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Center for Science & Math Success College of Natural Sciences & Mathematics

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Commit to Study

Commit to Study Commit to Success logo

Who We Are

Commit to Study is a peer mentoring program dedicated to helping students taking classes in the College of Natural Sciences and Mathematics to improve their study skills. Commit to Study offers one-on-one peer mentoring sessions to students in improving their study skills and efficiency. Commit to Study utilizes an assessment tool called the Learning and Study Strategies Inventory (or LASSI) that covers ten different categories to identify areas of strength and areas for improvement. In this way, the Peer Mentors can tailor the curriculum to best fit student needs.

Weekly Presentations Information

C2S Flyer

Signing Up For an Appointment

You can make your appointment online. From the series of pull-down menus:

  1. Select "Advising", then "Center for Science and Math Success", and then "Commit to Study". Then click on the "Next" button.
  2. Once again select "Center for Science and Math Success" and when it asks you to pick a staff member, just leave it as "any staff".
  3. You'll then have options for picking days and time periods. We've been filling up quickly, so you may need to scroll out a few weeks before you find any that are not marked "N/A" (not available).
  4. Once you have a time/date selected, click on the "Next" button one last time.

In-person and virtual appointments are currently available. Zoom links will be emailed after an appointment is made.

Get One-on-One Study Support

Meet the Commit to Study Program Director

Dr. Sayonita Ghosh Hajra

Dr. Sayonita Ghosh Hajra

Dr. Ghosh Hajra is an associate professor of mathematics in the Department of Mathematics & Statistics at Sacramento State. sayonita.ghoshhajra@csus.edu

Meet the Commit to Study Mentors

Sofia

Sofia

Pronouns: She/Her

Hello everyone, my name is Sofia!! I am currently a fourth-year here at Sacramento State. I am majoring in Biomedical Sciences, with a minor in Global Studies. I became a peer mentor for Commit to Study to be able to share resources with my fellow students in an effort to be helpful to others! A fun fact about me is that I’m fluent in Russian.

Zarina

Zarina

Pronouns: She/Her

My name is Zarina Zaki and I’m currently a Biology major wanting to concentrate on Biomedical Sciences. I’m hoping to pursue a career in healthcare in the future. I became a part of Commit to Study as a peer mentor because I met with one of the commit to study mentors freshman year and they were so motivating, and it inspired me to implement that towards other students. I would recommend scheduling an appointment and coming to our workshops because we have a supporting, and motivating community to keep you on track with your studies. A fun fact about me is that I like fashion and coffee.

Stephanie

Stephanie

Pronouns: She/Her

Hello!(: My name is Stephanie Refugio, I come from a very small town, I am a proud first-generation student. One of the reasons why I chose Sac State was for its beautiful campus and how inclusive it was. I am currently a senior majoring in General Biology with a minor in Deaf Studies. I plan on applying to PA school with aspirations of becoming a Physician Assistant. I'm excited for my last year here at Sac State! The college journey has felt like a roller coaster with lots of ups and downs. I decided to take on the role as a Peer Mentor because I want to be able to share my resources and experiences while being a support system to other students with goals of pursuing higher education. Fun fact my favorite season is Fall and I love eating desserts!

Saroosh

Saroosh

Pronouns: She/Her

My name is Saroosh Aman and I am in my senior year majoring in mathematics with an emphasis in applied mathematics. Inspired by the pursuit to attain higher education, I am determined to earn a PhD and thereafter become a math professor. I am ecstatic about the opportunity to serve as a Commit to Study peer mentor to help students improve their study skills by offering one-on-one meeting sessions. Please feel free to set up an appointment with any one of us so that we can work together to figure out how you can improve your study habits. Outside of academics, I enjoy cooking, watching basketball, and playing badminton.

Gloria

Gloria

Pronouns: She/Her

Hello there ! I’m Gloria Victorias a fourth year undergraduate majoring in Biology with a concentration in Biomedical Sciences. As the only person in my family to attend college I know first-hand the challenges that come along with being a successful student. I decided to become a Commit to Study peer mentor because I want to provide students with the resources, tips, and services that will make their academic journey easier and more enjoyable. I encourage all students to schedule an appointment to learn on what areas may need further growth and feel part of a supportive community at Sac State. A fun fact about me is that I got proposed to on my 25th birthday this year!

Nimra Rukhsar

Nimra Rukhsar

Pronouns: She/Her

Hello, my name is Nimra Rukhsar and I am a Muslim American girl who migrated from Pakistan to the United states in 2016 at the age of fourteen. I am currently a 4th year pre-med student at California State University, Sacramento. I chose to major in Biology because I love learning about the human body and its unique functions. My goal is to become a successful female physician, the best role model for my two year old son, and make my parents proud. Growing up, I never really had a mentor for guidance and now having the opportunity of being a mentor myself, I want to make sure that I am the best guidance for my mentees whom they can always count on when confused and challenged by school or personal life. Moreover, some of my favorite hobbies that help me relieve stress and enjoy my personal and social life include discovering new food places, trying out the cuisine of different cultures, and spending quality time with my family. Lastly, I also really enjoy watching comedy movies and reading fiction.

Ally

Ally

Pronouns: She/Her

Hello, I am Ally! I am majoring in Biology with a concentration in Clinical Lab Science, and I am looking forward to a career working in a research lab. My decision to become a Commit to Study peer mentor stems from my passion for creating, sharing various learning techniques, and team building ways which enhance the learning experience. Being able to share with others supporting resources such as, effective note taking, time management, and tips to prevent anxiety helps students to be more successful in college and to enjoy the overall experience. Activities that I enjoy outside of studying are bike riding, reading, and taking day trips to explore the Northern California coast and its unique beach towns.

What We Do: Appointments Structure

Commit to Study requires two appointments – virtual or in-person. If virtual, the student will be given a Zoom link once they schedule an appointment. In-person meetings are held in Sequoia 320.

During the first appointment, lasting 1 hour, the student will:

  • Discuss the Learning and Study Strategies Inventory (LASSI) which covers topics such as time management, anxiety, motivation, and test strategies.
  • Select 2-3 LASSI worksheets on areas that you want to work on before your next appointment.
  • Develop a concrete plan for improvement using strategies discussed with your peer mentor.
  • Set SMART goals so that you and your peer mentor will have a marker for measuring success.

During the 30-minute follow-up appointment, the student will reflect on the impact of the completed LASSI worksheets and decide whether there is a need to set up additional appointments.

LASSI Worksheets

Commit to Study utilizes the 10 domains from the Learning and Study Strategies Inventory (or LASSI) to identify areas of strength and areas for improvement, and thus tailor the curriculum to best fit students’ needs.

  1. Anxiety addresses the degree to which students worry about school and their academic performance. High levels of anxiety can help direct attention away from completing academic tasks (for example: Worrying about doing poorly interferes with my concentration on tests). Students with high anxiety may need to develop techniques for coping with anxiety and reducing worry so that attention can be focused on the task at hand.
  2. Attitude addresses students' attitudes and interest in college and academic success. It examines how facilitative or debilitative their approach to college and academics is for helping them get their work done and succeeding in college (for example: Do I feel confused and undecided as to what my educational goals should be). Students struggling with attitude may not believe college is relevant or important to them and may need to develop a better understanding of how college and their academic performance relates to their future life goals.
  3. Concentration addresses students' ability to direct and maintain attention on academic tasks (for example I find that during lectures I think of other things and don't really listen to what is being said). Students who struggle with concentration may need to learn to monitor their level of concentration and develop techniques to redirect attention and eliminate interfering thoughts or feelings so that they can be more effective and efficient learners.
  4. Information Processing addresses how well students' can use imagery, verbal elaboration, organization strategies, and reasoning skills as learning strategies to help build bridges between what they already know and what they are trying to learn and remember, i.e., knowledge acquisition, retention, and future application (for example I translate what I am studying into my own words). Students who struggle with information processing may have difficulty making information meaningful and storing it in memory in a way that will help them recall it in the future.
  5. Motivation addresses students' diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements (for example: When work is difficult I either give up or study only the easy parts). Students who struggle with motivation need to accept more responsibility for their academic outcomes and learn how to set and use goals to help accomplish specific tasks.
  6. Selecting Main Ideas addresses students' skill at identifying important information for further study from among less important information and supporting details (for example: Often when studying I seem to get lost in details and can't see the forest for the trees). Students who are not able to select main ideas may need to develop their skill at separating out critical information on which to focus their attention. Tasks such as reading a textbook can
    be overwhelming if students focus on every detail presented.
  7. Self-Testing addresses students' use of reviewing and comprehension monitoring techniques to determine their level of understanding of the information to be learned (for example I stop periodically while reading and mentally go over or review what was said). Students who struggle with self-testing may need to develop an appreciation for the importance of self-testing and learn effective techniques for reviewing information and monitoring their level of understanding or ability to apply what they are learning.
  8. Test Strategies addresses students' use of test preparation and test-taking strategies (for example: In taking tests, writing themes, etc., I find I have misunderstood what is wanted and lose points because of it). Students who haven’t developed strong test strategies may need to learn more effective techniques for preparing for and taking tests so that they are able to effectively demonstrate their knowledge of the subject matter.
  9. Time Management addresses students' application of time management principles to academic situations (for example I only study when there is the pressure of a test). Students who struggle with time management may need to develop effective scheduling and monitoring techniques in order to assure timely completion of academic tasks and to avoid procrastination while realistically including non-academic activities in their schedule.
  10. Using Academic Resources addresses students' willingness to use different academic resources such as writing centers, tutoring centers, and learning or academic support centers when they encounter problems with their coursework or performance (for example I am not comfortable asking for help from instructors in my courses). Students who are not using academic resources may need help identifying and effectively using resources like the need for learning assistance becomes apparent.

SMART goals video describing the concept and theory behind it

Signing Up For A Class Presentation

Do you want a Commit to Study Peer Mentor to stop by and offer your class a presentation? Fill out the short form below:

C2S Class Presentation Form