes give you some ideas for how you might answer it. (See our handout on understanding assignments for additional information on the hidden clues in assignments.)

Decide how general or broad your opening should be. Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for our sample assignment about slavery and education. If you have ever used Google Maps or similar programs, that experience can provide a helpful way of thinking about how broad your opening should be. Imagine that you’re researching Chapel Hill. If what you want to find out is whether Chapel Hill is at roughly the same latitude as Rome, it might make sense to hit that little “minus” sign on the online map until it has zoomed all the way out and you can see the whole globe. If you’re trying to figure out how to get from Chapel Hill to Wrightsville Beach, it might make more sense to zoom in to the level where you can see most of North Carolina (but not the rest of the world, or even the rest of the United States). And if you are looking for the intersection of Ridge Road and Manning Drive so that you can find the Writing Center’s main office, you may need to zoom all the way in. The question you are asking determines how “broad” your view should be. In the sample assignment above, the questions are probably at the “state” or “city” level of generality. When writing, you need to place your ideas in context—but that context doesn’t generally have to be as big as the whole galaxy!

Try writing your introduction last. You may think that you have to write your introduction first, but that isn’t necessarily true, and it isn’t always the most effective way to craft a good introduction. You may find that you don’t know precisely what you are going to argue at the beginning of the writing process. It is perfectly fine to start out thinking that you want to argue a particular point but wind up arguing something slightly or even dramatically different by the time you’ve written most of the paper. The writing process can be an important way to organize your ideas, think through complicated issues, refine your thoughts, and develop a sophisticated argument. However, an introduction written at the beginning of that discovery process will not necessarily reflect what you wind up with at the end. You will need to revise your paper to make sure that the introduction, all of the evidence, and the conclusion reflect the argument you intend. Sometimes it’s easiest to just write up all of your evidence first and then write the introduction last—that way you can be sure that the introduction will match the body of the paper.

Don’t be afraid to write a tentative introduction first and then change it later. Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.

Open with something that will draw readers in. Consider these options (remembering that they may not be suitable for all kinds of papers):

• an intriguing example —for example, Douglass writes about a mistress who initially teaches him but then ceases her instruction as she learns more about slavery.
• a provocative quotation that is closely related to your argument —for example, Douglass writes that “education and slavery were incompatible with each other.” (Quotes from famous people, inspirational quotes, etc. may not work well for an academic paper; in this example, the quote is from the author himself.)
• a puzzling scenario —for example, Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.
• a vivid and perhaps unexpected anecdote —for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”
• a thought-provoking question —for example, given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?

Pay special attention to your first sentence. Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and polished way.

How to evaluate your introduction draft

Ask a friend to read your introduction and then tell you what he or she expects the paper will discuss, what kinds of evidence the paper will use, and what the tone of the paper will be. If your friend is able to predict the rest of your paper accurately, you probably have a good introduction.

Five kinds of less effective introductions

1. The placeholder introduction. When you don’t have much to say on a given topic, it is easy to create this kind of introduction. Essentially, this kind of weaker introduction contains several sentences that are vague and don’t really say much. They exist just to take up the “introduction space” in your paper. If you had something more effective to say, you would probably say it, but in the meantime this paragraph is just a place holder.

Example: Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created different kinds of problems for enslaved people.

2. The restated question introduction. Restating the question can sometimes be an effective strategy, but it can be easy to stop at JUST restating the question instead of offering a more specific, interesting introduction to your paper. The professor or teaching assistant wrote your question and will be reading many essays in response to it—he or she does not need to read a whole paragraph that simply restates the question.

Example: The Narrative of the Life of Frederick Douglass discusses the relationship between education and slavery in 19th century America, showing how white control of education reinforced slavery and how Douglass and other enslaved African Americans viewed education while they endured. Moreover, the book discusses the role that education played in the acquisition of freedom. Education was a major force for social change with regard to slavery.

3. The Webster’s Dictionary introduction. This introduction begins by giving the dictionary definition of one or more of the words in the assigned question. Anyone can look a word up in the dictionary and copy down what Webster says. If you want to open with a discussion of an important term, it may be far more interesting for you (and your reader) if you develop your own definition of the term in the specific context of your class and assignment. You may also be able to use a definition from one of the sources you’ve been reading for class. Also recognize that the dictionary is also not a particularly authoritative work—it doesn’t take into account the context of your course and doesn’t offer particularly detailed information. If you feel that you must seek out an authority, try to find one that is very relevant and specific. Perhaps a quotation from a source reading might prove better? Dictionary introductions are also ineffective simply because they are so overused. Instructors may see a great many papers that begin in this way, greatly decreasing the dramatic impact that any one of those papers will have.

Example: Webster’s dictionary defines slavery as “the state of being a slave,” as “the practice of owning slaves,” and as “a condition of hard work and subjection.”

4. The “dawn of man” introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this topic since the beginning of time, throughout the world, etc. It is usually very general (similar to the placeholder introduction) and fails to connect to the thesis. It may employ cliches—the phrases “the dawn of man” and “throughout human history” are examples, and it’s hard to imagine a time when starting with one of these would work. Instructors often find them extremely annoying.

Example: Since the dawn of man, slavery has been a problem in human history.

5. The book report introduction. This introduction is what you had to do for your elementary school book reports. It gives the name and author of the book you are writing about, tells what the book is about, and offers other basic facts about the book. You might resort to this sort of introduction when you are trying to fill space because it’s a familiar, comfortable format. It is ineffective because it offers details that your reader probably already knows and that are irrelevant to the thesis.

Example: Frederick Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, An American Slave , in the 1840s. It was published in 1986 by Penguin Books. In it, he tells the story of his life.

And now for the conclusion…

Writing an effective introduction can be tough. Try playing around with several different options and choose the one that ends up sounding best to you!

Just as your introduction helps readers make the transition to your topic, your conclusion needs to help them return to their daily lives–but with a lasting sense of how what they have just read is useful or meaningful. Check out our handout on  conclusions for tips on ending your paper as effectively as you began it!

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself . New York: Dover.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Introduction to University Mathematics (2021-22)

Topic outline.

Course Materials

The primary course materials are these pdf lecture notes and the Panopto lecture videos (easiest to access via the direct links to the right, under Panopto/Completed recordings, once the site has recognised you as having access). 

There are 16 videos, mostly around 20-25 mins.  I recommend watching at x1.25 speed.  The notes and videos contain more or less the same material, occasionally in a slightly different order.  The rough correspondence is:

Lecture 1 - The natural numbers and induction (Sections 1.1,1.2)

Lecture 2 - The binomial theorem and introduction to sets (Sections 1.3,2.1)

Lecture 3 - Algebra of sets, cardinality (Sections 2.2,2.3,2.4)

Lecture 4 - Logical notation, relations, and equivalence relations (Sections 5.1,3.1,3.2,3.3)

Lecture 5 - Functions (Sections 4.1,4.2,4.3)

Lecture 6 - Handling logical notation and quantifiers (Sections 5.1,5.2)

Lecture 7 - Constructing mathematical statements and proofs (Sections 5.3,6.1,6.2)

Lecture 8 - Problem solving examples (Section 6.3)

Covers lectures 1-4.   The following would be a sensible order to do things:

Lectures 1 and 2. Questions 1,2

Lecture 3. Questions 3,4

Lecture 4. Questions 5,6,7

Covers lectures 5-8.  The following would be a sensible order to do things:

Lecture 5. Questions 1,2

Lecture 6. Questions 3,4,5

Lectures 7 and 8. Questions 6,7,8

The quizzes contain short questions to recap ideas from each lecture and to check your understanding.   I recommend taking a few minutes to do them as you work through the videos or notes.  

Some of these should be quite straightforward, while others require careful thought.  Getting them wrong doesn't matter at all - you may even learn more by getting them wrong.  (You can try the questions as many times as you like - don't be put off by things the system says about grading - these don't count for anything!)

Click 'Attempt quiz now' to start.   Click 'Check' to check your answers, 'Try another question like this one' to have another go (it really just means 'Try again' but I can't change what it says), and 'Next Page' to move to the next question.

The 2020 notes cover the same material, but are a bit longer and have more examples.  Included here as an optional additional resource.

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• College essay

How to Write a Great College Essay Introduction | Examples

Published on October 4, 2021 by Meredith Testa . Revised on August 14, 2023 by Kirsten Courault.

Admissions officers read thousands of essays each application season, and they may devote as little as five minutes to reviewing a student’s entire application. That means it’s critical to have a well-structured essay with a compelling introduction. As you write and revise your essay , look for opportunities to make your introduction more engaging.

There’s one golden rule for a great introduction: don’t give too much away . Your reader shouldn’t be able to guess the entire trajectory of the essay after reading the first sentence. A striking or unexpected opening captures the reader’s attention, raises questions, and makes them want to keep reading to the end .

Table of contents

Start with a surprise, start with a vivid, specific image, avoid clichés, other interesting articles, frequently asked questions about college application essays.

A great introduction often has an element of mystery. Consider the following opening statement.

This opener is unexpected, even bizarre—what could this student be getting at? How can you be bad at breathing?

The student goes on to describe her experience with asthma and how it has affected her life. It’s not a strange topic, but the introduction is certainly intriguing. This sentence keeps the admissions officer reading, giving the student more of an opportunity to keep their attention and make her point.

In a sea of essays with standard openings such as “One life-changing experience for me was …” or “I overcame an obstacle when …,” this introduction stands out. The student could have used either of those more generic introductions, but neither would have been as successful.

This type of introduction is a true “hook”—it’s highly attention-grabbing, and the reader has to keep reading to understand.

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If your topic doesn’t lend itself to such a surprising opener, you can also start with a vivid, specific description.

Many essays focus on a particular experience, and describing one moment from that experience can draw the reader in. You could focus on small details of what you could see and feel, or drop the reader right into the middle of the story with dialogue or action.

Some students choose to write more broadly about themselves and use some sort of object or metaphor as the focus. If that’s the type of essay you’d like to write, you can describe that object in vivid detail, encouraging the reader to imagine it.

Cliché essay introductions express ideas that are stereotypical or generally thought of as conventional wisdom. Ideas like “My family made me who I am today” or “I accomplished my goals through hard work and determination” may genuinely reflect your life experience, but they aren’t unique or particularly insightful.

Unoriginal essay introductions are easily forgotten and don’t demonstrate a high level of creative thinking. A college essay is intended to give insight into the personality and background of an applicant, so a standard, one-size-fits-all introduction may lead admissions officers to think they are dealing with a standard, unremarkable applicant.

Quotes can often fall into the category of cliché essay openers. There are some circumstances in which using a quote might make sense—for example, you could quote an important piece of advice or insight from someone important in your life. But for most essays, quotes aren’t necessary, and they may make your essay seem uninspired.

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

The introduction of your college essay is the first thing admissions officers will read and therefore your most important opportunity to stand out. An excellent introduction will keep admissions officers reading, allowing you to tell them what you want them to know.

The key to a strong college essay introduction is not to give too much away. Try to start with a surprising statement or image that raises questions and compels the reader to find out more.

Cliché openers in a college essay introduction are usually general and applicable to many students and situations. Most successful introductions are specific: they only work for the unique essay that follows.

In most cases, quoting other people isn’t a good way to start your college essay . Admissions officers want to hear your thoughts about yourself, and quotes often don’t achieve that. Unless a quote truly adds something important to your essay that it otherwise wouldn’t have, you probably shouldn’t include it.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Testa, M. (2023, August 14). How to Write a Great College Essay Introduction | Examples. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/college-essay/introduction-college-essay/

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Introducing engineering

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Engineering encompasses a broad range of disciplines from design to manufacturing. This free course, Introducing engineering, introduces a number of key themes that explore how engineering is undertaken in our modern world. These themes include engineering design, rules that govern engineers, manufacturing for products and electricity generation using solar energy.

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After studying this course, you should be able to:

• understand the characteristics of 'engineering' and the role engineers have played in shaping engineering up to the present and into the future
• understand a range of principles in science, mathematics and engineering in order to make well-founded decisions as part of a design process
• have an appreciation of the design decision-making process when developing new products
• recognise the effects on the conduct of engineering relating to issues such as patents, standards and risk
• understand the use of appropriate candidate/potential materials and processes for the manufacture of a given artefact.

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Updated: 19/06/2019

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Self-introduction for Students [With Sample Intros]

• Updated on Jan 13, 2023

•   shares

You would want to make a good impression on your friends when you introduce yourself on the first day in class at your school or college – or at some other gathering. Wouldn’t you?

A small note before we dive into thick of things: Self-introductions can be context-driven, implying that because of unique situation you’re in, you may have to customize some part of the introduction. So, feel free to add or subtract to what’s covered here.

What to include in self-introduction?

Is there a format (for the introduction) to follow? The organizer, for example, may ask to include your name, place you come from, and your hobbies in the introduction.

If there is a format, follow it, but feel free to venture into areas that aren’t included in the format if they provide a more complete picture of yours.

You may include following in your introduction:

1. The start

You can start with the obvious – your name.

But that’s a common start. You can be bit innovative by starting with an attention-grabber. Watch the beginning of this video on marketing to get a feel of what I’m saying (watch the first 15 seconds):

Neil didn’t start with his name. He started with things that will grab people’s attention immediately and came to his name later on.

You can follow the same strategy to stand out among your classmates, most of whom would be following the standard ‘name first’ approach. You can start with a unique experience or a peculiar fact about your city or your uncommon hobby. The first sample intro (later in the post) follows this strategy.

More resources on conversations and introductions:

• How to introduce yourself in different settings?
• How to say ‘thank you’?
• How to respond when someone asks ‘how are you’?

2. Where are you from?

Mention the city you come from. You may add a sentence or two about the city as well if there is something interesting to talk about. Maybe the city is known for historic monuments. Maybe it’s known for natural resources.

And if you’ve lived in multiple cities, you may briefly mention the names and, as mentioned above, a sentence or two on the most interesting of them.

3. Where did you last attend the school?

If you recently moved to a new school (or college) and are introducing yourself there, you can briefly talk about your last school. Are there any interesting facts about your last school? If yes, mention them. Maybe it was established a long, long time ago. Maybe it has produced few famous alumni.

If you’re continuing in the same school, you may mention how many years you’ve been studying there.

4. Interests, hobbies, and achievements

What are your interests and hobbies?

Playing a sport? Traveling? Hiking? Reading? Kite flying? Or something unusual, say bull fighting?

Go into details if you’ve pursued the hobby with serious interest. For example, if you’re into reading, mention what genres you read, your favorite books, your favorite author, and how reading has affected you.

Don’t forget to mention your participation in extracurricular activities in school, if you did. Don’t forget to mention any significant achievements you’ve had?

5. Which stream/department/subject have you enrolled in?

You can briefly talk about which subjects (math, science, arts, commerce, biology, and so on) you’ve picked or you intend to pick in future. Optionally, you may also mention why you made the choice you have. Was it because you love it? Was it because it’ll help you achieve your career goals?

If you’re a college student, you can mention the department you’ve enrolled in. Are you in Arts, Commerce, Mechanical Engineering, Science, or Economics?

This doesn’t apply though if you’re introducing yourself to students who’re all from the same stream/department/subject.

6. Do you’ve clarity on interests/goals you want to pursue in future?

If you’re in K-12, you may not have seriously evaluated what career path you want to follow, and that’s fine. But if you’ve certain career aspiration and if you want to talk about it, you can. Some want to become engineer. Some, astronaut. Some, doctor. Some, model. Speak out what you aspire to become.

Most college students though have more concrete idea on post-college career. If you’ve decided the career path you want to pursue after college, you can share it with your classmates. You never know few of your classmates harboring same career aspirations may just approach you to be friends. You may also mention professional clubs you want to join to hone your skills.

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7. Where can you help others?

If you’ve a strength others in your class can benefit from, feel free to share it. For example, if you’re good in dancing, you can offer to teach the ropes to anyone interested. If you’re strong in a particular subject that is part of your syllabus, you can offer to help others in that subject.

If people know of your strengths, they’ll readily approach you when they need help. This is an easy way to make friends in college. And if you think helping others may be a time waster, you should remember that you too may need help in areas where others are stronger.

This is also a good stage – by offering help – to finish your intro. (See the first sample intro.)

Should I talk about my family?

Avoid it unless the format of the intro requires you to talk about your family as well. You need not go into what your parents do and which class your siblings study in.

Should I mention my last year’s grades?

You shouldn’t unless specifically asked to or others are mentioning it. Top grades can lend a snobbish air to your intro, even if you’re otherwise. Students may make an impression that you’re flaunting your grades, even if you aren’t.

Remember, the primary goal of your intro is to make friends, find people with shared interests.

Four do’s and don’ts when introducing yourself

1. listen to other intros.

Listen to intros that come before yours. If you can refer to someone else’s point or two seamlessly in your intro, you’ll impress people around.

2. Practice, but don’t cram

People often go blank on some of the points or get nervous when they stand up to speak. The best long-term way to overcome this is exposure to such speaking experiences . But in the immediate term, practice what you want to say few times (don’t cram though) to increase your odds of speaking with confidence.

3. Appear confident even if you’re not

After the presentations by executives and entrepreneurs (presumably confident speakers) as part of an executive program at Harvard University, Carmine Gallo , one of the judges, asked them how their presentations went. He heard following comments:

“I was so nervous. I was shaking.”

“I forgot what to say about a slide.”

“I stumbled over my words.”

“I totally lost my place.”

But, no one in the audience spotted those mistakes.

This phenomenon is called spotlight effect , which in nutshell means that people overestimate how much others are noticing their actions and appearance.

What’s the lesson?

If you’re nervous or you make few mistakes, don’t let them rattle you. Most won’t even notice them. Caroline Goyder captures this sentiment aptly in her book Find Your Voice: The Secret to Talking with Confidence in Any Situation :

When you dive into contribution [speaking], and move beyond the anxious competing, you realize that all the worry was such a waste of time. No one is ever judging you as harshly as you judge yourself. Because the truth is that most people are thinking about themselves.

But if you let nervousness and mistakes overpower you, you may make a mistake or display body language that will be noticed by all. And once you’re through the first few lines in your intro, your nerves will start easing.

So, stay composed and carry on. Many in the audience in fact wouldn’t even be listening to most introductions, as they would be busy silently rehearsing their own lines.

4. Make eye contact and be enthusiastic

Make eye contact with other students while speaking. Don’t fix your eyes on a familiar section of the audience. Move your eyes around. And, last but important, your voice and body language should show enthusiasm.

Here are few sample self-introductions for you to get a hang of how they’re done:

Sample self-introductions

Introduction 1

I once spent an entire night in a dense forest with a friend. Well, this act was not to show off how brave I was, but it was forced on me… by my foolishness. During a trek in [name of the region], I and a friend got too adventurous and strayed from our regular route despite instructions to the contrary by our trek guide. We got lost. We survived somehow (that’s a story for another day), but I haven’t given up on my adventure streak and love for outdoors.

Friends, I’m [your first name] and I love outdoors. I’ve been to treks in Himalayas on multiple occasions. These outdoor expeditions have also forced me to learn basic cooking. Well, I don’t boast of cooking dishes you’ll relish, but yes when you’re dying of hunger in the middle of night, you can count on me. I also love cycling long distances – 20+ kilometers in a stretch – and I can manage singing which some may find intolerable.

I’m from [name of the city]. It’s not a big place, but it somehow exists on the map. I’m really excited to be here. I look forward to having some fun, making friends, and building myself up for college. If you’re organizing any outdoor event in future, you can always count on me for help.

Thanks for giving me this opportunity to introduce myself.

Introduction 2

My name is [your first name]. I’m from [name of the city] where I finished my schooling last year from [name of the school]. Is there anyone here from my city? (Changes tack to engage with the audience.) OK, few.

I like watching movies, at least once a month. I play basketball on weekends and chess whenever I get time. I’m into reading thriller novels as well, Dan Brown being my favorite novelist.

I’m happy to step into college life, which provides more freedom and where, finally, I don’t have to come in a uniform. Post-college, I aspire to work in consulting industry.

I’m particularly strong in Excel worksheets and creating well-designed banners and documents. If anyone requires support in these areas, I’ll be glad to help. I look forward to meeting each one of you in the coming days.

Thanks. Have a great day.

Anil is the person behind content on this website, which is visited by 3,000,000+ learners every year. He writes on most aspects of English Language Skills. More about him here:

15 Comments

This really helped me… Thank you so so much.

Thank u….this is quite helpful to overcome my nervousness and get into action..Cheers?

Man, I was so nervous about my interview for school admission. But after reading this, I felt comfortable. Thanks, this was a great explanation.

It helped me a lot. Thank you so much. It was like I was the center of attraction. Thank you again.

Thanx…. It really helped on my first day of college.

Dude, this is another level. Thanks a lot.

Thanks a lot. It was useful. Now, I should be able to introduce my self without nerves ????

Thank you. Now I get some ideas for self intro and thank you for your brief explanation.

I was a little nervous about my varsity first introduction and my confidence increased after watching it.

Intro 2 was like fire…. It helped me a lot, thanx!!

Thanks, dude!!!! I am a school-level student and the introduction part really helped me.

I have a virtual introduction meeting with my seniors in college. I am so nervous about it. This piece is so helpful. Thanks.

Excellent. I like this a lot. I searched for this type of introduction on many websites, but this post is so interesting and good enough to impress my teacher and classmates.

My name is Yeabkal Solomon. I’m a first year student at Arba minch University. It helped me when I was gave my oral presentation.

I was very scared. I was really scared. Thank you very much for helping with the interview. It was very helpful for me

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Introduction to Calculus

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There are 5 modules in this course

The focus and themes of the Introduction to Calculus course address the most important foundations for applications of mathematics in science, engineering and commerce. The course emphasises the key ideas and historical motivation for calculus, while at the same time striking a balance between theory and application, leading to a mastery of key threshold concepts in foundational mathematics.

Students taking Introduction to Calculus will: • gain familiarity with key ideas of precalculus, including the manipulation of equations and elementary functions (first two weeks), • develop fluency with the preliminary methodology of tangents and limits, and the definition of a derivative (third week), • develop and practice methods of differential calculus with applications (fourth week), • develop and practice methods of the integral calculus (fifth week).

Precalculus (Setting the scene)

This module begins by looking at the different kinds of numbers that fall on the real number line, decimal expansions and approximations, then continues with an exploration of manipulation of equations and inequalities, of sign diagrams and the use of the Cartesian plane.

What's included

10 videos 8 readings 9 quizzes

10 videos • Total 109 minutes

• Welcome and introduction to Module 1 • 4 minutes • Preview module
• Real line, decimals and significant figures • 15 minutes
• The Theorem of Pythagoras and properties of the square root of 2 • 11 minutes
• Algebraic expressions, surds and approximations • 10 minutes
• Equations and inequalities • 17 minutes
• Sign diagrams, solution sets and intervals (Part 1) • 10 minutes
• Sign diagrams, solution sets and intervals (Part 2) • 10 minutes
• Coordinate systems • 8 minutes
• Distance and absolute value • 5 minutes
• Lines and circles in the plane • 14 minutes

8 readings • Total 160 minutes

• Notes: Real line, decimals and significant figures • 20 minutes
• Notes: The Theorem of Pythagoras and properties of the square root of 2 • 20 minutes
• Notes: Algebraic expressions, surds and approximations • 20 minutes
• Notes: Equations and inequalities • 20 minutes
• Notes: Sign diagrams, solution sets and intervals • 20 minutes
• Notes: Coordinate systems • 20 minutes
• Notes: Distance and absolute value • 20 minutes
• Notes: Lines and circles in the plane • 20 minutes

9 quizzes • Total 270 minutes

• Module 1 quiz • 60 minutes
• Real line, decimals and significant figures • 20 minutes
• The Theorem of Pythagoras and properties of the square root of 2 • 20 minutes
• Algebraic expressions, surds and approximations • 20 minutes
• Equations and inequalities • 30 minutes
• Sign diagrams, solution sets and intervals • 30 minutes
• Coordinate systems • 30 minutes
• Distance and absolute value • 30 minutes
• Lines and circles in the plane • 30 minutes

Functions (Useful and important repertoire)

This module introduces the notion of a function which captures precisely ways in which different quantities or measurements are linked together. The module covers quadratic, cubic and general power and polynomial functions; exponential and logarithmic functions; and trigonometric functions related to the mathematics of periodic behaviour. We create new functions using composition and inversion and look at how to move backwards and forwards between quantities algebraically, as well as visually, with transformations in the xy-plane.

13 videos 12 readings 13 quizzes

13 videos • Total 142 minutes

• Introduction to Module 2 • 1 minute • Preview module
• Parabolas and quadratics • 11 minutes
• The quadratic formula • 10 minutes
• Functions as rules, with domain, range and graph • 11 minutes
• Polynomial and power functions • 13 minutes
• Composite functions • 7 minutes
• Inverse functions • 12 minutes
• The exponential function • 13 minutes
• The logarithmic function • 8 minutes
• Exponential growth and decay • 13 minutes
• Sine, cosine and tangent • 9 minutes
• The unit circle and trigonometry • 16 minutes
• Inverse circular functions • 11 minutes

12 readings • Total 235 minutes

• Notes: Parabolas and quadratics • 20 minutes
• Notes: The quadratic formula • 20 minutes
• Notes: Functions as rules, with domain, range and graph • 20 minutes
• Notes: Polynomial and power functions • 20 minutes
• Notes: Composite functions • 20 minutes
• Notes: Inverse functions • 20 minutes
• Notes: The exponential function • 20 minutes
• Notes: The logarithmic function • 15 minutes
• Notes: Exponential growth and decay • 20 minutes
• Notes: Sine, cosine and tangent • 20 minutes
• Notes: The unit circle and trigonometry • 20 minutes
• Notes: Inverse circular functions • 20 minutes

13 quizzes • Total 420 minutes

• Module 2 quiz • 60 minutes
• Parabolas and quadratics • 30 minutes
• The quadratic formula • 30 minutes
• Functions as rules, with domain, range and graph • 30 minutes
• Polynomial and power functions • 30 minutes
• Composite functions • 30 minutes
• Inverse functions • 30 minutes
• The exponential function • 30 minutes
• The logarithmic function • 30 minutes
• Exponential growth and decay • 30 minutes
• Sine, cosine and tangent • 30 minutes
• The unit circle and trigonometry • 30 minutes
• Inverse circular functions • 30 minutes

Introducing the differential calculus

This module introduces techniques of differential calculus. We look at average rates of change which become instantaneous, as time intervals become vanishingly small, leading to the notion of a derivative. We then explore techniques involving differentials that exploit tangent lines. The module introduces Leibniz notation and shows how to use it to get information easily about the derivative of a function and how to apply it.

12 videos 10 readings 11 quizzes

12 videos • Total 131 minutes

• Introduction to Module 3 • 1 minute • Preview module
• Slopes and average rates of change • 10 minutes
• Displacement, velocity and acceleration • 11 minutes
• Tangent lines and secants • 10 minutes
• Different kinds of limits • 12 minutes
• Limit laws • 15 minutes
• Limits and continuity • 9 minutes
• The derivative as a limit • 10 minutes
• Finding derivatives from first principles • 14 minutes
• Leibniz notation • 14 minutes
• Differentials and applications (Part 1) • 13 minutes
• Differentials and applications (Part 2) • 7 minutes

10 readings • Total 200 minutes

• Notes: Slopes and average rates of change • 20 minutes
• Notes: Displacement, velocity and acceleration • 20 minutes
• Notes: Tangent lines and secants • 20 minutes
• Notes: Different kinds of limits • 20 minutes
• Notes: Limit laws • 20 minutes
• Notes: Limits and continuity • 20 minutes
• Notes: The derivative as a limit • 20 minutes
• Notes: Finding derivatives from first principles • 20 minutes
• Notes: Leibniz notation • 20 minutes
• Notes: Differentials and applications • 20 minutes

11 quizzes • Total 360 minutes

• Module 3 quiz • 60 minutes
• Slopes and average rates of change • 30 minutes
• Displacement, velocity and acceleration • 30 minutes
• Tangent lines and secants • 30 minutes
• Different kinds of limits • 30 minutes
• Limit laws • 30 minutes
• Limits and continuity • 30 minutes
• The derivative as a limit • 30 minutes
• Finding derivatives from first principles • 30 minutes
• Leibniz notation • 30 minutes
• Differentials and applications • 30 minutes

Properties and applications of the derivative

This module continues the development of differential calculus by introducing the first and second derivatives of a function. We use sign diagrams of the first and second derivatives and from this, develop a systematic protocol for curve sketching. The module also introduces rules for finding derivatives of complicated functions built from simpler functions, using the Chain Rule, the Product Rule, and the Quotient Rule, and how to exploit information about the derivative to solve difficult optimisation problems.

14 videos 13 readings 14 quizzes

14 videos • Total 154 minutes

• Introduction to Module 4 • 1 minute • Preview module
• Increasing and decreasing functions • 11 minutes
• Sign diagrams • 12 minutes
• Maxima and minima • 12 minutes
• Concavity and inflections • 10 minutes
• Curve sketching • 16 minutes
• The Chain Rule • 9 minutes
• Applications of the Chain Rule • 14 minutes
• The Product Rule • 8 minutes
• Applications of the Product Rule • 9 minutes
• The Quotient Rule • 8 minutes
• Application of the Quotient Rule • 10 minutes
• Optimisation • 12 minutes
• The Second Derivative Test • 16 minutes

13 readings • Total 260 minutes

• Notes: Increasing and decreasing functions • 20 minutes
• Notes: Sign diagrams • 20 minutes
• Notes: Maxima and minima • 20 minutes
• Notes: Concavity and inflections • 20 minutes
• Notes: Curve sketching • 20 minutes
• Notes: The Chain Rule • 20 minutes
• Notes: Applications of the Chain Rule • 20 minutes
• Notes: The Product Rule • 20 minutes
• Notes: Applications of the Product Rule • 20 minutes
• Notes: The Quotient Rule • 20 minutes
• Notes: Application of the Quotient Rule • 20 minutes
• Notes: Optimisation • 20 minutes
• Notes: The Second Derivative Test • 20 minutes

14 quizzes • Total 440 minutes

• Module 4 quiz • 60 minutes
• Increasing and decreasing functions • 30 minutes
• Sign diagrams • 20 minutes
• Maxima and minima • 30 minutes
• Concavity and inflections • 30 minutes
• Curve sketching • 30 minutes
• The Chain Rule • 30 minutes
• Applications of the Chain Rule • 30 minutes
• The Product Rule • 30 minutes
• Applications of the Product Rule • 30 minutes
• The Quotient Rule • 30 minutes
• Application of the Quotient Rule • 30 minutes
• Optimisation • 30 minutes
• The Second Derivative Test • 30 minutes

Introducing the integral calculus

This fifth and final module introduces integral calculus, looking at the slopes of tangent lines and areas under curves. This leads to the Fundamental Theorem of Calculus. We explore the use of areas under velocity curves to estimate displacement, using averages of lower and upper rectangular approximations. We then look at limits of approximations, to discover the formula for the area of a circle and the area under a parabola. We then develop methods for capturing precisely areas under curves, using Riemann sums and the definite integral. The module then introduces indefinite integrals and the method of integration by substitution. Finally, we discuss properties of odd and even functions, related to rotational and reflectional symmetry, and the logistic function, which modifies exponential growth.

14 videos 10 readings 9 quizzes

14 videos • Total 161 minutes

• Introduction to Module 5 • 2 minutes • Preview module
• Inferring displacement from velocity • 15 minutes
• Areas bounded by curves • 17 minutes
• Riemann sums and definite integrals • 17 minutes
• The Fundamental Theorem of Calculus and indefinite integrals • 16 minutes
• Connection between areas and derivatives (Part 1) • 9 minutes
• Connection between areas and derivatives (Part 2) • 10 minutes
• Integration by substitution (Part 1) • 11 minutes
• Integration by substitution (Part 2) • 8 minutes
• Odd and even functions (Part 1) • 10 minutes
• Odd and even functions (Part 2) • 9 minutes
• The logistic function (Part 1) • 12 minutes
• The logistic function (Part 2) • 6 minutes
• The escape velocity of a rocket • 15 minutes

10 readings • Total 190 minutes

• Notes: Inferring displacement from velocity • 20 minutes
• Notes: Areas bounded by curves • 20 minutes
• Notes: Riemann sums and definite integrals • 20 minutes
• Notes: The Fundamental Theorem of Calculus and indefinite integrals • 20 minutes
• Notes: Connection between areas and derivatives • 20 minutes
• Notes: Integration by substitution • 20 minutes
• Notes: Odd and even functions • 20 minutes
• Notes: The logistic function • 20 minutes
• Notes: The escape velocity of a rocket • 20 minutes
• Formula Sheet • 10 minutes

9 quizzes • Total 300 minutes

• Module 5 quiz • 60 minutes
• Inferring displacement from velocity • 30 minutes
• Areas bounded by curves • 30 minutes
• Riemann sums and definite integrals • 30 minutes
• The Fundamental Theorem of Calculus and indefinite integrals • 30 minutes
• Connection between areas and derivatives • 30 minutes
• Integration by substitution • 30 minutes
• Odd and even functions • 30 minutes
• The logistic function • 30 minutes

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Reviewed on Aug 30, 2020

Exceptional course. Fantastic explaining by Professor Easdown, I wish more teachers were as clear as he is, and as kind and thoughtful towards their students. Many, many thanks in case you see this.

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I have completed quite a few courses on Coursera. This is by far the best instructor. I really hope David is going to do teach another Coursera course soon - I will sign up regardless of the content!

Reviewed on Jan 24, 2022

Excellent course! Prof Easdown makes the material very interesting with real world examples and historical context. I think you will love this course even if math is not your fav subject.

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ECE 209P - Introduction to Professional Engineering

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Excel: Introduction to Charts and Graphs

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Instructor: Dennis Taylor

Learn the basics of Excel charts and graphs in this concise course. Excel expert Dennis Taylor begins by explaining Excel chart concepts, including identifying the different elements of a chart and choosing the right chart type. Next, Dennis walks through creating a basic chart, using the Recommended Charts feature and keyboard shortcuts to get the job done quickly. Dennis then covers formatting charts with styles, colors, and more. Finally, he steps through the most popular chart options: column, bar, and line charts. Note that this course is recorded in Excel for Microsoft 365 but anyone using a recent version—including Office 365, 2019, 2016, and 2013—will be able to follow along.

Israeli ambassador to U.S., former Palestinian Authority prime minister visit Vanderbilt classroom

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Former Palestinian Authority Prime Minister Salam Fayyad and Israeli Ambassador to the U.S. Michael Herzog joined Professor Brett Benson’s Introduction to International Politics class last week, with Fayyad on Wednesday, March 27, and Herzog on Thursday, March 28. “I think this is the only university in the country that can host Salam Fayyad one day and the Israeli ambassador the next,” Morgan Ortagus , former spokesperson for the U.S. Department of State told students, as she led the conversation with Ambassador Herzog.  

Ambassador Herzog, a retired Israel Defense Forces brigadier general and senior military aide, has played vital roles in various peace negotiations with Arab nations for more than 30 years, including with Jordan, Palestine and Syria, and many other nations in the region.  

“Not everywhere is there a platform to exchange views,” Herzog echoed in his appreciation to the class for hosting his visit. “You can disagree with me and criticize policies, but I want to have a free discussion, and that’s not available everywhere, so thank you. “  

Fayyad, a distinguished fellow in the Foreign Policy program at the Brookings Institution and a visiting senior scholar and Daniella Lipper Coules ’95 Distinguished Visitor in Foreign Affairs at the Princeton School of Public and International Affairs, visited the campus on Wednesday morning, interacting with students in several informal settings.  

“To move forward, we must trust that people are telling their truths and take them at face value,” Fayyad told students at an intimate gathering before he addressed the Introduction to International Politics class. “Nothing is gained by telling someone that their reality is not true. We can only make progress by trying to better understand that reality and finding goals we have in common to work together.”   

Students had the unique benefit of discussing the ongoing conflict in the Middle East with these two deeply knowledgeable practitioners and asked poignant, probing questions, ranging from Israel’s need to balance brokering peace with Palestinians and removing the threat of a repeated Hamas attack, to the role and effectiveness of the Boycott, Divestment, Sanctions movement, to Fayyad’s philosophy as finance minister and prime minister and how his belief in the rule of law informed his leadership approach.  

The two visits are emblematic of Vanderbilt’s resolve to advance its educational mission and promote civil, respectful dialogue across difference. “The opportunity to meet former Prime Minister Fayyad and Ambassador Herzog provided all of us incredible insight into their roles as diplomats and statesmen,” said Max Perry, a Vanderbilt sophomore who is also an ambassador for the Open Dialogue Visiting Fellows Program . “The conversations,” Perry continued, “provided a tremendous occasion for students to use dialogue as a tool to navigate difficult topics.”  

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Excel: Introduction to Charts and Graphs

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Instructor: Dennis Taylor

Learn the basics of Excel charts and graphs in this concise course. Excel expert Dennis Taylor begins by explaining Excel chart concepts, including identifying the different elements of a chart and choosing the right chart type. Next, Dennis walks through creating a basic chart, using the Recommended Charts feature and keyboard shortcuts to get the job done quickly. Dennis then covers formatting charts with styles, colors, and more. Finally, he steps through the most popular chart options: column, bar, and line charts. Note that this course is recorded in Excel for Microsoft 365 but anyone using a recent version—including Office 365, 2019, 2016, and 2013—will be able to follow along.

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Excel: Introduction to Charts and Graphs

• Share This: Share Excel: Introduction to Charts and Graphs on Facebook Share Excel: Introduction to Charts and Graphs on LinkedIn Share Excel: Introduction to Charts and Graphs on X

Instructor: Dennis Taylor

Learn the basics of Excel charts and graphs in this concise course. Excel expert Dennis Taylor begins by explaining Excel chart concepts, including identifying the different elements of a chart and choosing the right chart type. Next, Dennis walks through creating a basic chart, using the Recommended Charts feature and keyboard shortcuts to get the job done quickly. Dennis then covers formatting charts with styles, colors, and more. Finally, he steps through the most popular chart options: column, bar, and line charts. Note that this course is recorded in Excel for Microsoft 365 but anyone using a recent version—including Office 365, 2019, 2016, and 2013—will be able to follow along.