I am teaching a course next quarter called “College Success”.
It is basically a course for new college students - half the course is an intro to MS Word, Excel and PowerPoint and the other half is about college life; study habits and things to know before entering college.
I have taught it before - a few of the students will have never used a computer, or at least any of the major software programs. That is pretty easy to teach, although a bit tricky if they don’t even know how to type. Still, that part is no problem.
However, it is the second part of the course I need some help with in terms of making it relevant. The students range from ages 17 to 60…with most of them being about 20 years old.
On day one, one of the first questions I ask them is, “If I offered $100,000 to anybody who gets an “A” in this class, how many of you think you could get that grade?”
Almost every one of them raises their hand.
“So in other words, the only reason you won’t get an “A” in this class, or any other class, is motivation?”
It makes them think.
Then I break down the cost of taking this class and say, “You have all signed up for college loans. This course costs you approximately $80 for every time blow off a day and sleep late. Think about that the next time you want to sleep in, and think about the fact that, with interest, it might cost you a lot more to sleep in.”
That makes them think again and I follow up with, “And make sure you get your money’s worth and ask questions in every class!”
And then I make them all ask at least one question.
One last thing I do, on day one, considering they are mostly new students and don’t know anybody, is to interview every single student in the classroom. I give them about half an hour to talk to every student in class and then I quiz them - and ask about the names, where the other student comes from, what are their interests. their major and some fact that nobody knows. I find it helps them meet people they might never meet, and they feel like they finally “know” somebody at school.
The first day usually goes well. Now I need some other basic subjects to cover, in addition to the software I teach.
What (realistic) study tips would you give them?
These students don’t live in dorms, they are all living in apartments alone or with friends/lovers/spouses or still are still living at home - any advice for making friends and coping with college life?
Most of them have full or part time jobs - any suggestions on how to balance school and work?
How can they keep their motivation and finish school?
What other tips can you give to “non-traditional” (non-dorm living) students who are starting college courses?
I’d point out the flip side to your motivational stuff - that as a student, your day does not end. You don’t have finite time to work, and a finite “time off”. It is always possible to “do more”.
This means that you have to find your own limits, or you’ll stress yourself to death and accomplish very little. Sooner or later, you just have to conclude that enough is enough. Human beings need sleep and food. Healthy human beings also need a minimum time to unwind, and not be at work.
Pick up a hobby and join a college-based club within this hobby. Hook up with the local Aikido dojo/warhammer tournament league/civil war reenactors/basket weaving workshop.
For study tips, I would offer this: go over your notes from class as soon after class as you can, preferably within 4 hours or so. In any case, read over the last class’s notes before going to that class again.
Some people find it helpful to re-write the notes they scribbled in class to make them clearer and more readable. You can also look up and expand on something you didin’t quite understand in class.
If you get distracted easily at home, libraries are good places to study. Find an out-of-the-way spot and dig in.
In addition to showing folks how to use basic computer programs, you might want to have a bit on other computer basics. I’ve found that most students at my university don’t know how to access the school’s dial-up pool (important for older students who still use dial-up at home), form VPN connections to a university’s network, set up secure wireless connections when on-campus with a laptop, etc. Show them how to get cheap student-release software (few of my fellow students seem to know that they can legally download most MS applications for free from the university website, or pay a nominal fee for a CD-ROM at the bookstore).
Most students also need to be shown how to use library resources, such as how to do searches in scholarly databases. Finally, if the school offers resources like math or writing assistance centers, speech labs, free tech classes, psychological/career/health counseling, try to have representatives come to give a talk, or at least get handouts.
In my experience, older non-traditional students have better study habits; it’s the kids fresh out of high school who have a difficult time adjusting to college pressures. That said, my big tips rely on efficient note-taking skills (do you cover this in class?) and simply toting my bookbag everywhere I go. If I get 15 minutes to wait for my oil to be changed, that’s 15 minutes I can use to catch up on assigned reading, or to do some math.
2 & 3) Sounds like my campus. If they have friends/lovers/spouses already, I’m not sure how or why to encourage them to make friends anew-- they’re already stretched thin. By living and working off-campus, I imagine most of your students will not be able to take advantage of traditional on-campus activities that take place during daytime work hours; they’re probably going to strategically insert themselves onto campus just long enough for a class, then run home again to live their lives. In my experience, there’s a bit of resentment among non-trad older students when we’re urged to “interact more” on campus when said interaction is designed to fit into the lives and schedules of traditional students who don’t have similar day-to-day responsibilities. Point out after-hours, weekend, and on-line activities. If your school offers family-friendly events (so they can bring their family instead of having to leave them at home once again) or cheap childcare, this will be of more value to non-traditionals than letting them know about a social get-together at 2 pm on a weekday.
As far as simply balancing school with work, a lot depends on how school-friendly their jobs/bosses are. They should expect to spend their breaks and lunches doing schoolwork, and they need to discuss conflicts between work and syllabus at the beginning of each semester, with both the professor and work. Since a lot of classes have finals at different days/times than the normal class time, they need to be aware of this and get conflicts resolved early on.
The biggest thing non-trads need is self-confidence, IMO. They’re usually very motivated, have a good work ethic from being out in the work force for years, are unafraid to speak up in class, and can draw upon life experiences when interpreting the things they learn in class. However, they often feel out of place in classrooms, feeling like they can’t compete with younger traditional students… they need to be reminded that not only are they just as good as younger students, they often have advantages in outlook that will carry them far.
Find the the right place to study. This will differ for each student. Some people study effectively in their homes. Some will do better in a quiet corner of the library. Some do better in a more lively part of the library. Etc.
The important thing is to be realistic about what works for you. It doesn’t matter that you feel like you ought to be able to study at home. If you do better in the library, then you do, and you should try to schedule as much time there as possible.
(Saw Student Driver’s comment after I posted–yes, bringing study materials with you when you’re out and about is a great idea. 15 minutes here and there can add up to a lot! My remarks on finding the best place to study weren’t to imply that you should only study at that place, just that you should try to study at that place as much as possible, or when you really have a lot you need to get done.)
Seek out other non-traditional students right away. Exchange phone numbers or emails or whatever–not necessarily for social reasons, but so you can be available to help each other with schoolwork and stuff. If Suzy Dormliver has to miss class or wants to consult on homework, she can just talk to the guy down the hall. No problem. If Joe Grownup has the same need, he doesn’t have that resource at hand.
This is the one I had trouble with. Basically, if you don’t work, you don’t get to eat, have a place to live, or anything like that. Universities need to understand that, and be a little more flexible with their older students in that regard.
IMHO work should take priority for students. University isn’t a race, and it’s not the end of the world if you have to take a bit longer to finish your degree if it means having a roof over your head and food that isn’t McDonalds or 2 minute noodles for dinner every night. It’s not fun stressing over both exams AND the fact all the bills are due and you can’t afford to pay the rent, the power bill, and afford groceries…
College seems to be the time many kids get into financial trouble with credit cards. Would some tips on personal finance be appropriate? Some friendly advice wrt establishing and building credit, buying a home, establishing an IRA, all these are critical yet most will never get any instruction until they’ve already put themselves in a hole.
Can you make them go to the library? Arrange a library tour? I’m a public librarian who sees a ton of college students because they’re scared of the university library. I think if somebody took them around and showed it to them and explained it a bit they’d feel a lot more comfortable about going in there and asking questions.
Just this: if you must be a full time student, and if it’s at all possible to access financial aid to help you reduce your work hours… do it. I worked full time and maintained a 20-24 credit hour schedule for all four years of college. I passed and walked out with a BA and no debt, but I hardly remember any of it at all. It would have been a far more valuable experience had I taken some loans and had time and energy to, you know, study.
I had to get out in four years, so it wasn’t an option for me to reduce my school schedule, but I still had to pay rent and eat. My adviser’s words on the subject were to tell me that I couldn’t work more than ten hours a week and expect to do anything worthwhile in school. I wasn’t able to access any financial aid because they base everything on your parents’ income, whether or not they’re actually helping you out, so… I had to work full time. If I had to do it over again, I’d do it differently, but at the time I felt it was the only option I had if I wanted to go to college, so… the result is a complete blur of a college education.
-Getting a good night’s sleep before finals will do you more good than an extra 4 hours of cramming an exhausted brain. Put your books away at 10pm at the latest.
-Understand yourself - if you learn best in groups, seek out a study group made up of students with work ethic and intelligence comparable to yours. If you learn best alone, study alone. There is no “best” way to study except what works best for you. Be honest in assessing your strengths and weaknesses.
-Make use of the vast resources of your university: from reference librarians to writing workshops, workout classes, emotional counselling, health services and often legal services – all available free or at a very low cost. These services are there to help you succeed so don’t be shy in using them.
Last but not least…
-Mixing sugar with protein prevents a “sugar crash” - peanut M&Ms are a superior study snack to plain M&Ms. Try not to eat straight carbs whenever you are trying to work.
It would be nice if somewhere you mentioned that the professors are not their enemy.
My lesson plans have a purpose, I have an over-arching goal (or goals) in the classes I teach, and I do not create assignments, exams, projects, papers, etc., for the sole purpose of making their lives miserable or pissing them off. If they choose to take my class (not required, there are other courses that could fulfill the same slot in their general education requirements), then they are signing up for what I have to offer.
I come to each class fully prepared, with a complete and coherent (to me) lesson plan that fits with the overall expectations of the course. I give 100% to each class, and I would appreciate it if they came to the classes with an understanding that 1) they do not have to be there, they chose to be there, so drop the combative attitude and 2) if the do not want to be there, leave (I have no attendance policy) so that the rest of the class who is willing to learn can do so.
Martini Endfield, the problem with having one set of due date and performance expectations for older students and a different (and more rigid) set for traditional-aged students is that people in either group will take advantage of that system, or file formal complaints with the Powers That Be. Also, while I am sympathetic to the different needs of the older students, they did choose to come back to school and engage in the learning process as it stands, and to change expectations for one group of students and not the other changes the nature of the “product” offered.
IMHO, YMMV, professional driver on closed course, do not taunt Happy Fun Ball.
I’m speaking as an older student who returned to school for a second degree after 25 years of being in the workforce, and I’d suggest making it clear to the older students that computers and the Internet will be a large part of their upcoming educational experience.
In the workforce, I was perfectly comfortable with computers and the Internet in a business setting, but I wasn’t prepared for their uses in a school setting. From readings posted on the professors’ web sites, to handing in assignments, to reviewing PowerPoint slides presented in class, the Internet played a large role. Communication between students, professors, and the university itself took place via e-mail. Even tuition payments could be made online. But while all this seemed perfectly normal and natural to my younger classmates, it was all new (and news) to me. It took me a little while to realize this, and to get into the habit of checking e-mail multiple times per day, as well as looking at the professors’ web sites to see what was new and needed some form of attention there.
It’s great that you will be teaching practical skills on popular and useful software packages, but especially with older students, remember that they’ll need to be made aware of how widely computers are used at school nowadays.
So? Cs get degrees, and D stands for Done. You know what my motivation is? To get the damn degree and run so I can stop wasting my time. Now if you offered to pay me rather than making me pay, I’d ace every one of my classes. I’d venture to say that most college students think that way. If you want enthusiasm, make it interesting for your students. If you can you’ll be one of the rare few.
Incidentally, I do ask a question in every class. I generally monopolize the conversation. If I have to sit there, I may as well enjoy myself, and I couldn’t care less what the 18-22 year-old crowd thinks about me. But I do it for my own reasons, not out of any sort of sense of getting my money’s worth.
My main suggestion for study habits/note taking:
Do the reading before the lecture! This gives you freedom to actively listen to the lecture on stuff you do understand without having to frantically scribble notes on material you already learned in the reading. Don’t take notes on the entire reading either, just on the bits you don’t understand - for this, I go by the “if I have to read it twice, I should take notes on it” rule. Even if I understand it the second time I read it, the fact I had to read it twice means it’s something I can’t intuit, and therefore will need help remembering. Once you take notes on the difficult parts in the reading, it will help you focus your listening in class, so you can “perk up” and take careful notes when the professor starts to explain something you don’t understand.
I’m curious about this course. Would you mind providing a little info about the type of institution you teach at? How long is this course? Is it for credit? Is it graded? Is is required?
I kind of thought this info would perhaps be more appropriate for a seminar or something other than a regular class. But then your description of the students made me wonder if your college was somewhat different than what I am familiar with.
You mentioned this in the recent Pit thread about library school. I still can’t get my head around this, but then I love academic libraries. During my senior year in HS I went to visit a friend at UCSD, where I went the following year, and the first thing I did when I was left alone on campus was head for the main research library.
The college offers both Associate of Arts degrees and Bachelor of Science degrees - most of the students major in Fashion, Interior Design, Visual Communications or Game Design.
This course is 11 weeks, four hours per week and held in a computer lab.
Yes, it is for credit, it is graded and it is required.
About 50% or more of the class is teaching the basics of software that they will need in other classes - hence the MS Word, Excel and PowerPoint. I try to add a bit of Access and a quick intro to Adobe Illustrator and Photoshop, depending on how quickly the class can cover the material. We also go into use of the Internet, email and other on-line resources, including our library. And yes, they do get sent to the library and are shown how to use the materials and computers there.
The other 50% or so is preparing students for college life in the non-traditional manner; as mentioned, there are no dorms and 95% of these students hold jobs and/or have families/spouses/live-in boyfriends or girlfriends to take into consideration, in addition to attending classes and doing school work.
That is why I am most interested in hearing all of your suggestions, as it is that first quarter that is the hardest for these students. They come in thinking they can do everything - balancing work, home life and classes - and then they find out it is far more difficult than they thought it would be. I am trying to help them prepare for the harsh reality and give them some practical advice that will keep them in school. I guess you could say this “College Success” course is more of a “Time Management/Motivational Reality Check”. If they know what is about to hit them, they will be better prepared to handle it.
I’d drop the money speech. I feel like you’re belittling my intelligence with the clear gap in the logic- it costs me $80 even if I DO come to class, so I might as well sleep in if I want, and that an A is the same as a B or a C until you prove otherwise.
I’d work in a class on how to get books for cheap. The student can drop $400 in the bookstore if they want, or they can hit up the library, open internet, Amazon et al, and the professor (in that order) to see if they can get all their books for under $70. My general rule is to pay nothing for a work that’s older than 10 years (Hint: Plato, Shakespeare and the Constitution are all abundant in the library) and less than $10 for anything older than two years, especially if it’s a factual book like history or math (hint: they’re all the same). If you’re going to talk turkey, the talk needs to show how they’ll get more meat.
Since they’re mostly entering squishy fields of study, please stress the importance of getting their math requirements out of the way early on. I took night classes back in junior college, and there were hordes of older students who had put off the math until their last year, only to be bitten in the ass by a hostile quadratic formula and negative exponents. Traditional students may have a hard time with it too, but people who have been away from math for 5+ years will especially suffer. Those working full-time couldn’t even make appointments at the math lab, and had to shell out good money for weekend lessons to avaricious tutors like yours truly.