Many students have trouble adjusting to the fact that college is very different from high school. You might ask them to list some of the differences they have noticed, many of which are quite obvious, but you might need to lead them to some conclusions. For example, less frequent feedback from teachers is a difficult adjustment for many entering freshmen. Or in the case of "adult" students, there may be some differences in what they have been doing and the routine of school. Whether a student is entering college directly from high school or from the work force, this exercise serves to focus students on the demands that their choice of coming to school will make on them. They are also asked to list some "unwritten rules," and they will need to ask upperclassmen in order to answer this. For instance, an unwritten rule my be not to sign up for an Organic Chemistry class that only meets once a week--too much information to absorb at one time. Other unwritten rules are that they should find a study partner in each class, that they should take notes every day, or that before a test they should ask for some example questions.

You may also ask students to evaluate the impression they make on an instructor. One hint I give my students is to sit in the front of a classroom; this is an easy way to show a professor they are interested. They are also asked to consider how the quality of their written work makes an ongoing impression on teachers. These issues of "protocol" could very well be concepts that some students have never even considered. "Evaluating Your Classroom Savvy" activity which follows gives students a list of positive classroom behaviors, and I encourage my students to thoughtfully consider which of these behaviors they exhibit. Most students have trouble writing specific, concrete goals to correct negative behaviors, but this activity can serve as a good springboard when you begin to discuss goal setting.

If I have time, I use my hamburger story to illustrate impressions. I ask the students to picture a hamburger. It is overcooked and dried out and on a stale bun. The hamburger is on a flimsy, somewhat dirty paper plate. I then ask them to picture a juicy hamburger on a soft homemade bun on a china plate which has been garnished with parsley or other condiments. Both hamburgers have the same nutritional value, but which one would they choose? This is the difference professors see in sloppy homework and carefully considered homework.

When I have a class that has a particular need to understand what’s expected, I use Curtis Miles’ stones and eagles analogy. I ask student to list characteristics of stones or rocks--heavy, can’t talk, can’t move, dull, etc., and characteristics of eagles--soar, seek food, sharp eyesight, etc., and then tell them that Dr. Miles says students are either stones or eagles. The stones just sit there waiting for the right answer; eagles seek all possible answers on their own. Let students think of others. There are many possibilities with this exercise. Of course, I remind students that when they cross the college threshold, they should become eagles.

____ 19. Have a positive attitude toward the professor and the class.

Look at the behaviors with a minus sign beside them. Set some goals and objectives to turn each into a plus for you. Do you feel that this will help you become a better student?

Behavior______________________________________________________

Goal _________________________________________________________

Behavior ______________________________________________________

Goal__________________________________________________________

Behavior _____________________________________________________

Goal_________________________________________________________