Adam - Reading Notes #9

I was surprised at the homogeneity of student attitudes encountered by the author. The diversity of an average college campus would intuitively oppose any group-think phenomenon; but that was apparently not the case. I am still not convinced that some of the college norms described are anything more than subcultures. For example, on page 99 the author mentions never observing a political discussion. I would be surprised to walk through the cafeteria during lunch hour and not hear a single political comment, let alone an entire semester.

I was least surprised by the emphasis undergraduates place on social versus academic obligations. For freshmen, the social opportunities in college are far more abundant (and appealing) than the academic ones, especially as compared to high school. Given the choice between knowledge and freedom, having had the one force-fed to you for over a decade and the other only glimpsed, is it really so surprising which one students choose? Epictetus said, “Only the educated are free,” but who’s to say that an academic education is any more liberating than a social one (or any more important to a career)?

The advice I would give to new college students is, don’t worry about grades. It may be cliché, but find something you’re passionate about. If you graduate from college having not found a single subject that inspires you, you have failed, regardless of your GPA. Passion offers you the chance to be happy and increases your chance of becoming financially wealthy (if you’re into that sort of thing).

The advice I would give to new college instructors is, challenge your students. Challenge them to think and challenge them to learn. That doesn’t mean your classes need be “hard” and it certainly doesn’t mean they need to be homework intensive. It does mean covering more than what students could get from the Wikipedia entry on the course topic, expecting participation (demanding it if necessary), and holding students accountable for their actions and material.

Rather than changing my view of undergraduate students, this book has reinforced my view. The second most surprising aspect of this book (and a common instructor attitude) is how disjointed it is from students. A person does not become an instructor without being a student first… for decades! Elementary school, secondary school, undergraduate school, graduate school, and for some, postgraduate school: I’m confused at how someone can experience so much as a student and then ever feel detached from it, no matter how many years pass. I can’t imagine ever not feeling like a student, no matter how many years I teach.

I was happy to read that, “Lest one become too perturbed by ‘today’s youth’ and their anti-intellectualism… at least some of these dynamics are two centuries old,” (107). I had been thinking that very thing for approximately the previous hundred pages, but with millennia replacing centuries. Youth has rebelled against establishment since the beginning of civilization. Rebellion itself is a rite of passage (the rite of passage?) which college facilitates. Altering the dynamic of the institution merely creates a new establishment against which to rebel.

I am content if in fact college curriculum is generated from the model of an ideal student (as opposed to reality). That is part of the role college plays in challenging students. And rebelling against that ideal is part of the role students play in pursuing a social, as well as academic, education.

Mike's Reading Notes #9

In my opinion, the most surprising aspect of the entire book was how much information she was able to gather by talking to people and how she was able to somewhat assimilate into the student body. I say this is surprising because even though she was a new student like every other freshman, I feel the age gap should have made a larger difference. I especially expected to see that on a social level where she commented that it was like trying to learn a new language . Though the stories of her being mistaken for a parent on a number of occasions seemed expected, I did not expect her to become a part of the community like that. One story that demonstrates this fully is when she ends up writing the letter of recommendation for Ray, who was in disbelief to find out she was actually a faculty member at the university. I find this mildly amusing, because when I was a freshman in college, there was a man who lived down the hall from me who was 39 years old, on a floor with a bunch of 18-19 year olds. I can’t help but think it would have been the same situation for me had I found out he was a faculty member and not just a student like the rest of us.

Unfortunately, what I was not surprised to read, was a theme that could be found specifically over pages 70, 95, and 101. The theme was, “what is the purpose of going to college?” In her discussions with international students, they make the observation that American students show up to class, get a grade, and leave. There is no community. This is something I even experienced when in my undergraduate education. I felt many of my classmates, and roommates for that matter, were going to college as a means to an end. Not to learn and better themselves in an academic sense. In my opinion, that defeats the purpose of “Higher Education”. This is further discouraging when she finds that classroom discussion was a “sequential expression” (pg 95) rather than an academically enriching experience. I unfortunately agree with her that students participate in class discussion because they have to, and won’t address a dissenting opinion even if they have one. Finally, on page 101, she outright asks what the purpose of college is. Anymore, I feel it is less about learning, but rather going through the process of getting a piece of paper and experiencing the social aspects surrounding the higher education institution in American culture.

The advice I would give new students would to remember why the university exists. The education gained will do more to serve them in life than any degree ever will. Getting a degree is important, but if they don’t take advantage of the educational opportunity in front of them, they will have wasted their time. On the other side of that coin though, I would also encourage them to experience new things as well. I think finally getting out of the protective umbrella of their parents is when they find out who they really are.

I would tell a new instructor not to get discouraged when your material is treated as a small part of the whole picture. Simply put, it is. The amount of information college students are required to know and produce now is much more vast than it was 20 years ago. But I would also encourage a teacher not to teach like a robot, or the students will treat you and your information as such.

Unfortunately, Rebekah Nathan reinforced some of my negative feelings toward college students now and their attitudes toward education. I feel that classes are treated as a minor annoyance getting in the way of an awesome social life. While she did speak and interact with many exceptional students, the overall feeling I got from reading this book was that the social aspect of college was one of the main motivating factors for many students.

Wendi's Reading Notes #9

Most surprising…It wasn’t necessarily the content of the reading that surprised me, rather just how often I found my mind wandering back to my own college freshman year!  I would pull myself back to the reading and, ultimately, catch myself off in remembrance mode again and again.  Then I would make myself laugh because it was like an inner struggle between teacher and student—I have been assigned this analytical reading, yet I keep reverting to “childish” behaviors.  Therefore, I think Nathan experienced the same hardship (for lack of a better word) in trying to become a student again when she is truly a teacher/researcher.  I believe that all of us will attempt this same notion while teaching; we are researchers at various levels and will constantly use various research methods in order to teach.  How often have we mentally stepped back, attempted to analyze our students and the current teaching and learning styles, and made necessary modifications to “relate” to our students the best we can?  All of this makes me wonder how 2011 and 2012 compare to Nathan’s 2003 (32-33) and Moffatt’s 1970 (32) averages on the amount of time that students actually prepare for class.  Would knowing this change how much time we spend trying to decipher our students’ actions or lack thereof and modifying our pedagogy for student success?

Least surprising…I am least surprised that despite what Nathan did—residing in the dorms, being actively involved in dorm/school activities and events, adjusting personal speaking and grooming habits, etc.—she, was never truly one of “them.”  I think there is a misconception that because she was “native” to this university system and area, she would be completely accepted at some point.  I felt that this should have been least surprising to Nathan, as well, who refers back to her experiences as a research anthropologist.  Several times she discussed the similarities of working in and adapting to overseas villages, yet never truly being accepted as a native.  Did Nathan really expect the underlying acceptance to be any different being within her own University?  I have to wonder how many of our own students feel.  Do they have similar feelings and experiences regardless of the actions they take to try to fit in?  I think these feelings and experiences are escalated from non-“native” students and, by this, I truly mean anyone who is not attending the University with a pre-selected identifying group (i.e. past friends, clubs/groups/fraternities/sororities, etc.) and even higher for students who are from another state, region, or country.  When Nathan talked about U.S. students’ views and knowledge of other countries (84-89) and international students’ views of U.S. students, I think there are a lot of generalizations (and expectations) from both sides.  I can understand someone’s frustration with “ignorant” questions, but how do people learn if they don’t ask questions?  Don’t we tell our students that there aren’t any “dumb” questions, yet I did find it very interesting just how ignorant and self-absorbed some students view other students.  I hope this doesn’t encourage them to get all their information from the internet or totally absorb themselves in books for this knowledge and miss out on the great opportunity to learn through direct communication.

Advice to a new college student…Be yourself, but allow yourself to experience new _ (fill in the blank—experiences, cultures, ideas, opportunities, etc.)!  This is difficult when you look at Moffatt’s Undergraduate Cynical style (143).  Personally, this question hits me at home—literally!  My son is a high school senior who will graduate in May.  My struggle is two fold—first, as a parent, I don’t want him to go too far from home, live at home rather than the dorms, and I don’t know what else; and second, as an educator, I know that the best thing for him to do is to attend a college of his choice (no matter the distance), to live on or near campus to gain experiences associated with campus living, and know that I am here if and when he needs me.  This still brings me back to the first line of this section!

Advice to a new college instructor…Always be a researcher, but don’t be aloof!  As educators, it is our duty to always focus on our students and to evaluate the situation.  We are researchers by nature.  I applaud Nathan for dedicating her time to research students within the University the way she did.  However, many of us cannot afford this luxury (although I would not consider repeating my freshman year as a luxury J).  For many of us, we will have to “settle” for interacting with our students, taking a lot of mental notes, and always being willing to make suitable adaptations to our teaching style.  One of the hardest things for me as an instructor is to get out of my comfort zone and to continue to grow.  Habit/comfort works for me, but does it truly work for my students?  I, also, struggle with the line for compassion that Nathan talked about on page 135.  I have always tried to be compassionate, but I often wonder if or when I’m being taken advantage of.  It seems as though compassion means that I have to do extra work and the student finally does the original work or task they were assigned.  How do you know?

A possible change in perspective of undergrads…After reading the insight from Nathan’s freshman year, my perspective of undergraduate motivation, nature, and tendencies are still fairly solid.  I know I possibly sounded harsh in the ‘least surprising’ section above, but I didn’t mean it that way.  I was actually glad to read about Nathan’s experiences and observations that had very few real surprises.  It was hard to put the book down.  I actually couldn’t wait to see what happened next or if a surprise was truly waiting for me.  I perceive myself as a very observant person.  I observe and react to my students’ spoken and unspoken cues and their interactions and reactions around others and course content.  I analyze these observations and dissect my pedagogy.  Unfortunately, there doesn’t seem to be any ending in sight and I have to wonder if I am actually decreasing my effectiveness as a teacher because of the constant effort needed to keep up with undergraduate characteristics.

Trista Reading Notes 9

I enjoyed reading My Freshman Year as it was a new perspective on our readings. Her campus was comparable to NDSU and I felt most of what was discussed more than likely occurs very similarly on campus here. Those of us in this class or graduate education in general were probably not the typical undergraduate students as mentioned in the book. We were probably those that got up early, were always in class, and were the overachievers on homework. It was nice to read about the typical undergraduate student attitudes and experiences and I definitely noticed similar trends to what was mentioned in the book to students in my class.

In the first few chapters I felt my freshman experience to be somewhat more similar to the authors than the students she was observing. My mother teaches on campus so I was familiar with the buildings and had someone telling me where to go and what to do if she didn’t just simply do it for me. If I had a question I had one central location to go, EML 365 and it would be answered. I also did not live in the dorms my freshman year, despite my mother’s advice to embrace this experience. As an 18 year old I thought it was a great idea to live in an apartment off campus, however, reflecting back I didn’t experience much of what was mentioned in the first few chapters and I didn’t develop the “core” group of friends Nathan discussed. I was more like the she interviewed whose core group of friends was established at a part time job.

I think the most interesting thing to me was the discussion on diversity, monogamous groups, and chapter four As Others See Us. When discussing who sits with who it was surprising to me that Nathan found 40% of the minority to be missing from her observation because they were likely eating alone. I am sure as an undergraduate I was guilty of a majority of what was discussed in these chapters. It wasn’t until I was in “the real world” and later as a graduate student that my eyes were opened. I very much sympathize with those students from other countries and respect their ability to complete a program in a country other than their home country. It is hard enough I can’t imagine doing it in another language. I also agree with the biggest complaint from international students regarding our ignorance (p. 84). The book showed that we as American students have no interest in learning about other cultures and their experiences and that lack of interest is felt by international students.

The least surprising to me was the lack of involvement in activities put on by the RA and the lack of interest in the education side of college. While these are two separate chapters and two separate issues they both speak to the fact that students will do what they want to do and for the most part it doesn’t seem to involve doing more than necessary. As someone who organizes social events like the RAs’ in the book I have trouble getting graduate students to social events even when they ask for them. It would seem graduate student would be more interested in getting involved and meeting other students, however, when given the opportunity they rarely show up similar to the freshman for “movie night”.

I think the advice I would give to a new college student would be to have this experience open your eyes. Participate in activities that interest you even if your friends don’t. Look to meet new people outside your comfort zone, open your eyes to diversity, and educate yourself on new topics both social and intellectual. Lean about other cultures and ask individuals about themselves. Too often we are so concerned with ourselves and our schedules that we don’t take the time to dig deeper into the backgrounds of others. I think the advice I would give to a new college instructor is to make clear your expectations and stick with them. Don’t assume that students expectations for themselves are as high as yours are without communicating them. The book mentions students will do the least amount of work possible and if they don’t see it as being a part of their grade they most likely will not do it at all.

The book has not changed my perspective, however, I did learn some valuable new information that I will carry with me. I sometimes need to put myself in their shoes and not assume they know things that I know.

Kristine Part 2

The most surprising part of the book was the fact that students today study less than students 20 years ago but their schedules are way fuller. Most people attribute this to laziness or partying but the truth is students today just have more on their plates. Instead of just balancing school and a social life, students are expected to participate in extracurricular activies, part time jobs, help out with the family... this all takes up part of their day.
The least suprising part of the book was the student's lifes. Everyone has different schedules and it isn't surprising that students only see a majority of their classmates inside the classroom. Between sports, jobs, internships, and extra-curricular activities, no two people are going to have the same exact schedule.
  My advice to incoming freshman is enjoy college. Academics are important yes, but don't get too stressed and strive toward perfection because it is a long four years and you will definitely burn yourself out. Set time aside for you and family/friends. But also make sure you stay organized and turn your homework in on time.
  To new teachers I would advise not to take everything personally. If a student fails your class, it is probably their fault, not yours. As long as you are making class intersting and helping students learn, the rest is in their hands.

Kerrie's Reading Notes #9

“My Freshman Year” put a great perspective on student life. Understanding students in this generation can be difficult for teachers. While reading this book, there were many points made that increased my awareness of how to effectively communicate with students in this generation. There were also topics discussed that were discouraging to me.

The most surprising aspect of the book to me was that students are more interested in the social aspect of college than academics (p. 101). This is hard for me to understand. As an undergraduate student, I do not feel I was in that majority. Academics were important to me and usually came before the social aspect of college. While interviewing students on the topic, the response showed that students felt “65 percent of learning occurs outside of classes and class-related activities while 35 percent occurs within” (p.101). From a professor’s standpoint, this is discouraging.

The least surprising aspect of the book was that students will not do the reading unless they know they will be tested on it or need to know it for the homework (p.138). I think that this may stem from students’ workloads and time management. They do not feel the reading is as important if they are not going to be tested over it. My question then, is why one would assign reading as a professor if you already know the majority of students will not do it?

With regards to this book and also my personal experience, my advice to incoming undergraduate students is to organize your academic life and plan your social life around it. According to Nathan, this is less about time management and more about “controlling college by shaping schedules, taming professors, and limiting workload (p. 113). One of the greatest things about college is having a choice of classes with various times these classes are offered. Students should dedicate enough time into choosing courses to make sure they get the schedule that is best for them. Another piece of advice I have for students is to put dates and deadlines in a planner as soon as syllabi for each course are given. This will help students to organize their academic lives and see when they have time for social activities.

My advice for a new college instructor would be to give students a motive to do the assigned readings. Students will not read unless they know they will be tested on the material or they will need it to complete the homework (p.138). Students are more likely to make time for reading if they know they will see the material on a test or assignment. A typical college student will rarely go above and beyond what is required. If you want students to accomplish something, you must give them a reason they see as important.

After reading this book, my perspective on undergraduate students has changed a little. I never considered myself a “typical” undergraduate student. While reading this book, I realized some of my actions were very similar to those discovered by Nathan. As an undergraduate student, I would try to limit my workload as Nathan finds many college students do (p. 119). While Nathan mentions skipping class as a way of limiting workloads, she also discusses limiting the amount of time spent on one course by doing the minimum amount of work necessary (p.119). During my undergraduate years, I would prioritize my workload by courses. I knew in which courses we might be given a pop quiz or an assignment over the readings. I always did the work for these courses first. With the time I had left, I would work on my other courses but would not put as much effort into them. This book showed me that I do not want to overload students with readings and assignments. Students take many classes at a time and also have priorities outside of courses such as jobs. I think it is important for professors to realize their class is not the only responsibility students have.

J's Reading Notes # 9

Nathan’s exhaustive account of her re-“immersion” in university life as a student is commendable. It takes a lot of effort to go back to a process that one consciously tries to grow out of both psychologically and physiologically in a bid to be more sophisticated and worldly wise. 

The thing that surprised me the most in the book was the revelation of the glaring divide between a student and a faculty’s goals toward education. And, we are more than willing to be mutually deluded about this difference in goals. Nathan presents a vivid description of an American student’s perception of college life. ‘Fun’ is a key factor in learning according to the students. But, in our discussions as instructors, even in Comm 702, don’t we constantly belabor the importance of student engagement, strategies for transformative learning, and a quest for ‘spirited inquiry’ among others? Or is ‘fun’ in learning an urban myth? Here is an eye-opener. Students do not care so much for all these inspirational gestures at this age. That’s why an ‘edgy’ class based on Sexuality with an ‘anti-establishment’ feel wins the votes. 

Despite the admirable goal of fostering community and a sense of belonging in the students, American institutions fall short as revealed by Nathan. She attributes this reason to a cornucopia of choices for students across academic courses, student organizations, professional clubs and co-curricular activities. Moreover, the students are free to ‘let go’ if a certain activity or event does not match their interest. This rampant freedom to choose and drop creates a “self-contradictory” system (p. 45) in which the solidarity of a group suffers, as the freedom more than offsets the mission of communal life. This might explain why ‘dropping out’ of college is a more acceptable option in the US as opposed to where I come from, India.

The least surprising part was about students’ attitude toward cheating and plagiarism. Also, the fact that smart students learn to write to their teacher’s biases is fairly predictable. Peer learning is a pretty term. But, peer learning for students is limited to discussing if they read for a class, what grades they got and how a particular assignment ‘sucked’ (apologize for the language).

My advice is related to an international undergrad. I feel that the road can be quite uphill for them at least in the first few semesters. It is a big switch and they are young and impressionable. International students also harbor pre-packaged notions about American life and relationships. When in a foreign country, it does not help to constantly seek one’s comfort zone, food or people of the same ethnicity. International students need to make a conscious attempt at seeking common topics for discussion with American students. Willingness to learn about new things is another positive. While I agree that ethnocentrism is quite prevalent in the US, it still does not help to succumb to it. If people do not know things, educate them. Not everyone will care, but it is possible to find a few who will lend an ear. Moreover, if a student leaves their families behind in the hope of a bright future at an American institution, they had better develop tougher hides and learn to prioritize. It is better to drop that self-pitiful and sulking stance of life being tough for an international student. No one cares for sulking students. Everyone enjoys a smiling foreigner! Yes, it’s not easy, but if one tries, they can actually get to spend Thanksgiving with a ‘friend’s’ boyfriend’s family, that too in their first semester!

Let me be my own advisor here. I am a new instructor. I am also coming to terms with my own pedagogical choices in popular culture representations for my students. My students probably laugh behind my back for showing them clips from ‘thinking bands’ like Switchfoot to explain communication concepts. Maybe, I will get to them better if I play Dr. Dre or Li’l Wayne.  It’s not a graduate seminar after all! But, while I admit this challenge, I do not want to give up, just yet. I have a feeling that some kids will come around. Some will get moved by things that I share with them now, in the future.

This book makes me think that college is not about spirited learning of life’s big mysteries through those tomes in the library. That’s an aim for graduate students like us, who come back to school with vengeance. College life is at best a four year rigorous management drill which ‘smart’ students tend to master by the time they become seniors. It is about getting everything done while maintaining the 'fun' status quo. Life does not get altered in those ‘Into the Wild’ kind of ways for an average college student. College is a place to make mistakes and use those mistakes later, to lead a safe life in the real world.

Nancy's Reading Notes #9

If I had to rate “My Freshman Year: What a Professor Learned by Becoming a Student,” from one to ten (ten being extremely interesting), I would have to assign it an eight. I really enjoyed the concept of reading an ethnographic study of college life in the United States, in the form of a novel. In reality, the only reason why this book would not receive a “perfect ten,” as in “extremely interesting,” is because I actually lived a majority of the information documented. A large part of this novel was in fact, “my freshman year.”

While reading the book, I did come across many moments which resulted in some wincing and cringing. I believe the most surprising aspect of this book was chapter four, “As Others See Us.” I was particularly appalled by some aspects of American culture after reading this section. I would like to think I was raised in a very open-minded and cultured household; however, I forget that not all people are privy to this sort of upbringing. It really hurt me to read about how different international students had such bad experiences with American students. For example, a majority of international students felt that American students were very surface friendly, judgmental (as seen in the excerpt about the student who slurped his noodles, p. 88), and ignorant. On the other hand, I was not at all surprised to read about issues with American slang. This was apparent when Nathan discussed how a Japanese student named Chiho was very confused by the American custom and slang (p. 68-69). The student mentioned how people would always say “we should get together,” but no one ever exchanged numbers or followed through on plans. This could be slang, or it could again fall into the category of surface
friendships.

Keeping in mind the challenges faced by some of the students in the book, I would instruct new college students to divide their time wisely. I understand that people want to make friends in college, especially being away from home and living in the dorms, but it can be very easy to forget why you are actually there (especially when experiencing independence for the first time, and taking part in multiple activities). Ultimately, students are in school to learn material to better their lives, but heading to a party instead of studying for a class can be very tempting. In college, my planner was (and continues to be) my best friend. I can schedule time to do work, participate
in clubs, and time to get together for social events.

On the opposite end of the spectrum, I would advise a new college instructor to immediately explain what they expect from students very thoroughly, and to stick to it. This may cut down on the multiple questions from students before assignments are due (p. 92). Instructors should also consider that students may have a difficult time adjusting, so they should consider this leniency in their course design. By this I mean allow for a couple of absences (one or two) before subtracting from a student’s grade. This should be made clear in the syllabus. It may take freshmen some time to get use to living and studying on their own, so failed alarm clocks and the like will most likely result in an absence or two.

As my first semester teaching undergraduate students is almost coming to an end, I have to admit that this book has not changed my perspective on undergraduate students. The text mentions how students are extremely social (participating in gatherings with their friends, as well as in other activities), sometimes naïve and ignorant, and some have trouble adjusting to independence. Overall, the book does enforce that students are in college to learn. I have some students who are “chatterboxes” in class, believe that I must know the cast of “Jersey Shore” since my family lives in New Jersey, and sleep-in because they no longer have their mother as an alarm clock. On the other hand, I have some students who are excellent note takers, ask thought provoking questions, and have more drive than some graduate students I know. All in all, while all undergraduate students are different, we as instructors have to remember what it was like when we were in their shoes, and must look beyond the “reverse T” to better assist all students (p. 91).

Meredith - Reading Notes #9

The most surprising aspect of this book for me (as someone born and raised in the U.S.) was the chapter detailing the perspectives of students from other countries. As I read Nathan’s descriptions of international students’ experiences with “American” students (p. 68-72), I began to understand how the typical American greetings and conversations can be perplexing for someone who is unfamiliar with them. It was also disappointing to read how shallow relationships with some students can seem (p. 72-77) and yet, after reading this section, I would agree that there often seems to be a lack of substance in friendships formed in college. Most of all, it was sad to read that the biggest complaint among the international students was the ignorance of U.S. students in regard to the world (p. 84-89). I think the quote from the Somali student at the end of the chapter is very poignant (p. 89). Many colleges promote diversity and engagement in world affairs and yet it seems that U.S. students are too self-involved to learn from or about international students, countries, or happenings in the world.

The least surprising aspect of this book was Nathan’s description of how small of a role intellectual life plays in college culture (p. 100). Nathan described some of the lessons gained in college that are truly valued by students and how these rarely include information learned in classes. Thinking back on my own experiences as a freshman, I would tend to agree that living on my own, acquainting myself to a new city, meeting new people, and adjusting to a new daily routine were more influential in shaping me as a person than the specific courses I took that year. With the number of changes that occur the first year of college, it is easy to understand how knowledge gained in courses may be overshadowed. I do, however, agree that the contributions of intellectual life increase as students become upperclassmen (p. 130). Rather than fight this trend, perhaps it would be more effective to embrace it. Support students in the earlier years as they are “finding themselves” and then help to mold them into mature and productive citizens of society in the later years.

Nathan described many challenges faced by undergraduate students, including meeting new people, living in the dorms (Ch. 2), managing schedules (p. 110-113), and handling the workload (p. 119). In light of these challenges, my advice to a new student would be to persevere. There will be a multitude of challenges and difficult times associated with adjusting to the college culture but the key is sticking with it. At the end of that first year, students will be able to reflect back on what occurred, celebrate successes, learn from mistakes, and ultimately, grow as a person.

My advice to a new college instructor would be to keep the student perspective in mind and use that insight to improve your course design and instruction. I appreciated Nathan’s reflections regarding her role as an instructor and how she came to realize that the course she teaches is just one of many that students take (p. 136). She mentioned how she understood why students were not as prepared as she would like and that she no longer took it personally (p. 145). I think it is easy for instructors to forget how busy students are and how many demands there are on their time. Instead of assuming that an apparent lack of effort on the part of students is a reflection of one’s poor teaching ability, instructors can use certain strategies, as we have discussed in this class, to help engage students and create a student-centered environment that supports learning. Doing so will hopefully help students understand the value of the course and ultimately, motivate them to put forth a concerted effort.

While I do not feel reading this book has necessarily changed my perspective, I do feel it has provided me with additional insight about the nature, motivation, and tendencies of undergraduate students. The information obtained by Nathan throughout her study adds to what I recall of my perspective as an undergraduate student and the knowledge I have gained through discussions and readings in this course. Overall, I think it is important to avoid overgeneralizing the culture and characteristics of undergraduate students. As Nathan stated, “…the actual experience of individual students is much richer than the normative expressions of student culture” (p. 144).

Kristine's Reading Notes 9

       I thought that the book, “My Freshman Year”, reflects students views on college life and by having a professor state them, gives the merit. So many issues discussed in class from the teachers perspective were looked at from the students perspective. Take cheating for instance. On page 124, Nathan describes statistics from National Surveys taken. The definition and willingness to cheat have changed dramatically from thirty years ago. Most students today don’t see forms of cheating the same way professors do. For example, working together on homework, often busy work distributed in general education classes, have no relevance for students. Students don’t care, or don’t feel guilty about “helping out” each other, in classes that they are required to take, that don’t directly relate to their major, or that they find boring. Honestly, I can’t blame them. If all the teacher wants to do is hand out busy work, why waste your time when you could be working more or spending that extra time on a bigger assignment due in another class? I think Nathan does a great job of having compassion for students when she goes back to teaching and understands more of the daily struggles students go through. Again, this relates back to what do we define as cheating?

            This point falls perfectly into the next major theme of the book: new generation of students. Some people, especially that of older generations, view this generation as entitled and lazy. On page 33 Nathan points out that while the average time spent on class work has decreased over the past thirty years, so has the time for relaxing and socializing. Student life has now extended past classes and partying and now includes outside, paying jobs, and volunteer work. All of these things clutter a students schedule, making it imperative to choose what they focus there attention on more. I guess my question is, if professors know that students aren’t doing the reading for class and discussions aren’t meaningful, why do they continue to utilize these methods in their classroom? Students don’t have time to read four chapters per class for five different classes, its just not plausible.

Also, on the topic of discussions, Nathan pointed out that students today don’t really interact with other ethnicities (page 59). While they may encounter these students in the classroom, outside of the classroom, this isn’t the case at all. Not only are the relations not being followed outside the classroom, but even the discussions (including the most heated of ones) aren’t followed up outside the classroom!!! Students usually don’t even integrate the knowledge learned in their classrooms to their every life or discuss it with others… What is the point then? Why teach students all of these concepts that will never appear again in any part of their life?

Hailey's Reading Notes #9

It was a nice change of pace this week switching to My Freshman Year. While we have analyzed and reanalyzed proper instructional methods this semester, there is really no way to understand what is the most effective strategy unless you are a student yourself.

The most surprising/disappointing aspect of My Freshman Year involved the conversations Nathan had with students regarding why they are attending college. “Except for those pesky classes, why would I ever leave this life of friends and fun?” (p. 102) one student mentioned. Nathan seemed to draw an assumption that students come to college for the experience and seem to give very little thought to the value of education. In fact, she mentions throughout Chapter 5 that students have very little discussion with peers about academics. While maybe I am too immersed in graduate studies right now where every conversation involves school and I am therefore forgetful of my undergraduate self, it is hard to believe that this view represents the majority. I firmly believe that a good majority of students attend college for the education and not simply the college experience. Am I alone in this thinking? Do I simply have my rose colored glasses on?

Another section that was particularly interesting to me was the chapter on international students. While I was disappointed in the “American culture” and American college students and their lack of interest in international students and programs, I agree with what Nathan observed. “The single biggest complaint international students lodged about U.S. students was, to put it bluntly, our ignorance.” (p. 84). While I would like to stand up for American students and say Nathan got it all wrong, I unfortunately don’t think she did. I do think Americans and American students consider themselves somewhat privileged and are ignorant of other cultures. They believe that the U.S. is superior and there is no benefit to learning about other cultures. It saddens me and I wonder if there is anything that can be done?

The least surprising aspect of the book was the discussion about dorm culture. It was no shock to me that students did not attend organized dorm events because I never did either. As a freshman, I think a core group of friends is needed in order to navigate your way through your first year of college. Dorms are set up to introduce you to this potential core group right away. It becomes more important to get to know your roommate and hall-mate rather than have awkward social encounters with your entire dorm.

In light of the challenges faced by undergraduate students the advice I would give a new college student is hang in there. Your freshman year is a learning experience. Speaking for myself, out of all my years in undergrad, my freshman year was the most challenging emotionally and academically. While my courses weren’t necessarily hard, it was hard to manage classes, working and meeting new people. I think if you can make it through your freshman year, you can make it through college. I also think it is important to meet people outside of your dorm and join extracurricular activities that may be of interest. This way, you are able to meet people that have similar interests and values as yourself.

With all the challenges undergraduate students face, new instructors face their share of challenges as well. I think the best advice I could give a new college instructor regarding undergraduate students would be to remember how they were as an undergraduate, especially as a freshman. Be firm but also be understanding. Students are handling a lot more than classes during their first year of college.

Throughout the semester we have had a tendency to view undergraduates through the eyes of instructors. While this makes sense (obviously we are instructors), I think we have forgotten to take on the perspective of the student. For many of us, our undergraduate education was not so long ago. I do think this book made me a bit more sympathetic towards students in the future.

Ruoxu's reading notes #9

When I started to read Rebekah Nathan’s My Freshman Year, I could hardly put it down not only because the content was very interesting and plain to understand but also because it reminded me of my first semester at NDSU when I just came to the United States as an undergraduate. I was able to find many resonances with Nathan’s point of views.

The most surprising aspect of this book is that it truly revealed the opinions of international students about how they perceive American students. When reading chapter four, I could almost voiced the same opinions with what the international students said in the book. Nathan interviewed many international students and found that it was hard for them to make real American friends: Americans appeared to be friendly on the surface but it was hard to be their real friends unless you shared some hobbies with them. The surface greetings, such as, “how are you” and “what’s up” were plainly nothing but mundane. In the book, a Mexican student thought American students would only say sorry instead of helping when she met trouble. This reminded me one of my awkward situations on my freshman year. I said I was sick when greeted by my American classmate. She simply said sorry and showed no care. I felt strange so I repeated my words again. She then laughed at herself and said, “Did I look indifferent to you?” It surprised me that Americans were so used to this indifference by kept asking strangers how are you. Nathan also pointed out American’s ignorance on knowing so little about other countries. She seconded her statement by listing the stories shared by the international students who kept being asked dump questions about their own countries.

The least surprising aspect of this book is when she talked about the dorm life and the interesting relationship between how school emphasizes on community and college student’s individualism. Since I once lived in the dorm together with my three American roommates, I’ve seen so many of their pictures depicting their personality. I’ve also witnessed how they brought in a bunch of friends and started a little party while I tried to study. Nathan’s description about these posed photos was quite amusing. It is quite true that the underlying values of these photos are fun, expressiveness, individuality, freedom, and spontaneity. I also understand why students preferred to watch Superbowl with their “individual community” members while refused to show up at the “movie night” arranged by the RA. Because to them, community was “a somewhat naïve amalgam of love, belong, sharing, and togetherness” and they seldom realized that community also comprised of obligation and responsibility (Nathan, 2004, p.49).

Nathan also highlighted some challenges and problems students were facing continually, such as, sharing with roommates or dorm mates; being ego-centric; packed time schedule; heavy off-campus workload; and the rule of avoid being too noticeable in the classroom. I would recommend the new college students to build a good relationship with your roommates and resort to the RA when you need help. You have to learn how to live in a community and get involved with the big group instead of hanging out with a certain number of friends. American students should abandon ego-centrism and try to make friends who are different from your race or cultural background. Regarding to time management, take appropriate credits and work less if they want to graduate on time. When it comes to the discussion in class, be active and don’t be afraid of being noticeable because this is what truly being called the individualism.

I also have some suggestions to the new college instructor. First, don’t panic when you notice students sleeping in your class and ignoring your questions because they may study until 3 am last night and are obeying the hidden rule. Instead of asking students questions with fixed answers, relate to the students better by adding cultures they are more interested to know. You can use the free writing strategy to get to know them well. Focus more on their content instead of getting them to speak. Also, assign appropriate assignments and adjust the deadline according to the student’s situation. Lastly, understand that students usually won’t visit you during your office hour but will find you when the semester is winding down.

I think Nathan did a good job on depicting her college life and observing student’s behaviors. Since I have been through what she has experienced, I know most of what she depicted in the book. The undergraduate students portrayed in her book matched with my current perspective on them. Thus, it did not change my perspective on the undergraduate. In fact, I start to feel them more because I used to be an undergraduate, not a long time ago.

Blog Prompt for My Freshman Year

For the final Reading Notes, use the following prompt to write a 500-750 word reflection on My Freshman Year.

• What was the most surprising aspect of this book? What was the least surprising aspect? Why?

• In light of the challenges faced by undergraduate students highlighted in the book, what advice would you give a new college student?

• In light of what you have learned about the typical undergraduate student, what advice would you give a new college instructor?

• Throughout the semester, we have made numerous claims about the nature, motivation, and tendencies of undergraduate students. Has this book changed your perspective on undergraduate students? If no, why not? If so, how so?

Please read the entries posted by the other members of your group (see below) before we meet on Thursday, December 1. You don't need to respond to these entries (though you are certainly welcome to comment), just read them and note points of similarity and difference. We'll use these notes to start our discussion on Thursday.

To give the members of your group sufficient time to read four other entries, please try to post your entry by 5 p.m. on Wednesday, Nov. 30 (recommendation rather than requirement).

Group 1

Hailey Adkisson

Margo Brady

Nancy DiTunnariello

Kristine Farrell

Kerrie Hert

Group 2

Miwa Ito

Adam Jacobs

Ashley Lepper

Trista Manikowske

Michael McKenney

Group 3

J. Nautiyal

Charu Pahuja

Wendi Stachler

Meredith Wagner

Ruoxu Wang

Miwa's reading Notes #8

Drawn from readings of this week, I come up with two topics I am interested in: students’  disrespectful behaviors and capability to control their learning.

                                 

Students’ Disrespectful Behaviors

I am annoyed by students’ disrespectful behaviors and attitudes. The acts include inappropriate questions indicating their obvious disinterest (e.g. how could I make my speech enthusiastically that I am not interested in?), overt display of their boredom (e.g. placing their head on the desk), indication of their irritation to leave class early in the middle of the lecture, etc. These behaviors are not only disrespectful for myself but greatly discourage other students’ motivation. I really wish to improve students’ problematic behaviors but cannot find constructive ways that can work for both themselves and other students.

The balance between policy and power (Learner-Centered Teaching, p. 25) is an important elements to consider this students’ behavioral problem. Control by policy seems one of limited options that I may take advantage of, though I also feel hesitation to go for the option. This discussion is also connected with the next topic, students’ capability to control learning. Reliance on power based on policy can be related to the issue of the instructor’s credibility. I believe that higher credible instructors can control students behaviors without taking advantage of power through policy and create sound and positive atmosphere that students make efforts to behave in appropriate manners. Personally, I don’t like to employ power through policy as it can greatly discourage my motivation as a student  and wish I could build more credibility to control my students. I believe the practice to become a ‘good’ teacher (Learner-Centered Teaching, p. 25) is the thing that I can work on.

Students’ Capability to Control Learning

I wish I could encourage students to take part in leadership in class by empowering them, though it is very difficult due to students’  capability to control learning that is widely varied. This problem is closely related to the topic of academically diverse students covered last week. I am aware that it is not good practice and can discourage excellent students’ motivation, though I tend to accommodate struggling students more than excellent ones, in order to avoid widening the gap between them. As a result, I always feel sorry for those who are seeking more advanced level of learning but just do not know how to handle this issue.   

Widely dispersed levels of intellectual maturity (Learner-Centered Teaching, p. 25) is a major factor that discourage me to empower students to participate in taking lead in class. Here, I would mention the issue of policy and power again. Accommodated treatment for some students is definitely unfair for those who are strictly following (and they are usually excellent ones who can be dissatisfied with as discussed above). I don’t think that lack of intellectual maturity is a good reason for me to differ my treatments among students. Students’ autonomy to lead class should be an effective way, and I would seek the ways to create the opportunity that students can lead class without widening a gap of academic levels among students.

Ashley's Reading Notes #8

I enjoyed reading Lang’s chapter about re-energizing the class because I am at that point in the semester where I have lost energy. I went from the quarter’s system to a semester system and I find myself losing interest because semesters can become long. I think teachers also experience this decreased energy and they feed off of the students. Lang provided good examples on how to re-energize that class. I especially liked his concept of the poster boards and found it very relevant to any subject. All of these ideas were good, but how do you incorporate them into your course schedule? Do you change your schedule or just not worry about it?

The faq section was very interesting and gave me some insight on how to handle situations. Davis and Lang both touched on disruptive situations in the classroom and if I had not read this, I would not know how to handle them. I do disagree a little with Davis’s suggestion of singling out a late student and make them answer questions. Many times students feel bad for being late and sometimes it is out of their control for why they were late. By singling them out, that student may not participate again in the classroom. What are some better ways to address late students, especially the ones that are chronically late?

How much control should you have over a classroom? The excerpt from learner-centered teaching says that teachers like to have the power and control. Lang suggests that teachers need to set policies for disruptive behaviors, i.e. cell phones and lap tops. As an instructor to make the classroom more learner-centered, should I give the students more say on what they think is acceptable? I do think some teachers can be very strict and I have experienced that in my undergraduate classes. I had an instructor that would make students remove their ball caps in class and during exams all cell phones had to be placed on the front table. That class was more of a teacher-centered class that had very strict policies. The learner-centered excerpt provided examples on how to balance the power, but as a first year teacher I think I would be nervous to try some of the methods. I liked the ideas of students choosing their assignments and setting classroom policies. Is this something as a young teacher I want to dive into right away? What are some other suggestions in making a classroom more learner-centered?

Reading Notes #8 Margaret Brady

Reading Notes #8

I found the Excerpt from Learner-Centered Teaching to be quite interesting. I especially liked how he had the students decide on how other students were graded for participation. I have a situation in one of my classes this semester which has left me struggling with the definition of “participation.” For example, I have a student who frequently interrupts me during my lecture either to try to “correct” me or to add something that is above and beyond the scope of our Introductory Level class. Of course he is always the student who answers my questions, sometimes before I’m even done asking them, and the other students find this disruptive (and so do I). Although he is certainly “participating,” I have received complaints from other students and even the parents of a student (and this is college!) about these disruptions in the classroom.

On the other hand, I have a student in the same class who is the “class clown” but who rarely comes to class. By the way, this class is extremely “dead pan” when it comes to “class character.” Most of them stare at me with blank faces, text or talk incessantly to their friends despite my constant reprimands and asking certain individuals to leave the room. No one even attempts to answer a question I’ve posed to the class as a whole because the over-achiever participator student will answer even if I ask him not to.

Well, the class clown student has been coming to class lately. He is extremely funny and brings “life” to that classroom. Yes, you could call his behavior “disruptive” by definition. But he makes everyone laugh, including me. We’ve had group activities and things are fun and he is hilarious with some silly antics. Yesterday, he had me laughing so hard that I almost wanted to cry. It’s just silly stuff that he’ll say in response to a question. I have another student with Asperger’s Syndrome who has even been cracking a smile. The presence of the class clown lightens things up overall even though his participation could be considered disruptive.

Yesterday afternoon, after class, the over-achiever student came to me and said that he wants to place a formal complaint against the class clown because he finds his behavior disruptive and not conducive to the learning environment in that class. How ironic! This the EXACT complaint that several students (and the parents) have had against HIM! I really didn’t know what to do. I listened to the complaint and said that I’d talk to the class clown. That’s really all I can do.

So, what about “participation points?” Who gets those and do those who participate but who disrupt class in a negative way get the points? what about those who disrupt and make the majority of the class laugh and have fun?

By the way, in all the group activities I’ve tried, the over-achiever complains that it is like going back to elementary school...