The advice that follows is based on my observations after teaching Calculus I, II and III for many years.  It is all very general and applies to most math and science courses.  For this specific course, you should also use the more specific Resources for Help on the main web page of the syllabus.

You'll probably find that the material in most university courses, including this one, is covered much more quickly than it would be in high school.  You'll probably also be asked to have a greater command of the material than before, especially in understanding the ideas (not just the techniques) and applying them in new situations. This may take some adjustments in your style of learning.

The instructor and TA are here to help you understand and learn the material, but actually learning it is your responsibility. The lectures are designed to try to highlight the important ideas and give you some perspective on the material, so that you can digest and really learn the material as you think, read the text, discuss the material with other students, and practice on problems. You should expect that more learning will occur outside the classroom than in it. On the practical side, the average student should expect to spend at least a couple of hours on calculus for every hour in the classroom.  If you do this for all your courses, then being a student is easily the equivalent of a full-time job.

Read the text. Your instructor can't possibly say everything that's there. An hour's lecture wouldn't be enough even to read the day's assignment aloud, let alone try to highlight or clarify. Your instructor's job is to complement the text so that you can learn from it.  Simply relying on your lecture notes will (and should!!!) only give you the highlights of the material.  To ignore the text is to shhot for, at best,  a minimal understanding.

Reading a math text requires active involvement and is often a slow process. You might spend a few hours reading an assignment of 100 pages in another subject.  A reading assignment of 10 pages of mathematics might take just as much time.  Read it over once quickly just for an overview.  Then read carefully with scratch paper at hand and fill in missing steps. When the author simply asserts  "...this expression simplifies to...", simplify it!  When you read "you should check that...", check it!  Try to work some of the examples in the text before reading them.  Play with the material: ask yourself  "what if I changed the problem to...?".  Write down questions that come to mind.  If you can't answer them, ask your friends. Try to understand why the assertions in the text are true.  

One of the marvelous features of mathematics is that you need not (perhaps should not!) trust the author.  If a physics book refers to an experimental result, it might be difficult or prohibitively expensive for you to do the experiment yourself.  If a history book describes some events, it might be highly impractical to find the original sources (which may be in a language you do not understand).  But with mathematics, all is before you to verify.  Have a reasonable attitude of doubt as you read; demand of yourself to verify the material presented.  Mathematics is not so much about the truths it espouses but about how those truths are established.  Be an active participant in the process.
                                        E.R., Scheinerman, Mathematics, A Discrete Introduction
                                        Brooks/Cole, Pacific Grove, CA, 2000, p. xviii-xix.

Ideally, you should read ahead.  The lectures will be much more valuable if you have tried to digest some of the material ahead of time.  Also, you'll be able to judge that some things on the board needn't be written down.  For example, you'll know that those formulas the instructor is writing on the board are just the ones listed in the text.  That frees you to think about what's being said and not be frantically transcribing material into your notebook.

If you choose to ignore the advice about reading ahead, then at least read the material in the text before trying to do the assigned problems.  Some students start out with the problems and when they get stuck, they page back through the text looking for a formula or example to help.  This puts the focus in the wrong place.  Simply being able to "do the problems" represents at best a minimal strategy for the course. You do have to do problems, and you do want to have certain technical skills that the problems sets can help develop, but you also want to understand the material.  Carefully reading the text is essential for that.

You can't learn to speak French by merely sitting and listening, and you can't learn mathematics by watching someone else do problems. You need to do as many problems as you can realistically find time to do: the more, the better.  It's useful to work with other people on homework as long as you're involved as an active partner. Compare solutions; ask each other questions; make up quizzes for each other; agree on some extra problems to try together--such as the review problems at the end of each chapter.  Prod each other to do the assignments!  Do whatever helps!  But all of this is to improve your understanding: your study group isn't there at quizzes, tests, or when you need your math in another course.  See the syllabus section Homework Policy and Suggestions.

There are facts and formulas you need to have at your fingertips: that is, there are some things you simply need to memorize.  But that's only the beginning.  Formulas are just tools.  Some routine problems, admittedly, are designed merely to be sure you really can handle the tools, but when attacking a non-routine problem, don't just try to hunt around for a formula. To quote an old but accurate text,  

"(the) time wasters are the formula worshipers ... who spend more time hunting a magic formula than they would need to analyze the problem piece by piece using simple familiar methods and calculations ... it cannot be said too often that the ability to understand and solve problems does not come by memorizing formulas ... formulas are not substitutes for thought."

Many problems on tests will be "like" problems you've seen before.  But some won't be.  This isn't grounds for complaining that "we never saw a problem like that before."   If you can only do problems like ones you've seen before, what's the point?  The purpose of the problems is to help you understand the ideas and techniques, not merely to learn how to do more problems of exactly the same type.

Stay on top.  Sometimes it's hard to keep up with everything, but it's important not to fall behind in the course.  A lot of the material we cover is interdependent, and if you're not comfortable with the material from two days ago, today's lecture might be totally incomprehensible.  It's better to be a bit ahead--the lectures will mean more and you've got a buffer when an emergency strikes.

Also, there's a limit to how fast you can digest material and learn actually to use it in your thinking.  Avoid cramming just before tests by staying on top of things.  It makes life much more pleasant.

Make use of available resources

• There will be a couple of help sessions each week just for questions and answers about homework or any other issues..  They aren't required, but should be helpful top most people.  If you simply can't fit any of them into your schedule, the make appointments with the isntructor when you have questions.
• Make use of your instructor and the TA in your discussion session.  Office hours are set aside specifically to see students; those times are for you!  Most instructors are also willing to set up special meetings with students as time permits. Your responsibility is not to waste these times.  Try to solve your own problems first, together with your friends. What you learn that way will be more valuable than the same answer "given" by your instructor or TA.  Bring up questions quickly, as soon as you realize there's some difficulty you can't resolve.  (It's hard for any instructor to cope with  "I haven't understood anything for three weeks"-- we aren't magicians.)
  
• Use the Calculus Help Room .  It's available many hours during the week for you to drop in.  Use the Calculus Help Desk on the South 40 when you need a little help during the evening.
  Use the resources available at Cornerstone--such as tutoring and peer led learning groups. Join up!
  
• Lots of materials (like solutions to any even numbered problems that are assigned, solutions to weekly TA problems sets, old exams, ...) are available through the online syllabus.  Use them as needed.
  

One last word.  Some of you have had some calculus already: this can be a blessing or a curse.  It's a curse if it makes you think you know more than you do and traps you into slacking off until you suddenly realize you're in trouble. Even if you do already understand what's being covered in class and the homework, this shouldn't make you think there's nothing to learn.  Try instead some of the harder problems in the text so that the time's not wasted.  If you're bored and want to talk about some harder problems or find some extra reading, talk to your instructor.  If you're serious, your instructor will probably be delighted!  And, if you're on top of the current material, then you have a great opportunity to be helpful to some of your friends who are still working on it!