Though there was much criticism on the ethical behavior of this certain professor to go "under cover" and explore college life, I really enjoyed learning about her findings. From understanding the World view of our universities and college students, to understanding why college students are so busy! From dorm life to real life, this book really captures it all.
I have been able to think over this semester about the many complexities that college life offers. I had experienced much of the cultural norm myself. From "getting out of the house", to "I didn't have time to read that paper", and "my alarm didn't go off this morning". There are so many external pressures on today's college students, that it's a wonder many of us are able to come out and demonstrate our abilities. And, though I don't know the statistics, but many college athletes are on high doses of anti-depressants. I'm sure this goes for just college students in general, too.
Since we are accustomed to designing our own schedules, and being able to move freely (housing, friends, careers), what is going to happen to our big Fortune 500 companies? Our Ma & Pa shops if there isn't anyone consistent and devoted?
So what's the point and something to ponder...
"If one does forget the details of information from a semester ago, and if the technical material you learn in your major will likely be obsolete in five years, and if you will probably change careers several times in your lifetime anyhow, then what is worth learning?"
I've enjoyed reading this book and being able to share my thoughts with everyone! "See" you next semester!
Shawna
Friday, August 5, 2011
The Art of College Management
What the author proceeded to learn as a college student, I could closely relate to. She learned some of the reasons why students did not do the readings or articles that she had assigned, why students scrambled to write papers the day before they were due, and why sometimes students cheat. She also learned why some students in her Anthropology class had never even heard of it before, let alone know what it was.
With the rising costs of living and tuition, many students are forced to work paying jobs in addition to their studies. This cuts back on study time. Each semester students are searching to create a "perfect" schedule, filling all of their time they allow for classes, and the classes must meet certain criteria, such as "an easy A" or fulfilling an Arts & Letters course.
When she exists student life, and re-enters teaching life, she genuinely revised her syllabus to meet the needs of modern college student culture. She gave value to the readings that she wanted her students to read, by making sure they were tested on them in some form (quizzes, exams, discussion). I believe she opened up her office hours, because she now understood that students are leaving her class and rushing across campus to catch another class, or catch a bus to take them to work.
She also made a valid point, that students, like many professors, have no idea what goes on in the daily world of the other. Majority of students are clueless as to how much preparation teachers put into a course, the politics in university life, the research they conduct, and the committees they serve on.
Closing thoughts on the chapter:
As we grow up (age and intelligence) we start to realize the value of others and how important learning truly is. The college culture between a freshman and a senior greatly differ. A senior is no longer quiet in class and will visit the professor during office hours. Partying becomes less of a priority, as classes progressively get harder and the reality of entering the "real world" sinks in. We are so fortunate to be able to grow along this spectrum in America, and be able to share such luxuries of having fun and learning at the same time.
With the rising costs of living and tuition, many students are forced to work paying jobs in addition to their studies. This cuts back on study time. Each semester students are searching to create a "perfect" schedule, filling all of their time they allow for classes, and the classes must meet certain criteria, such as "an easy A" or fulfilling an Arts & Letters course.
When she exists student life, and re-enters teaching life, she genuinely revised her syllabus to meet the needs of modern college student culture. She gave value to the readings that she wanted her students to read, by making sure they were tested on them in some form (quizzes, exams, discussion). I believe she opened up her office hours, because she now understood that students are leaving her class and rushing across campus to catch another class, or catch a bus to take them to work.
She also made a valid point, that students, like many professors, have no idea what goes on in the daily world of the other. Majority of students are clueless as to how much preparation teachers put into a course, the politics in university life, the research they conduct, and the committees they serve on.
Closing thoughts on the chapter:
As we grow up (age and intelligence) we start to realize the value of others and how important learning truly is. The college culture between a freshman and a senior greatly differ. A senior is no longer quiet in class and will visit the professor during office hours. Partying becomes less of a priority, as classes progressively get harder and the reality of entering the "real world" sinks in. We are so fortunate to be able to grow along this spectrum in America, and be able to share such luxuries of having fun and learning at the same time.
Thursday, July 28, 2011
It's a small world after all
Worldliness and Worldview
The author continues on her journey to find out what international students think of Americans. There is a general consensus that international students feel that American's are unaware and uneducated of the other countries. When American's are asked where countries are located, or about world history, and current news, many are unable to answer properly, if at all.
The closing paragraph to this chapter:
"American college culture is a world of engagement, choice, individualism, and independence, but it is also one of cross-cultural ignorance and self-delusion that cries out for remediation. It was a Somali student who summed up all of their hopes for "America": "You have so much here, and so many opportunities. I wish America would ask more what this country can do to make the world a better place."
This takes me back to the 60s to the famous J.F.K. speech of "Ask not what your country can do for you - ask what you can do for your country".
Maybe this began a culture of doing for America, and not worrying so much about other countries, unless if it benefits us??
Monday, July 18, 2011
As Other See Us
Rebekah's next focus is on how international students view American's and our university system. I was a little disappointed to read their reviews.
American Relationships & Hospitality
"Here everyone minds their own business. They're not that hospitable. Like if someone from the U.S. came to the UAE, people would take them out to eat and ask questions. It would be a long time before they paid for their own meal" (p.70). Another student commented that their car mechanic was more interested in their life than other students were. This makes me feel uneasy, and saddened that these students travel here to learn about our culture, and we can't even take the time to notice them.
Another theme that international students noticed was that our students go out on their much earlier in life. In many other countries, students remain living at home or near their families. Families are much closer. In American dorms, family photos are rarely seen. Here in America, we do not include our families in our social activities like other countries. Instead, we party it up when parents leave town. And we rarely introduce our friends to our families. In other countries, friends become family. When hosting a party, parents remain home and enjoy the festivities. If friends swing by, and their friend is not home, they stay and visit with the parents.
What I gathered was that in many other countries, friends were closer, spent more time together, and included their families. That seems like a happy place to be, a little less ego-centric.
Classroom Life
Oh, another disappointment. To others, we don't take school seriously, and we don't hardly work for our grades. A Japanese student laughs when she sees how our "students come to class: shorts, flip-flops...torn T-shirts. Some students come to class in pajamas!" (p.78). Many international students noted how disrespectful our students are. They couldn't believe how we interrupt our professors, walk out in the middle of class, eat, and sleep in class. And, on the flip side, our professors are here to help (which they loved), but they weren't so fond of the fact that some professors were more like entertainers, and that they had to evaluate them at the end of the term.
Academically, international students agree that our classes are much easier. We have a syllabus, which lays our the entire class and the professors expectations. We have mini-tests (quizzes), which some professors tell you what to study. And, multiple choice exams. In other countries, students are not informed of the expectations. Many times, they attend lecture, learn ALL of the material within lecture and textbooks, and are given 1-2 exams. These exams consist of questions and a blank piece of paper. Students are expected to know and recall everything. We don't study as hard or work as hard, some students don't even do the assignments. International students are confused by our academic ability. We complain about the time commitment classes take, but yet, many International students here constant chatter about parties and social engagements. What does this say about Americans?
American Relationships & Hospitality
"Here everyone minds their own business. They're not that hospitable. Like if someone from the U.S. came to the UAE, people would take them out to eat and ask questions. It would be a long time before they paid for their own meal" (p.70). Another student commented that their car mechanic was more interested in their life than other students were. This makes me feel uneasy, and saddened that these students travel here to learn about our culture, and we can't even take the time to notice them.
Another theme that international students noticed was that our students go out on their much earlier in life. In many other countries, students remain living at home or near their families. Families are much closer. In American dorms, family photos are rarely seen. Here in America, we do not include our families in our social activities like other countries. Instead, we party it up when parents leave town. And we rarely introduce our friends to our families. In other countries, friends become family. When hosting a party, parents remain home and enjoy the festivities. If friends swing by, and their friend is not home, they stay and visit with the parents.
What I gathered was that in many other countries, friends were closer, spent more time together, and included their families. That seems like a happy place to be, a little less ego-centric.
Classroom Life
Oh, another disappointment. To others, we don't take school seriously, and we don't hardly work for our grades. A Japanese student laughs when she sees how our "students come to class: shorts, flip-flops...torn T-shirts. Some students come to class in pajamas!" (p.78). Many international students noted how disrespectful our students are. They couldn't believe how we interrupt our professors, walk out in the middle of class, eat, and sleep in class. And, on the flip side, our professors are here to help (which they loved), but they weren't so fond of the fact that some professors were more like entertainers, and that they had to evaluate them at the end of the term.
Academically, international students agree that our classes are much easier. We have a syllabus, which lays our the entire class and the professors expectations. We have mini-tests (quizzes), which some professors tell you what to study. And, multiple choice exams. In other countries, students are not informed of the expectations. Many times, they attend lecture, learn ALL of the material within lecture and textbooks, and are given 1-2 exams. These exams consist of questions and a blank piece of paper. Students are expected to know and recall everything. We don't study as hard or work as hard, some students don't even do the assignments. International students are confused by our academic ability. We complain about the time commitment classes take, but yet, many International students here constant chatter about parties and social engagements. What does this say about Americans?
Thursday, July 14, 2011
Part Two
Another interesting event that took place in the dorms was the beginning of the semester Community Living Agreement meeting with the RA. 7 people showed up for the meeting, and one left immediately because it was her Birthday and she was too drunk. Many of the rules applied to shower etiquette, and nothing much in way of a better community. And there wasn't any rules to create a better community agreement or a way to hold anyone accountable. The rules included (p.51):
Another interesting event that took place in the dorms was the beginning of the semester Community Living Agreement meeting with the RA. 7 people showed up for the meeting, and one left immediately because it was her Birthday and she was too drunk. Many of the rules applied to shower etiquette, and nothing much in way of a better community. And there wasn't any rules to create a better community agreement or a way to hold anyone accountable. The rules included (p.51):
- Keep hair off the shower walls
- Keep doors open while you're chillin'
- Sleepovers and parties on the hall are cool
- Yell "flushing" if there's someone in the shower
- no writing on the bathroom stall walls
- Say "hi" to people to be friendly
As the semester went on, Rebekah never once heard anyone yell "flushing", or seen any hall parties. She then goes on to talk about how different the layouts of dorms are becoming. In the past, dorms used to be about community and sharing. now, new dorms are being built so that only 4 people are sharing a space with many more amenities than before. Everything seems to be going from community based, to individual based. One of her greatest surprises was on Super Bowl Sunday. There were posters everywhere in the hall announcing a big party in the lounge, and they even brought in 2 big screens. But when the day came, only herself and one other person could be found in the lounge. When she walked the halls, she noticed that many people were watching the game in their own rooms, alone. What happened to social interaction??
AnyU's Real Community: The Ego-Centered Network
It seems that many students have lost touch with what community really means. When Rebekah questioned a few students if they felt they had community, they answered yes. But, what they meant by this was that they have a close group of friends and social networks. This was evident by the many cell phone conversations one could here while walking to and from class. And, when watching the roads near campus, you could tell when classes let out. She always wondered why there was so much traffic on campus, when the students could only park in the lot near their dorm. But, every day, when classes let out, there was an increase in traffic. The reason? There were personal relationships formed for dropping and picking up passengers. Incredible. Others taking time out of their day to pick you up so you don't have to walk.
Who Eats with Whom: A Study of Student Dining
Another big shocker, many students don't eat in the dining hall, they go to their rooms to eat alone, or meet a friend outside. She found that of the students who did stay in the dining hall, there was little if any diversity. The results were complicated, so I'll let you read the book to find out more. Basically, it was rare to find a table of color with only one white-person. But, there were many tables of white students, and one person of color.
Wednesday, July 6, 2011
Community and Diversity
Part One
I apologize for falling off of the wagon last week. I can list a million reasons why, but there's really no excuse. So, here I am tonight, pondering questions from the next chapter.
As I began to read Chapter 3, I thought to myself, "What is community?", "Did I feel a sense of community when I was in the dorms?" The author writes about her experience of the first week of college life, and the efforts the university and staff are putting forth to create this community. During Welcome Week, a PowerPoint presentation was played to outline historical events beginning with the year many of the Freshman were born and continues through the next 18 years to bring them to present. Everyone left the presentation with a brief sense of community, since they were introduced to something that they all shared: age.
But, once classes begin, what happens to this commonality? There used to be a Freshman Seminar class (she was the last class it was offered to), to bring Freshmen together, to unite, to find common ground. The class was cancelled because students reported negatively about it. They didn't like that they "had" to do it. They wanted free choice of what classes they took, so it was replaced with an elective.
RA's made great effort to bring their floor "together". They would take surveys on what activities the tenants wanted. 75% on Rebekah's floor wanted Movie Night twice a month. When they date came around, only 3 people showed. When the second date rolled around, no one showed. When questioned about it later, they said they wanted to go, but just didn't, or they forgot. It seems everyone wants to have options, but no one takes advantage of these options properly. Lack of accountability, in my opinion.
The American Way: The Individualism in Community
What's the first thing that comes to mind when you think about college and community?? Sororities and Fraternities! Even these popular social communities are diminishing. Fewer than 10% of AnyU residents are members of either. When the author questioned students whether or not they would join, here are the responses she was given: (p. 47)
I apologize for falling off of the wagon last week. I can list a million reasons why, but there's really no excuse. So, here I am tonight, pondering questions from the next chapter.
As I began to read Chapter 3, I thought to myself, "What is community?", "Did I feel a sense of community when I was in the dorms?" The author writes about her experience of the first week of college life, and the efforts the university and staff are putting forth to create this community. During Welcome Week, a PowerPoint presentation was played to outline historical events beginning with the year many of the Freshman were born and continues through the next 18 years to bring them to present. Everyone left the presentation with a brief sense of community, since they were introduced to something that they all shared: age.
But, once classes begin, what happens to this commonality? There used to be a Freshman Seminar class (she was the last class it was offered to), to bring Freshmen together, to unite, to find common ground. The class was cancelled because students reported negatively about it. They didn't like that they "had" to do it. They wanted free choice of what classes they took, so it was replaced with an elective.
RA's made great effort to bring their floor "together". They would take surveys on what activities the tenants wanted. 75% on Rebekah's floor wanted Movie Night twice a month. When they date came around, only 3 people showed. When the second date rolled around, no one showed. When questioned about it later, they said they wanted to go, but just didn't, or they forgot. It seems everyone wants to have options, but no one takes advantage of these options properly. Lack of accountability, in my opinion.
The American Way: The Individualism in Community
What's the first thing that comes to mind when you think about college and community?? Sororities and Fraternities! Even these popular social communities are diminishing. Fewer than 10% of AnyU residents are members of either. When the author questioned students whether or not they would join, here are the responses she was given: (p. 47)
- They complained about "conformity" and "control of my life"
- You become lost, it's hard to know all ninety girls in a sorority. You become the same rather than an individual in a group. It can get almost cult-like, and you spend all your time there. You can't live in other dorms or meet new people
- It demands too much time
- I can make friends for free
I can't help but wonder what is happening to our society. With so many options, and low accountability, will our future be able to make decisions and stick with them? What happened to drive and motivation? It seems that everyone is "scatter-brained" and just wants to be the only individual person on Earth.
Something else to sleep on:
"Does technology bring you closer to or farther away from other people - does it separate or connect?" (p. 43).
Tuesday, June 21, 2011
Not what I was expecting
Life in the Dorms
As I geared up to read Chapter 2 last night, I suppose I was expecting to find some funny stories about dorm life, more of a fiction story. But, as I finished the first few pages I remembered, "Aww yes, this is through the eyes of an anthropologist doing a study". Here are a few things she noted...
Many college students jam pack their rooms with all of the comforts of home. Many rooms even have duplicate microwaves, tv's, etc. (An obvious lack of communication between roommates.) There's definitely more stuff in these rooms than they were designed to hold.
Another thing noted about dorm rooms are the door decorations and bulletin boards lining the halls. Many of the common things/images found on the door decorations consist of nudity, sexuality, drinking, craziness. She notes that the underlying values of these images are that of fun, expressiveness, individuality, freedom, and spontaneity (p. 24). '"Friendly fun" as Michael Moffatt found at Rutgers University, was "the bread and butter of college life"' (p.23).
As for the bulletin boards, she found that throughout the year, only 1 in 5 concerned academics. The remainder of them offered holiday themes, diversity, sexually transmitted diseases, body image, comic relief and other health issues (p. 22).
Now onto what I found quite interesting...
The first week of dorm life (usually before classes starts) is filled with fun, games, community projects, chitter chatter, and many other activities. But, once classes began, the aura was much different. Everyone started to fulfill their role as "student" and began their busy lives. She noted in her daily journal:
As I geared up to read Chapter 2 last night, I suppose I was expecting to find some funny stories about dorm life, more of a fiction story. But, as I finished the first few pages I remembered, "Aww yes, this is through the eyes of an anthropologist doing a study". Here are a few things she noted...
Many college students jam pack their rooms with all of the comforts of home. Many rooms even have duplicate microwaves, tv's, etc. (An obvious lack of communication between roommates.) There's definitely more stuff in these rooms than they were designed to hold.
Another thing noted about dorm rooms are the door decorations and bulletin boards lining the halls. Many of the common things/images found on the door decorations consist of nudity, sexuality, drinking, craziness. She notes that the underlying values of these images are that of fun, expressiveness, individuality, freedom, and spontaneity (p. 24). '"Friendly fun" as Michael Moffatt found at Rutgers University, was "the bread and butter of college life"' (p.23).
As for the bulletin boards, she found that throughout the year, only 1 in 5 concerned academics. The remainder of them offered holiday themes, diversity, sexually transmitted diseases, body image, comic relief and other health issues (p. 22).
Now onto what I found quite interesting...
The first week of dorm life (usually before classes starts) is filled with fun, games, community projects, chitter chatter, and many other activities. But, once classes began, the aura was much different. Everyone started to fulfill their role as "student" and began their busy lives. She noted in her daily journal:
Had to return to the bookstore four times (!) because professors subtracted or added books!
Bought my day planner but no time to fill it in
Went to three different buildings before I found my freshman seminar class
I must say, that made me chuckle a bit. While she may not be one of those professors, I still found myself saying, "HA! Now you know how it feels to be a student in this crazy world!"
Daily Life
As part of her research, she had 21 students keep diaries for her. In her findings she found that on average students spent 2 hours/day for class preparation (studying, reading, research, writing papers, watching videos, and meeting w/groups). Students spent a median of 2.88 hours/day socializing or relaxing, which is down from Moffatt's observations in the 70s & 80s. So, if students are studying less and socializing less, what are they doing??
Many are working jobs, in and outside of the university. Moffatt's sample 30-40 years ago showed that 1/8 of his students had job, nearly 50% of Rebekah Nathan's were working from 6-25 hours per week. The NSSE (National Survey of Student Engagement) found in 2008 that 31% of of freshmen and 56% of seniors held some kind of off-campus job.
A Cry for Community
"It is hard to create a community when the sheer number of options in college life generate a system in which no one is in the same place at the same time" (p. 38). Nathan states that we have and "over-optioned" public university system. There are too many majors to choose from (and switching is easy), organizations to choose from, often different meal plans to choose, and living arrangements are easily changeable. No wonder why students rarely cross paths. Of her sample, the students had at least two different majors, and switched from 1 to 7 times. Most had also joined and left at least one organization or club.
In her close statement, she says that "...paths are ever-shifting...community is a lofty ideal but with few common activities, rituals, or even symbols to bind together its diverse inhabitants...what little one might share with another is always in flux..."
My concluding thoughts:
No wonder why I feel so alone sometimes, and have a tough time trying to figure out what I want to be when I grow up. While the university wants us all to be well-rounded, and make sure there is room for individuality and plenty of options, this may not be true for the human being. Humans are social in nature and typically like a sense of community, so why are we not achieving this at the university? Allowing so much flux/options does not seem to teach responsibility or commitment, rather just the opposite.
Thursday, June 16, 2011
So the journey begins...
Welcome to AnyU!
Rebekah, a professor of Anthropology at AnyU decides that during her sabbatical year, she is going to enroll as a student at her own university. This decision is sparked during a few classes that she had chosen to audit. Because she went to class regularly, took notes, read the readings and raised her hand to ask questions, many of the students assumed she was a student herself. These students began sharing opinions and gossip with her that she would have never heard as a professor. As a professor over the years, she started noticing how students were changing. She began wondering why students never came in for office hours, unwilling to do research outside of the classroom, and how good manners seemed to be checked at the door. Rebekah had been a professor for 14 years, and was in her 50s when she decided to take on this ethnography project. Going "undercover" wasn't the easiest task.
During her first few weeks as a freshman, she had to overcome a few boundaries. First, even though she was around college students daily, her language was much different. She struggled with making friends, because she didn't understand their lingo, and they spoke so quickly, she wasn't always able to understand them. She quickly related these barriers to those she faced when she studied in a foreign village. Something interesting I found was that another anthropologist, Connie Eble found that in a "seven-year span (1980-87), only 10% of a college slang lexicon remained in use, and over fifteen years (1972-87), only four out of two hundred words stayed the same". (pp. 13).
Another boundary was that she felt like a foreigner on her own campus. Where she thought she knew the layout of campus and where everything was, as a student, the campus was much different. She was accustomed to parking in the faculty parking lots, and entering the building on the 'street-side' as opposed to the 'walking mall' side. She was now forced to park only in the lot near her dorm and had to walk or take campus transportation to her classes.
The first chapter has made me begin to wonder a few things...Are college students of their own culture, and how do college professors teach through this cultural barrier? How have students changed over the years, and why are we do disconnected from our professors, who are our direct link to information in the classroom?
Monday, June 13, 2011
My Freshman Year
I have chosen to read My Freshman Year by Rebekah Nathan. It is about a college professor who decided to become a student herself and what she learned by doing so. I'm looking forward to beginning this book tonight.
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