Do you find yourself reading and re-reading your textbooks and notes but feel you still can’t remember the information? When it comes to studying the quality or technique you use can be more beneficial than the quantity of time you spend. One technique that many students find helpful is creating notecards, also known as concept cards, or summary cards.

Notecards can be very helpful for people who are kinesthetic learners because you can carry them on-the-go, pull them out before class or at the gym, and the creation of the notecards themselves can be helpful in learning and memorizing the information.

Here are some helpful notecard tips:

  1. Make notecards from your readings and your lecture notes. Don’t get in the habit of re-reading and re-reading information. Notecards help you “do something” with the information!
  2. Decide what to put on your notecards. What is the most important information from the reading? What did the instructor emphasize in lecture? Consider notecards for the following:
    • Vocabulary or terms
    • Important formulas
    • Dates/timelines you need to memorize
    • Processes (ex. photosynthesis, how to factor an equation, cell division)
    • Ideas your professor emphasizes
    • Bold headings in textbooks/readings
  3. Making the cards. Print one concept on the front of the card. It may be helpful to add the chapter or the lecture the concept was discussed for reference. Here is an example:Picture of a notecard that says: what is demographics? Week 8, Wednesday, Chapter 6
  4. Do something with  your cards! Don’t just read them once.
    • First, find the answer to the question/meaning of the concept.
    • Second, say out loud, in your own words the answer to the question/meaning of the concept.
    • Third, write the answer on the back of the card. Try using drawings or pictures (these can serve as memory aids). Here’s an example:Picture of a notecard that says of population statistics  and their change through time. The card as a drawing of a graph of average life span.
  5. Quiz yourself! Turn the cards over and quiz yourself. Be sure to say the answer out loud. Check to see if you answered the question correctly. Once you’ve mastered the card, be sure to periodically check back to make sure you still understand the concepts. Try studying cards throughout the term, rather than waiting until the end.

Other helpful tips: Color coding your cards by chapter, concept, or theme can help you recall the information. Using pictures, drawings, phrases, or rhymes can also be memory aids. Take your notecards with you everywhere. You can study them while you are waiting in line, in the car, while you are waiting for an appointment, or before class.

What: A Meet Business is an event that brings together industry representatives from the natural resources to educate job seekers with disabilities about a particular industry such as natural resources industry. Participating agencies include US Forest Service, Bureau of Land Management, US Fish & Wildlife Service, National Oceanic and Atmospheric Agency, Army Corps of Engineers, Bonneville Power Administration, US Geologic Service, Federal Highway Administration, National Marine Fisheries Service, and National Park Service.

Who: Job seekers with disabilities interested in learning about jobs available with natural resources agencies and would like an opportunity to network with HR professionals from these agencies.

When: Thursday, May 24, 2012 from 1:00 PM to 4:00 PM

Where: Doubletree Hotel at Lloyd Center, Portland, OR. 1000 NE Multnomah St. 97232. Free On-site parking passes available at registration.

Why: To introduce job seekers to a particular industry and the job opportunities available within that industry.

How: If you would like to attend please click here to sign up.

Please contact Tiana Tozer with any questions at or (971) 244-0305.


Tiana Tozer

Oregon State University and Opsis Architecture will be conducting an accessibility workshop about the upcoming New Classroom Building, on Wednesday, May 23, 2012 from 4pm to 5pm in the Memorial Union room 208. We welcome and value your participation.

The accessibility workshop is a design workshop/brainstorming session meant to focus on the specific challenge of access, and will set the project on a course to meet and exceed accessibility goals. It will help transform the project from a static, complex issue to a successful, buildable plan. Oregon State University is committed to holding accessibility workshops for all major capital projects.

We expect roughly 15-20 participants that will consider the following topics during the session:
1. Define current conditions and OSU project expectations
2. Establish principals and goals for access, universal design and overall inclusiveness
3. Identify specific features for access

The workshop will engage the group in interactive discussions regarding the feasibility of implementing the topics and specific features discussed. In addition, the workshop participants will explore the opportunities and obstacles inherent in these strategies and decide what strategies and approaches would work best for the proposed project. The overall goal is for this project to be a model of excellence in accessible new construction at OSU.

We realize that this meeting calls for a commitment of time from already busy schedules; however, your insights are greatly needed and we hope you will consider joining in this effort as an important investment in our campus. If you cannot attend, please recommend others who can take your place. Also, please advise if we should invite anyone else.

Should you have any questions or need any further information, please feel free to call Larrie Easterly, Project Manager for Facilities Services, at 541.230.0802 or by email at

You are welcome to come at any time, but if possible, please RSVP by May 16, 2012 by contacting Gabriel Merrell by phone 541.737.3671 or email ( to ensure we have scheduled a large enough space.

If you cannot attend you are welcome to submit comments to Gabriel Merrell. Please do so by the day of the event, so your comments can be incorporated into the conversation.


Larrie Easterly, Gabriel Merrell & Opsis Architecture

Have you ever struggled with anxiety? Are you shy but feel like you could get more out of your college experience? Want to build skills to be a more effective student? Sign up for a group from CAPS by calling 541-737-2131. Here are some examples of groups for Spring 2012:

DBT Skills
If you struggle with managing your emotions, have chaos in your relationships, or often find yourself engaging in impulsive behaviors, the Dialectical Behavior Therapy skills group is a place where you can learn new skills to build a life worth living. Members of the DBT skills group will learn and practice mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills.
Group 1: Monday 12-2 (Emotion Regulation Skills). Contact Diana or Ali
Group 2: Wednesday 3-5 (Distress Tolerance and Mindfulness skills). Contact Diana

Managing ADHD: Strategies and Support
Group for graduate and non-traditional students to process their experiences at OSU. Time and Day: TBD Contact Salaheddine

Mind Over Mood
Learn different ways to manage your anxiety and/or depression through cognitive behavioral strategies and mindfulness. Contact Lilia
Group 1: Wednesdays, 3:00pm to 4:30pm. Meets weeks 3, 4, 5, 6,
Group 2: Wednesdays , 3:00pm to 4:30pm. Meets weeks 7, 8, 9, 10

Student Life with Bipolar Challenges
Vania Manipod, DO is a Psychiatry resident physician at CAPS and SHS. Join Vania in this supportive/educational group to discuss the challenges and strategies of living with bipolar disorder during the university years. Time and Day: TBD. Contact Vania

Social Skills
Do you feel shy and inhibited in your interactions with peers? This group helps with building self-confidence and learning how to connect with peers. Mondays, 4pm to 5pm. Contact Emi

What is ableism?

Ableism is manifested in our society in a variety of ways. Thomas Hehir, a disability activist and scholar describes ableism as “the devaluation of disability that, resulting in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with non-disabled kids as opposed to other disabled kids” (Hehir, 2002).

There is an English proverb that states, “Sticks and stones may break my bones, but words will never hurt me.” American society attempts to condition children to be “tough” and to ignore hurtful words and actions. Unfortunately words do hurt, and negative words, bullying, and being insensitive can have a pervasive impact on individuals.

Whether the words are used unconsciously or consciously doesn’t reduce the impact. Solorzano, Ceja, and Yosso (2001) explain this using their term “microaggressions,” which are the unconscious, automatic, and subtle insults directed towards a minority group. The insults can be verbal, non-verbal or visual. Often times these insults occur without the offender even being aware that their actions are negatively impacting others.

Research has shown that the cumulative effect of microaggresions can negatively impact both individuals and communities. Pierce (1995) explains the impact of prolonged exposure to discrimination, “In and of itself a microaggression may seem harmless, but the cumulative burden of a lifetime if microaggressions can theoretically contribute to a diminished mortality, augmented morbidity, and a flattened confidence.”

Person First Language

A simple rule to follow when speaking about people with disabilities is to acknowledge the disability, but put the person first. For example: “Person with a Disability” rather than “Disabled Person.” Person first language is a term and a movement based out of the disability rights movement and other advocacy groups beginning in the 1980’s.

Person-first language has been prescribed by advocacy groups, universities, and professional journals and associations as a linguistic norm; however its use has faced criticism. C. Edwin Vaughan states, “Many blind people are proud of the accomplishments of their brothers and sisters. Just as black became beautiful, blind is no longer a symbol of shame. To say, “I am blind” or “I am a blind person” no longer seems negative to many, particularly those groups with existential interest in the topic” (Vaughan, 2009).

There is no hard and fast rule relating to political correctness or etiquette in relation to disabilities.  *The following table presents some terms that are considered to be discriminatory and some alternative language that is more inclusive.

Non-inclusive discriminatory language Inclusive language

“special needs”

“special bus”

“special treatment”

Frames accommodations for a disability as “special treatment,” indicates that accommodations are a nuisance, a hassle, or something that isn’t really necessary. 


Inclusive terminology: Person(s) with disabilities, accommodations, education for people with disabilities.

“the disabled”  

“disabled people”

People with disabilities are not a homogeneous group. “Disabled people” puts the disability before the person. 


Inclusive terminology: Person(s)/people/individuals with disabilities

“wheelchair bound”  

“confined to a wheelchair”

It’s important to remember that not all people who use wheelchairs use them all the time. Confined/bound frames using a wheelchair as a negative/constricting experience. 


Inclusive terminology: “Julie is a full time wheelchair user,” “Julio is a part time wheelchair user.”

“Suffers from/sufferer/victim of”  

Example: “Consuelo suffers from depression.” “Gunther is a victim of a traumatic brain injury.”

We shouldn’t assume that a person with a disability is a victim or is suffering. Someone can be suffering and have a disability, but that doesn’t necessarily mean that the person is suffering because of the disability. 

Inclusive terminology: “Consuelo has depression.” “Gunther has a traumatic brain injury.” These framings are value neutral. They provide information on the disability a person has, without turning victimizing them.

“mentally disabled” This term I vague, do you mean an intellectual or cognitive disability? “Mentally disabled,” in addition to often being read (and used) as a slur, is not terribly accurate. Any number of disabilities can involve the brain. 

Inclusive terminology: Cognitive, intellectual, or psychological disability.

“physically challenged” Disability is often framed as a “challenge” that must be “overcome” pressure is put on people with disabilities to be “brave.” 

Inclusive terminology: Person(s)/people/individuals with physical disabilities.

“crazy” Can be a destructive word, used to hurt people with mental disabilities. It’s used to discredit, to marginalize, and to shame people with psychological disabilities. Discourages people who have psychological disabilities to self-identify. 

Inclusive terminology: Person(s)/people/individuals with mental health problems, difficulties or conditions.

“spaz” Spaz/spak, both derived from “spastic” or other variations. Someone who is behaving erratically is spazzing or spakking out.



The use of the words lame, gimp, or retarded reinforces an underlying assumption that people who have a disability are also lesser and worthy of scorn, which in turn reinforces the underlying assumption that people with disabilities are inherently less than those without disabilities.
“Deaf and dumb” The original meaning of the phrase “deaf and dumb” was deaf (unable to hear) and unable to speak. It is an archaic and highly offensive phrase. Many Deaf people are able to speak. “Dumb” is also a synonym for “stupid.”


Ableism and Language written by: Jennifer Gossett for the What is Ableism? Workshop on November 15th, 2010


Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate. The Journal of Negro Education, Winter 2000(69), 60-73.

Pierce, C. (1995). Stress analogs of racism and sexism: Terrorism, torture, and disaster. In C. Willie, P. Rieker, B. Kramer, & B. Brown (Eds.), Mental health, racism, and sexism (pp. 277-293). Pitssburgh: University of Pittsburgh Press.

Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33.

*Content for the table was collected and adapted from the following blogs:

More resources

Online PDFs:

Book: Microaggressions and Marginality: Manifestation, Dynamics, and Impact, Edited by Derald Wing Sue



Due to emergency repairs, the passenger at Owen Hall will be temporarily shut down. We are sorry for any inconvenience that this may cause, however this shutdown is necessary until repairs can be completed.

The shutdown will begin immediately and we anticipate restoring services as soon as possible. A second notification will follow when services have been restored.

If you have any questions concerning this notification, please contact George Allen @ 737- 3310; if you have difficulty making contact and need further assistance, please contact Facilities Services Work Coordination Center @ 737-2969.

We are sorry for any inconvenience that this may cause you, thank you for your patience and cooperation during this time.

New Student Programs & Family Outreach is now hiring 2012 START Leader and U-Engage Peer leader positions. Both positions allow you to work closely with new students and assist them with their transition to OSU.

U-Engage Peer Leader

U-Engage Peer Leaders work with a faculty member to coordinate a U-ENGAGE First-Year Experience course during Fall term. The U-Engage Leader position is not paid, but you can receive internship credit. Peer Leaders are also required to take a Spring Quarter training course.

START Leader

START Leaders work throughout the summer assisting with OSU?s orientation, advising, and registration program: START. START Leaders also have the opportunity to participate in CONNECT programs. START Leaders are required to take a Spring Quarter training course. This position is a paid position, with pay beginning during the summer.

For more information go to or attend one of the information sessions below. Each session last about 30 minutes.

Wednesday, January 18, 2012
4:00pm Student Life Classroom Kerr Admin B009

Monday, January 23, 2012
12:00pm Student Life Classroom Kerr Admin B009

Tuesday, January 24, 2012
5:30pm Student Life Classroom Kerr Admin B009

Applications are due on Tuesday, January 31, 2012. Go to to apply.

For any questions please contact New Student Programs & Family Outreach at 541-737-7627 or

When: Friday, January 20, 2012
Time: 12:00pm until 1:00pm
Location: MU 213

Through a discussion about the role of disability within the lens of diversity; we’ll explore possible similarities between the civil rights movement and the disability rights movement, and the intersection of concepts such as ableism and able bodied privilege. We’ll also approach disability as culture and the various models of disability in society today. Along the way, we’ll also address how we all play an important role in effectively engaging campus, and society, to break the norms that have placed barriers in front of people with disabilities.

OSU MLK, Jr. Celebration 2012

The Center for Civic Engagement is hosting several service projects on Saturday, January 14th as part of OSU’s Martin Luther King, Jr. Weeklong Celebration. This is part of the 25th Annual MLK Day of Service. On Saturday, January 14th we will come together to honor Dr. King’s life and legacy and help further his dream by serving our neighbors and communities. MLK Day is a perfect opportunity for Americans to honor Dr. King’s legacy through service. The MLK Day of Service empowers individuals, strengthens communities, bridges barriers, creates solutions to social problems, and moves us closer to Dr. King’s vision of a strong communities.

Students, staff, and faculty are invited to take part in service projects throughout the morning at various nonprofits in Corvallis as well as in the large food collection project taking place in the afternoon from 1:00pm – 3:30pm. All transportation will be provided and all projects will meet at McAlexander Fieldhouse.

Dr. Martin Luther King Jr. once said, “Life’s most persistent and urgent question is: ‘What are you doing for others?'”


Current MLK Projects for Saturday, January 14th, 2012

Stone Soup – serving meals
8am to 12pm, meet at McAlexander Fieldhouse at 7:30am
5 volunteers needed

Community Outreach, Inc. (homeless shelter and human services for low income populations)
9am to 12pm, meet at McAlexander Fieldhouse at 8:30am
Up to 15 volunteers (20 max)

Trillium Family Services (the largest mental health services provider in the State of Oregon)
9am to 12pm, meet at McAlexander Fieldhouse at 8:30am
12 volunteers needed

South Corvallis Food Bank – painting floors
12:30-4:30pm, meet at McAlexander Fieldhouse at 12pm
4 volunteers needed

Food Drive Bag Distribution
1:30pm to 3:30pm, meet at McAlexander Fieldhouse at 1pm
Up to 100 volunteers
All food collected will be donated to the OSU Food Pantry and Linn Benton Food Share

Corvallis Parks & Rec – outdoor environmental work at Martin Luther King Jr. Park
1:30-4:30pm, meet at McAlexander Fieldhouse at 1pm
10 volunteers needed

Accommodation requests related to a disability should be made to Emily Bowling at 541-737-7673 or

Incight offers a scholarship for any student with a documented disability who plans to enroll as a full time-student for the 2012-2013 school year. Incight is a non-profit that empowers people with disabilities to become contributing members of society. We accomplish this through several dynamic programs focused in the areas of: Education, Employment, Networking, and Independence.

Since 2004, Incight has awarded more than 540 scholarships between $500.00 and $2500.00. Of these students who have received our 4-year scholarship, we have been able to coordinate over 120 internships and generated full-time employment for 12 of those who graduated from college. Additionally, we have partnered with 25 different institutions who have agreed to match our scholarship dollar for dollar.

In addition to providing financial assistance, Incight proves to be a valuable resource to our scholarship recipients by providing continuous support during the transition from high school to college, in seeking accommodations and adjusting to the college environment, and transitioning into the employment sector following graduation.

For more information, please visit: