Week 11: Preparing for Registration & Meaningful Inquiry

Introduction

This week we discussed registration and the power of a meaningful question. With registration for honors happening on Monday, we discussed everything we need to prepare and what to do on the day of. Doctora sent us a link to an article about the art of a meaningful question which we have to read before class on Wednesday. 

Monday

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On Monday, our honors advisor, Erin Martin came in to give us a run down on preparing for registration. The first thing she said we had to do was see our academic advisor. Our academic advisors are there to ensure we stay on the right track to get our degree, help us pick the best classes for us to take each semester, and give us our CRN number which is needed to register. After seeing our advisor, we should go onto wings and see if there are any holds on our account. If there are holds, we must get them fixed before Monday or else we won't be able to register. Once we are sure there are no holds on our account, we must go to the course search which can be found on the Georgia Southern Website. The course search has every available course for next semester as well as the times and location. We were told to use the course search to compose 1 or 2 schedules for next semester so we don't have to do it the day of. Our last step is to actually register. In order to register, we must go to wings, click on student, under registration there's a link to drop/add classes, then we will pick the term, type in our RAN numbers, put in all of the CRN numbers to the classes we picked and the submit. 

 Wednesday
Image result for powerful questionsOn Wednesday, we discussed the article about the art of a meaning question. The article essentially said we should be more focused on asking a question that promotes thought rather than focusing on fixing a problem. We did a short quiz over the article which required us to use what we learned about questions to write a powerful and meaningful question. Then we had to describe ana situation that has been on our mind and ask a question regarding that situation. We were given person sheet then put into groups of two to discuss the questions asked. I was paired with Rachel Lynn and the questions I got were, "Have I started too early? Is it worth it? If I decide not to, am I wasting my time?". These questions were in regards to a student who decided to learn physics on their own in order to begin research to get a head start in a major they aren't even sure if for them. These questions weren't bad, but I feel as though they could be better. To make the better the student could ask, "What do I get out of this situation and how does it hurt or benefit me?". This makes the student look at all possibilities, rather than thinking about the problem itself. 

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