51: Downtown New Haven

I've only been in downtown New Haven a couple times during my life. And when my mom and I decided to go to Alex and Ani in New Haven, we went exploring for a little while to see what else there was. We went to a few of the shops to see what they were like and found many interesting things. We went out to eat at a pizza place next to Alex and Ani and also walked past the green where there was a festival going on (although we didn’t attend it) Overall, it was a fun time and I would want to go back another time, for a little longer than I did this time, and particularly check out the “Yale Sculpture Gallery”.

5A: Four weeks down!

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Four weeks already?! It feels like just yesterday I was walking on campus the first day of school anxious to know who was in my classes and what they were like. Now that I've completed four weeks of being in college, I have a lot that I can reflect on. 

The successes that I've had so far are making some new friends. I have someone I can talk to in every one of my classes, which for me, makes it a much better experience knowing that there's someone there to chat with.It makes me look forward to having my classes everyday. I have also gotten used to coming home and doing my homework right away and trying to finish it, even for the classes that don't meet the following day. Although, sometimes I wait until the night before and am trying to finish my homework in a hurry because I want to get it done and do other things, I'm trying my best not to. The thing that has been the most difficult for me so far is my time management. Since I commute to school, I have to make time to drive to school, walk up to campus and get to my classes on time. This I am not used to at all because I never drove myself to school before or am used to it. Also, when I get home from school I have to manage my time between homework/studying and relaxing and having some time just to chill out. I have not had any failures yet (luckily!) and am hoping to not have any in the future because I want my college experience to be a great one, and help me become a more knowledgeable person in the future.

In one of the articles we read this week "The Indispensable Importance of Setting Goals in College", taught me a good way that I can set my goals and I want to follow way that they set it up. First, you will need a goal that specifically states what you want to be done. You need a plan of action, otherwise you may not follow through with your goal, and then you need to put that goal into place and follow through with it! Once you know how to set and achieve your goals, you can become better and better at it!

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Another article I liked from the readings was on Cal Newport's blog (http://calnewport.com/blog/ ). The topic was studying, and he stated that memorization isn't the key thing to studying. This made me think, because when I'm studying a lot of the times I'm more focused on memorizing everything so that I know it. But he explained that memorization is the LAST step you should take while studying.

Principle #1: Learn It Once

This principle asserts that the correct time to learn something is when you first approach it, either in your readings or lectures. Waiting until the end to study results in a lot of wasted effort and poor grades.

Principle #2: Knowing is Being Able to Teach

If you can’t explain something simply, it means you don’t fully understand it. In keeping with the learn-it-once philosophy, the way you can tell you haven’t learned something is if you can’t teach it.

Principle #3: Memorization is a Last Resort

The final principle is that memorizing is a vice to be used only when absolutely necessary. Too many students use memorization as their first weapon of choice and therefore miss out on all the hard, but ultimately time-saving, insights they could have created through connections.

(http://calnewport.com/blog/2011/05/18/anatomy-of-an-a-a-look-inside-the-process-of-one-of-the-worlds-most-efficient-studiers/) 

My main goal with college is just to get good grades and become a better learner, but one of my smaller goals is going to become better at studying. I am going to use the information above in which will help improve my studying skills so I can reach my larger goal of good grades at college!! 

My cat likes to "help" me with my homework and studying by sleeping on top of my books!

5B: College Time Management

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Doing my time study this week has showed me many things. First, I sleep about 49 hours a week which is probably normal, I spend about 17-18 hours on homework/studying, and I spend over 30 hours in free time. I have recently just gotten a job at Dunkin Donuts and will be starting training soon, so I know I might not have as much free time. But in the free time that I had, I could also be studying more and not just hanging around all the time. Right now in the school year, I don't have a lot of homework in which I'm doing for hours at night, but in the future I might have classes where I will be spending long periods of time not only doing homework, but studying as well. I know that sometimes I procrastinate and do things the last minute, and it is a bad habit of mine that I need to reconsider not procrastinating so much. I had a history quiz this week, and probably didn't spend as much time studying for it as I should, and I know that because I didn't know some of the questions on my test. However, this has showed me that I want to take my studying more seriously because I want to get good grades in college and I know that I can if I put effort into it. I can eliminate procrastination while still allowing for some downtime by planning something fun to do or that I want to do just to "chill out" and say that I can only do it if I have all my work done for my classes by that night I plan something. I could also only allow myself to watch TV when I have completed my work. To plan out my week, I will do my homework the night that it was due and not wait until the night before it is due. I think if I do this, the next day I won't be worried about having to finish it or even starting it. From this study I learned that I will have to manage my time more than I had to in high school, because it is way different and between all the other time I spent outside of class and everything else I do, I need to make a lot of time to get my work and studying done so I can become a successful college student and person in the future!

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5V: College "Agencies"

When you hear the word "agency" what do you think about? A company, a firm, a business? All those words are similar, but the dictionary definition of agency means, "an organization, company, or bureau that provides some service for another." So how does this connect to college and the articles we read about in class this week? 

For one, Southern offers many services for students including tutoring, places to study, and different centers for people who may need extra help in a specific topic. These services are specifically for the students so they can have a better knowledge at something they don't understand. The articles we read for class this week talked about different tips and tricks for college students to learn how to be a better college student. Cal Newport's blog had many different topics such as "test taking", "studying" "paper writing" "organization" and "fighting procrastination". These offered 'services' and basically little 'agencies' for helping college students with certain topics. I found them to be very helpful and interesting to read, and also very usable to me right now and in the future. 

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Other words: 

Immersed: "involve oneself deeply in a particular activity or interest."

Succumb: fail to resist (pressure, temptation, or some other negative force).

4I: What's that structure?

As a commuter, I walk past this structure located on Farnam Avenue just ahead of the commuter parking lots and by Brownell hall. This structure, having a circle and a smaller circle inside, then surrounded by stone rocks was an interesting part of my walk to campus every day.
I thought it was interesting because although I pass it every day, I don't really know about it. I figured out that it is Nancy Holt, End of the line/West Rock from the year 1985, and it's made out of stone, masonry and steel. I remember in June when I had orientation, our group took a photo by it and I thought it was really interesting and now I know what it's all about!

4B: Q&A

This weeks readings were all focused on Delayed Gratification, meaning the ability to wait in order to obtain something that we want. The main reading was the Marshmallow test, where 4 years olds were offered one marshmallow, but 2 if they could delay gratification and wait 15 minutes. The results were surprising because almost all of the kids instantly ate the marshmallow or couldn't wait the full 15 minutes. I came up with many questions from the readings and the video about the marshmallow test.

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One of the questions that I thought of was how does one get the quality of delayed gratification? Are they born with it? Do parents teach their children a certain way that they either have delayed gratification or not? 
I believe that if a person has enough patience, then they can grant the quality of delayed gratification. It may, however take a lot of work and practice because when you want something, you want it now. I think parents do play a role in whether they can delay gratification or not. For example, I have a lot of little cousins and when they are told to eat their lunch, then they will get dessert sometimes they don't always finish their dinner and want the dessert right away. And usually, they get it, because their parents don't want to fight with them, so they give them the dessert anyway instead of them waiting to finish their dinner. Parents can also have a lot of patience and therefore teach their children patience and to wait to get what they want. I think this trait should obviously be taught at a young age, because seen with the marshmallow test, if one does not have delayed gratification, they may have behavior problems in the future. I also think that children see how other children act and want to follow in their footsteps and that could be a result of how they act, also. 
However, as said in the article "Just Let Them Eat the Marshmallow" by Po Bronson and Ashley Merryman."Eigsti’s team found that how long they could avoid eating the cookie, when they were 4 year olds, had zero correlation to IQ or self-control at age 18. Zero."
So what does the marshmallow test really mean? Did it really predict the children's future behavior and intelligence? In the article, it seems to have not. Seen from the quote above, Ingle-Marie Eigsti found out that there was no correlation from the test when the children were 4, to their IQ or self control at age 18. And there was a lot of interesting information that one would never really think about while reading the marshmallow test article. Maybe the children were all just hungry at the time and couldn't resist eating the snack. Also as quoted "First, it’s the easiest test in the world to fool. Parents can just promise their kid a pony if they don’t eat any marshmallows or cookies during the evaluation session." You would never think that going into the test, that parents could have fooled the children whether to eat or not to eat the treat. So it's a tricky question to answer, whether the test actually proves something or not. I think that there was something having to do with delayed gratification and there also was something to do with how the children act in general.

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Another question that I had was what would happen if this experiment was done on older people, such as elementary schoolers, high schoolers, or college students. The children in the experiment were four years old, so what would happen if the research was conducted on older students? Maybe not the same experiment, but something different. An example would be if you were told you would get $20, but if you sat in a room by yourself for an hour, you would get $60. What would happen? Would some people think it's not worth the extra$30, or would they take the $20 and leave?  If it were me, I would hold out and wait for the extra money because I would feel it would be worth it waiting and doing nothing to get some extra cash.

What would you do during this test? Would you pass or fail? What would your mind and your delayed gratification tell you to do?

4V: Delayed Gratification

Delayed gratification: "the ability to wait in order to obtain what one wants." (Wikipedia definition)

Delayed gratification is something that people struggle with a lot nowadays. The example in the readings this week was done with "The Marshmallow Test". 4 year old kids were sat in a room with one marshmallow in front of them. They were told that if they waited until the adult got back (15 minutes), they would receive two marshmallows, only if they didn't eat the first one.

The results of "The Marshmallow Test" were that the children who were able to delay gratification did something to distract themselves from wanting to eat the marshmallow. Some covered their eyes, or played with their hair. The other children who couldn't delay gratification, ate the marshmallow in 3 minutes or less. The interesting thing was the research done years later. When the children who participated in the test were followed up 13-14 years later, the children who did delay gratification had higher SAT scores than those who could not delay gratification. Also the kids who ate the marshmallow and didn't delay gratification had behavioral problems, and struggled in school. Delayed gratification therefore has a similarity towards future behavior and intelligence. My definition of the word would be "A persons patience level toward something that they want", because being patient has a lot to do with it. If you're less patient, you're more likely to have instant gratification and if you're more patient you're likely to have delayed gratification.


One word that I found I didn't know in this weeks readings was from the "Just Let Them Eat the Marshmallow!" article, and the world was obfuscated. It was used in the sentence, "Second, reportage of the marshmallow study has obfuscated just how few kids were included in Mischel’s analysis." (Bronson, Merryman). The word means "render obscure, unclear, or unintelligible.", which in the sentence would mean the study was very unclear about how few kids were in the analysis.

Another word I found was subsequent which means "coming after something in time; following." 



Now, take a look at this brownie. Would you rather stare at it in an empty room for an hour, or after the hour is over receive 2 dozen of these glorious brownies? The choice is up to you and your gratification!

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4A: Patience, please!

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"Writing about this in The New Yorker last spring, Jonah Lehrer reported that preschoolers who waited the full 15 minutes grew into teens with SAT scores that were, on average, 215 points higher than the tots who ate the marshmallow in the first 30 seconds."( http://www.thedailybeast.com/articles/2010/02/19/just-let-them-eat-the-marshmallow.html)

From a young age, we are taught and known rather to have delayed gratification or instant gratification, and the marshmallow test showed us the results. 4 year old children were taken in a room with 1 marshmallow, but told if they waited 15 minutes , they would get 2. A lot of the children went with instant gratification and ate the marshmallow right away or in less than 3 minutes, while only a slim few of them delayed gratification and waited. The comparison with the test and the children years later, showed the results above.

Throughout my life, I have had many things that I expect will be worth waiting for. One of those will be graduating college. I think it will be worth waiting for because once I am done with college, I will be a smarter, more educated person and have a college degree. Another thing that was worth waiting for was getting my license and getting a car. This was exciting because then I could have the freedom of driving myself places and not having to rely on other people for rides.

A lot of people say that Americans hate waiting, and have no patience. An example I see a lot of this is while I'm driving to and from school. People are so impatient that if the car in front of them is going slow, or they don't start driving the second the light turns green, then some people get mad. They may follow the person in front of them extremely close or honk their horn at the car to show they don't have the patience for that persons driving. This is very true, because I myself do it sometimes. If someone is going below the speed limit, I'll get frustrated easily. Americans are grown up in a society where we don't have to be patient, because everything now a days is instant. For example, drive through instead of waiting in a restaurant. Computers, for instance, today versus 30 years ago, you could look something up on the computer and find things easily rather than going to a library and looking it up or something. Another example is at a line in the supermarket. People often get really angry when there are always lines in the store and they have to wait more than 5 minutes. Americans are said to always be in a hurry and want/get things right when they want them.

As a society, do we do enough to prepare and use the skills necessary for delayed gratification or do we value instant gratification instead? I think there is no definite answer, because some people have very good delayed gratification and others do not. Usually people value instant gratification because they want things right away and have no patience. Technology does play a big role in that, because ever since we’ve had technology it has made people go crazy in knowing that they want stuff right away instead of waiting. For example, we have texting instead of calling so you could get an instant reply. One more example is that you can order food online instead of going into a restaurant, you can pre-order it, then go there and quickly eat it and move on to your next activity. Technology has shaped who we are as Americans, making us want instant gratification even more. I believe that if you try hard enough, and then teach yourself and others to learn the skills of delayed gratification, the world would be more friendly and enjoyable.

While looking at the menu for Chilis I stumbled upon this ad on top of the page...
Why wait? Order online!

3V: Motivation: An Inside Look

Motivation, in the dictionary means "the act or process of giving someone a reason for doing something : the act or process of motivating someone". In real life, motivation can mean many things to people. They could use it as a way to live life, to be motivated to do something worthwhile, or a way to reach goals. Personally, I think the meaning of motivation is to be inspired to do something that will be rewarding. People can motivate you, as well as rewards and/or something that is inspiring. I have some people that motivate me through some things, other times its for rewards, and sometimes it's even just for myself. I have a lot of different kinds of motivation in myself, and while you think there is just one kind of motivation, there is actually more to it than you think.

We are learning different types of motivation in INQ class, such as extrinsic and intrinsic motivation. Having extrinsic motivation meaning focusing on a post-task reward for your action. A real life example of extrinsic motivation is if your parents tell you "If you get an A on your math quiz, I will give you $20." Then, a lot of students are more likely to focus on studying for the quiz and getting an A to earn that $20. Extrinsic motivation is best used with short term tasks and is effective if that task is measurable and concrete.

Intrinsic motivation, however means that you are focusing on a task that is personally rewarding. An example on this one is participating in a sport because you find it enjoyable or studying for a test because you personally want to do well.  In either one of two types, you are motivated to do something either way. Intrinsic motivation is an internal reward, while extrinsic motivation is external. So which one is better? Many people argue whether intrinsic or extrinsic motivation is best for students, so let's look at examples.

Extrinsic motivation:
1. External reward can increase interest in something the student had no interest in before
2. Extrinsic rewards can be used to motivate people to learn new skills and knowlege

Intrinsic Motivation:
1. Is rewarding personally without having to be motivated for it
2. Performing the activity without any desire of a reward 

A lot of people think that teaching students extrinsic motivation will have them to complete the task, but then they are only doing the task for the reward and not for themselves, and others think that intrinsic motivation is better because it is personally rewarding and there isn't really any hard work motivation involved. Take a look at the two, which one are you and which do you think is better? There is no right or wrong answer because both of those are great types of motivation, but have different outcomes. 

Another word I've learned in INQ class this week has been idiosyncratic, which I had to look up to understand what it meant in the sentence I was reading. It means " A structural or behavioral characteristic peculiar to an individual or group." Another word I came across was pragmatic which means  "Dealing or concerned with facts or actual occurrences; practical."

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3A: Oh Shakespeare!

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I've read some Shakespeare in my high school years and I must say, a lot of it is very confusing to me. His words, his sentences, the way he tells a story, it's different from any other thing that I've ever read before. This quote, however, is more easily for me to understand than his readings. In this specific quote, taken from his play, Hamlet, I believe he is saying that there isn't anything that's good or bad, but if you think something is good or bad, than it is. In other words, things aren't good or bad, we make them out to be good or bad by the way we think. For example, if you thinkI've read some Shakespeare in my high school years and I must say, a lot of it is very confusing to me. His words, his sentences, the way he tells a story, it's different from any other thing that I've ever read before. This quote, however, is more easily for me to understand than his readings. In this specific quote, taken from his play, Hamlet, I believe he is saying that there isn't anything that's good or bad, but if you think something is good or bad, than it is. In other words, things aren't good or bad, we make them out to be good or bad by the way we think. For example, if you think that negatively of a situation, then you're going to think it's bad and if you think positively of something, you're going to think it's good.

This applies to a growth mindset, because in a growth mindset, you believe that your intelligence can be expanded and improved. If you think something is either good or bad, you could have more room for expanding the thought, or thinking that it could be what it's not. Your thought would probably be more positive in a growth mindset. However, in a fixed mindset, you think that you are the way you are. You cannot improve your thinking, nor can you expand your mind for anything else. If you have a fixed mindset, you believe there is no more room for intelligence. The quote would relate to fixed mindset because if you think something is good or bad it would probably be more negative and you wouldn’t think much about it

As quoted in the article “Motivation: The Elusive Drive” by Kevin Washburn:

“Motivation is elusive. In part because motivation is idiosyncratic. We assign different levels of significance and meaning to different things.” I think this quote applies to the one by Shakespeare because motivation applies to the way you think about things. If you think one way, then you’re either an extrinsic or intrinsic thinker, intrinsic meaning going into an activity with motivation that it is personally rewarding, and extrinsic meaning that you will get a reward when you do the activity. There are different meanings to both of those motivations and they both can show you different ways in which you can think. that negatively of a situation, then you're going to think it's bad and if you think positively of something, you're going to think it's good.

This applies to a growth mindset, because in a growth mindset, you believe that your intelligence can be expanded and improved. If you think something is either good or bad, you could have more room for expanding the thought, or thinking that it could be what it's not. Your thought would probably be more positive in a growth mindset. However, in a fixed mindset, you think that you are the way you are. You cannot improve your thinking, nor can you expand your mind for anything else. Either mindset you have it will effect your motivation towards different things. Overall, motivation could be related to all sorts of topics and people have different motivations, some good and some bad, but there is definitely room for improving your motivation, and that is by your mindset!

3B: The Motivation Train

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One task that is very easy for me to do is dance. I have danced for about 13 years of my life, and I find it very enjoyable. I've danced at two different studios and loved every second of it. My favorite type of dance is jazz and hip hop. Last year I danced Monday and Wednesday nights, and never really complained about going because it was something that I loved to do. And although Wednesday night class was from 8:00 to 9:30pm, I got through it knowing that when my class got done I would have more experience with dance and be excited to go back for more next week.

I was highly motivated by it because at the end of the year we had an annual recital, and obviously I wanted my dances to be perfect for it. Our classes would practice over and over and myself would go home and practice the dances and especially the parts I needed work on. I never really had to tell myself to practice, it was something that I wanted to do. I believe I had an intrinsic motivation toward dance because it was personally rewarding for myself, knowing that I would become a better dancer.

Although last year was my last year at the studio, I still dance for enjoyment and will always have a love for dance. I believe this experience can help me learn that if I really want something, such as to get a dance routine down cold, that I had to work for it. I can apply this to my college education and my future by trying to have an intrinsic motivation for my college education knowing that my future will become better and what I want it to become. I will want to try to channel my energy into my academics, career AND future because I know that in the end, the best reward will be knowing that I made something out of my hard work and motivation. I will be a smarter and more educated person and be very successful in my future.

3I: SFTO

On Monday September 9th, at 1:00pm I attended a Southern's Future Teacher Organization club meeting in the Adanti Student center. Since I want to become an elementary school teacher, my friend and I decided to go to the meeting and see what it was all about. The students who lead the meeting were very friendly and we talked about future meetings and activities the club was going to do. I liked it and found it to be very interesting and a club that I wanted to continue with. I never really joined any clubs in high school, and I knew that I definitely wanted to join at least one at Southern, and this one seems fun. I will try and participate in many of the activities in the club and get to know people who, like me, want to become teachers. I think it will be a great learning experience and a fun club overall.

2V: Take Initiative with College

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The dictionary definition of initiative is "the ability to assess and initiate things independently" and to initiate means "cause(a process or action) to begin." But what does that all mean and how does it relate to INQ class and college? 

Well, in college it's all about doing things on your own and getting everything done successfully. Where I remember hearing the word initiative is when someone says "take initiative on that" and they mean to take an action on something! In INQ class we're learning the ways of college, how to be a college student, be great thinkers, and lifelong learners. One of the three themes in the course is initiative, and the themes are aimed toward successful college attitudes and practices. In college you need to think about what you need to do, and make that action happen all on your own without teachers telling you what or how to do it. In order to become a better college student, you need to initiate your work independently and be effective with it. Taking initiative in college will make a mark on your whole life and impact it in a very positive way. 

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2B: Goals, anyone?

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College is a very new change for every freshman student, including me. It is way different from high school and I am still getting used to it. I have a few goals for myself and one of them is to make new friends. It's a typical goal for a lot of college students I think will be harder for me, a commuter, because obviously I don't live on campus. I want to introduce myself to someone new in my classes every day. To meet this goal, I will chat with someone either in my classes or around campus and see if they want to get together and study, or just to hang out once in a while. 

I also want to keep on top of my homework and studying and try not to make it too overwhelming. I know that there will be much more work and studying to do in college, so I need to stay on task with all of it. To do this, I bought a planner and will write down my assignments every day. If I know ahead of time that I have a project or homework, but it's not necessarily due next class, I will either start or finish it and get it done before the due date comes. My classes meet every other day so I will try not to do the homework for the class the night before, I will try to do it the night of the class, and have it ready for class, that way I won’t have to worry about it.

What I've learned throughout this experience is that in order to do well in college, I will need to work hard and the best way to do that is to make sure all of my work gets done at the right time, and preferably, not at the last minute. I think if I wait until the last minute, I will get too stressed out and not do my best on things, so I need to plan out what my homework assignments are and when they need to be finished by. Also, that college is for getting to know new people and forming new friendships, so I have already started to get to know my peers of SCSU, and will continue in the future. I believe that my college experience is going to be great and I will work hard to make sure it is.

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2A: Work Smart and Work Hard

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This weeks readings focused on mainly one thing, college and what it's all about. I found many things to be very useful from the readings, starting with that college just isn't for getting a job, it's for much more than that. In the article "What is College For?" by Gary Gutting, he stated "...college is to nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically." Surveyed students also said that they thought college had helped them to mature as a person. The article was saying that college isn't just for getting a degree and a job, but it has much more value to it that you wouldn't think about, such as just getting a better understanding and knowledge of topics you don't know a lot or anything about. That article made me think a lot. My main reason of going to college was to get educated and a degree so I could get a good job in the future. (My knowledge was that getting a degree in college was the only was I was going to become a teacher in the future, because I couldn't without a degree.) But now that I'm thinking about it, college is much more than that and I'm going to learn more about the value of college in the future.

The other article I liked was "How to Become a Deep Thinker at College". This article by Cal Newport a computer scientist said in order to become a deep thinker, you need to follow these three steps. 

"Choose a mixture of courses that all seem interesting to you. No more than half of these courses should be in a subject that you already know something about. (This will keep things novel.)
2. Calculate the number of hours per week you will need to handle the workload for these courses.
3. Double this total. Keep this number of hours free in your schedule. This probably means you won’t have many activities going on. This also means the course load you choose in (1) must be reasonable."

Those steps show you that if you want to become a deep thinker, you're going to need a lot of time. The students who have more than enough time to think, work, and understand their work will become great thinkers.

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The tips I will put into practice right away are from "The Hunt for A good Teacher" saying to pick professors you like, and pick classes you may not be interested in, or not know much about. I think those are important because if you take a class you don't know much about you may find that you're interested in it. Even if you're not, you still got some knowledge out of that topic, which later in life, you may find yourself stumbling upon, and then you will know something about the topic you never knew! The tip I will put into practice from Cal's article is to not rush from one thing to another and be finishing my work at the last minute, because if I do that, then I won't become a deeper thinker or even learn anything from my work. One last tip I will want to use is to always make a plan and work the plan. Everyone can do things that seem impossible to them, but they need to work hard. And an easy way to do that is make a plan and go through with the plan!

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2I: Quiet, please!

                   Don't stress over too much work, find a quiet area and get it done!!!

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Do you have a lot of work to do but can't find a good space to get it done? Does your roommate make too much noise, or always has the TV on and you just can't focus? .Or, are you at home with loud siblings and you just can't find the mindset to do your homework and studying? Then I have a solution for you! At SCSU there are many places one can go to get some work done, but I think the library is the best place to go. Located on campus across from Engleman Hall, and near the Adanti Student Center, the library is a quiet environment where you can hear no one's thoughts but your own and can relax and get homework done. It's open late, so you can go whenever your schedule is free. You could also use the computers in there, if you need to or you don't have your own. There is also a feature on the library website (http://library.southernct.edu/), where you can book a study room for a 2 hour slot period. That way you can be sure to get all of your work done! The librarians are also available on the weekends for research help Saturday 12-5 and Sunday 2-7. When you're focused and in a relaxing environment, you'll definitely get your work complete, and I've found it has worked for me when I have a break in between classes and want to get homework done.

Hours:
Saturday- 9:00am-5:00pm
Sunday: 1:00pm-11:00pm
Monday-Thursday-8:00am-11:00pm
Friday-8:00am-4:30pm


Book your study room online: http://libguides.southernct.edu/studyrooms

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