Preparing for a two-year or four-year college/university plan

 

"Go to college and find yourself--and pick a major."  That's been something told to students by parents (and counselors) for a few decades, yes?  I have a better idea--and mine comes from 22 years of experience (that's how long it took me to begin and finish my undergraduate degree. I wish I knew then what I learned now about how to go to college).

First: PLEASE consider a community college. It will save you a LOT of money, and allow you to learn about the demands of a college schedule for classes, the choice of working a job and managing your life. You can get MUCH better grades and then transfer to the four-year school that you wanted. Your diploma at graduation will be from the 4-year school, and you'll be happy, wiser, and better prepared for choices.

DON'T take your major classes in the first two years.  I KNOW your parents are likely to question your reasons, but getting adapted to college is more important, especially if you haven't really paid attention in the last four years of high school--or even middle school.  Plus, the likelihood of a student becoming aware of his or her interests while in college (or other school training) is far greater, along with the new learning of ideas.

May I otherwise suggest that a student take courses that are of significance that may help with prerequisites:  psychology, public speaking (there I go again with that subject!), math, or science.  Remember, I'm speaking from 22 years of experience.

By my own efforts, I found that most schools require at least one course in psychology.  It certainly helps someone learn about society and how to manage him or herself.  Teamwork and cooperative management are part of psychology--so it pays to have a basic understanding of how we interact.  Public speaking has already been posted as an idea, and for the same reasons, I'm saying that it will eventually become a prerequisite for a degree program.  

Most majors require at least 12 credits in math or science--and I was not good at math, and I didn't want a lab science.  What I took instead for science were courses in biomedical issues, environmental studies, anthropology, and human life science.  They were credited classes, and they were interesting because I was a psych major who wanted to learn about society.  For math (I had to take algebra again, and most degree programs are looking for calculus as well), I took courses in life skills, such as how the post office uses their routing and schedules to effectively cover territory, or how to divide property for an estate so that everyone gets a fair share.  It wasn't about doing math problems, but using my mind to solve ideas. I would also suggest that a foreign language class would help if you're really good at it--but stay at the basic level so that it's not overwhelming.  No one is asking you to translate 14th-century Italian if you only need one semester and aren't planning on being a historian in European fine art.

I would also suggest not immediately declaring a major because most students decide by the beginning of their junior year about what they want to pursue.  In my case, I found that I had overlapping classes in psychology: what I learned in the spring semester for the first four weeks was often what I had learned that previous fall.  So I was focused on my major at that time and not having to keep so many subjects in my mind.  There's always room to learn about college classes and the demands it puts on a student--and if you get used to the idea early and learn WHY and HOW to study, take notes, and be responsible, it will be much more rewarding when the time comes when you take your major subject and earn the degree you want.

Your Message Means You Need Help More than You Know

(This is the follow-up--or rather, reinforcement--to explain to students why it DOES matter how they handle themselves when communicating either verbally or in written format when addressing or presenting information about themselves to a superior--ESPECIALLY anyone who makes decisions about that individual's career path. I don't care how the delivery system operates--if it's hand-written, sent via email, or spoken.

And yes, this sure includes college. It's why I've emphasized each semester that (a) a community college is NOT "major league" level, but rather where developmental training is emphasized, and (b) the workplace today has too few job opportunities and too many candidates who are more than willing to prove THEIR superior status over someone who doesn't care, and (c) college, especially the freshman year, is NOT 13th grade. If you're a first-year student, you're back on the bottom of the ladder. And no one cares who you were or what you did in high school.)

First, let me again repeat that I know how much technology has changed the way we communicate today. Regretfully, too many people, young and old, have fallen victim to the simplicity of text messaging styles and believing them to be acceptable beyond personal social connections. That's not just my view: it's one that's been chorused for several years from the corporate world and business and hiring managers. And if that kind of response comes from someone who decides the potential acceptance or rejection of your status as a new member of that company because he or she did not feel you knew how to properly present an effective way of displaying a level of communication to their satisfaction and standards, you've got no one to blame but yourself. They aren't your friends, family, or romantic partner--and blurring those lines of status isn't something that may be of importance to you until that desired promotion, bonus, advancement, or even lucrative job offer has been declined and the damage done.

Let me use this example from a former community college student in New Jersey in 2005. She was an education major with an emphasis on English; 9-12 level, so she could teach in high school. This is her exact email to me one day:

hey i need ur opinion on something. i had to do observations for my intro to teaching class. i wore dress jeans one day and brang coffee with me all the time. they just called to tell me that i cant go back bc of these things.  also i didnt go once and emails the teacher to let her know bc i got into a snow tubing accdient and i had to go to the doctor. What should i say to my professor since obviously hes going to ask.

===================

Wow. Aside from the horrific spelling, punctuation, grammar, and other odds and ends, let's tackle the issues.

First, she didn't realize that her attire--her wardrobe--wasn't appropriate--and she didn't care or know about dressing for the workplace and success.
Second, she was auditioning for a job! She was a student teacher in training! A college had endorsed her as capable, qualified, and educated. She didn't prove that by her LACK of awareness! An observation means just that--being evaluated (or in her case, being an observer) by those people who want to see if she's worth hiring! And she gave herself a higher level of entitlement-status than she had earned or deserved: she thought she could act as if she was a seasoned pro.
Third--and the saddest part of all--she doesn't even understand that she committed a grievous number of errors and that it's her lack of responsibility in these matters that caused it--compounded by the fact that she has no clue about how much damage she's already caused to her status in the field she plans to graduate from and find employment.

This is bad enough, but I assure you that I still have students today who don't understand these issues--and I will admit flat-out that I made huge mistakes (not these!) in my many careers, including teaching. 
But I sure knew better and how to say "Yes, I was wrong" when I was put on the spot by someone who made decisions about my status--and that included my instructors. 

So, yes, it counts. It's your way of presenting an idea. And I expect better.

This isn't 13th grade: college isn't high school Part II

There is a huge difference between a high school environment and college. One of the first things I always said to my students was about the end of high school and the beginning of college life.  It went something like this:

  "THERE'S NO LOCKERS, NO HALL MONITORS, NO SCHOOL BUSES, NO GYM CLASS, NO DETENTIONS, NO SUSPENSIONS, NO LUNCHROOM, NO MORNING ANNOUNCEMENTS, NO HAND-OUTS FOR PARENTS, NO LATE SLIPS, NO LATE BELLS, NO JANITORS, AND NO EXCUSES. NO ONE CARES ABOUT THE LABELS OR FASHIONS YOU'RE WEARING, AND THERE'S NO CLIQUES EITHER. NOR DOES THE FOOTBALL TEAM WEAR THEIR JERSEY TO SHOW TEAM PRIDE. YOU PAY FOR YOUR BOOKS, AND I EXPECT YOU TO GET THE ONES I WANT. YOUR PAPERS WILL BE DONE THE WAY I WANT, AND IF YOU'RE GRADE-PHOBIC, A 'D' IS A REAL THING. I CAN AND WILL CALL YOUR PARENTS IF I THINK YOU'RE WASTING THEIR MONEY OR WHEREVER YOU GOT YOUR TUITION.  AND YES: YOUR WORK IS DUE WHEN I SAY SO, AND I CAN AND WILL THROW YOU OUT OF MY CLASS. And welcome to college."

(Some students later confessed that they were terrified, especially the freshmen, and that they wanted to go as a group to the registrar to sign out immediately when I signaled for a break during the first day.)

But seriously:  college is not a privilege, nor is it to be taken for granted.  Now...I KNOW I could tell stories about the things I did...such as cutting a final exam...but that's not for this blog.  Instead, try this, which is the topic I have students do on their first assignment:  The Difference Between Ending High School Life and Beginning it at College.

Changes that make the difference in college

    The requirements and life changes that make for a successful transition from high school to college are extensive.  Students are often overwhelmed by challenges to class schedules, independent time management between academics and work obligations, instructors’ styles, financial limitations, and peer support.  Managing these factors must become part of the lifestyle for today’s young men and women and returning (older) students.

(Okay. What I just said there):

"Everyone in college today must learn various life management skills in order to be successful—and they are valuable growth opportunities. Each one must be resolved.  Too often, students enter the college environment totally unprepared for them. They include (a) freedom of choice for time management to handle obligations for work and study, (b) a much quicker turnaround response on assignments with much stronger rules and enforcement for grades, (c) tuition and scholarship decisions, and (d) hello-goodbye encounters with friends and classmates. They can lead to the building of a stronger person or the downfall of a weak one depending on personal choice.  And they are necessary steps to be taken if one is to be a successful college student."

(Now then.
There’s your first and last paragraphs. Let’s see you use the ideas you have heard me use and shown you in the syllabus—and build your paper.  And what I said was this):

"Wow. I have to handle a totally different way of living and learning. I’m responsible for the results—and not much room for slack. I have to juggle my job and class, get my assignments in on time (and they’re tough!), deal with much more serious teachers, and not have anyone to hang out with after class. Bummer! 

"Am I ready for this? How are they making a difference for me?  And what do I have to do to make it work? Why do these things matter?" (Answer: It’s your degree and your life skills for handling challenges and developing strength of character that you’re building by learning these lessons.)

Remember the “list” in the thesis sentence. Pull down each one (a-d), rephrase “how and what” it is that's important--the specific "I've got to do 'this' thing well," then take the “why and how it matters to {you}” apart in each. You’ve already got your opening and ending.  

And don’t you “you” me to death. I already know these things! Go find “people” and “students” so that “they” can learn from YOU. Or “someone” so that “he or she” understands. "Future students should learn these things so that they graduate."

(By the way, yes, that IS "Hahvahd" University.)