Chapter 1 You and Your College Experience

What’s Your Plan?

Take a few minutes and write down short answers to the questions in Activity 1. Be honest with yourself, and write down what you really feel. You are not writing for an instructor here—not what you think someone expects to hear—and you are not being graded on your answers!

Were you able to easily answer the questions in Activity 1? How confident do you feel about your plan?

These are important questions to think about for the simple reason that students who have a clear plan and who are prepared to overcome possible obstacles that may arise along the way are much more likely to succeed in college. In other words, just thinking in a positive way about your future can help that future come true!

What Matters to You?

The word valuesAn object or quality a person believes is desirable as a means or as an end in itself. refers to things that matter to a person. What makes you feel good? What things would you be doing if you had all the time, money, and opportunities in the world? Questions like these help us define our own values. Every individual has his or her own values.

Thinking about your own values can help you know what you want from life and from college. Take a moment and consider the list of things in Activity 2 that are valued by some people. For each value, rate how important that thing is to you.

Look back at the values you rated highly (4 or 5) in Activity 2, which probably give a good indication of how you enjoy spending your time. But now look at these things you value in a different way. Think about how each relates to how you think you need to manage your time effectively while in college. Most college students feel they don’t have enough time for everything they like to do. Do some of the activities you value most contribute to your college experience, or will they distract you from being a good student?

Students who enter college with their eyes open and who think about their own values and motivations will be more successful. If you have a good idea of what you want from life, the rest of it can be learned. We’ll start right away in Chapter 2 "Staying Motivated, Organized, and On Track" by helping you stay motivated and manage your time well. The following chapters will then lead you through learning how to study well and everything else.

Thinking Ahead to a Major and Career

If you’ve just begun college, should you already know what career you seek in the future and what courses you should take or what you should majorA subject or field of study chosen by a college student representing his or her principal interest. in? Good question!

Some students say they have known from a very early age what they want to do after college, choose the college that is best for that plan, never waiver from the plan and choose each course with the one goal in mind, and then enter their chosen career after college or graduate school. At the other extreme, some students have only a vague sense of direction before beginning college, take a wide variety of courses, select a major only when they reach the point that they must major in something (or perhaps change majors multiple times), and then after college choose to work in an entirely different field.

Some students choose to major in an academic subject simply because they enjoy that subject, never concerned with what kind of job they may get afterward. The traditional idea of the liberal arts educationA college program that provides general knowledge about the humanities, arts, and natural and social sciences, rather than professional or technical subjects. is that you can go to college not to prepare for a specific career but to become a well-educated person who is then in a better position to work in any number of careers.

None of these different approaches to choosing a major and a career is better than others. All students receive the many benefits of college, and all are likely to find a more fulfilling career.

So where are you in this great variety of attitudes about career and major choices?

Assuming you are still early in your college program, the take-home message here is that you don’t need to make any decisions yet. Chances are, as you take courses in a variety of subjects and meet people in many different fields, you’ll naturally discover something about what you really enjoy doing and what career options you may choose to pursue.

On the other hand, help is available for discovering your interests, strengths, and personality factors related to careers. You can learn a lot about your options and what you would be good at by visiting your college’s advising or counseling department. Almost all colleges have tools to help you discover what careers you would most enjoy.

Figure 1.2

Talk with your advisor or visit the career counseling center to learn more about what future careers you may be interested in.

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The Strong Interest Inventory is such an assessment tool used by many colleges and universities. You answer a series of simple questions, and the computer-scored tabulation provides information about your interests, strengths, and personality related to different types of careers. This tool can also suggest specific courses, jobs and internships, and extracurricular activities relevant to personal and career interests. Ask your college’s career counseling center if such a tool is available.

Another widely used tool is the Myers-Briggs Type Indicator (MBTI). The MBTI is a personality inventory that identifies you as one of sixteen distinct personality types. Each personality type correlates with happiness in certain careers. Ask your college’s career counselor to see if the MBTI is available for you.

A free online assessment, like the CareerLink Inventory (http://www.mpcfaculty.net/CL/climain.htm), is a relatively simple tool that can teach you a lot about yourself. Follow the steps in the “Outside the Book” section to maximize your results.

Although there’s nothing wrong with starting out without an intended major or career path, take care not to accidentally take courses that end up not counting toward your program goal or degree. You could end up in college longer than needed or have to pay for additional courses. Be sure to read your college catalog carefully and to talk to your academic advisor.

Your Past Educational Experience

It is important to understand how college is different from high school and how well your own past educational experiences have prepared you for what you will find in college. This is another way in which entering college “with your eyes wide open” will prove beneficial.

College is a unique experience for all students—whether you just graduated from high school or are returning to education after years of working. You are transitioning from one form of education to another. Some students have difficulty because of the differences between college and high school.

Generally speaking, however, the college experience is usually different from high school in these ways:

• Time management is more important in college because of varying class and work schedules and other time commitments.
• College instructors seldom seek you out to offer extra help if you’re falling behind. You are on your own and expected to do the work, meet deadlines, and so on, without someone looking over your shoulder.
• There may be no attendance policy for classes. You are expected to be mature enough to come to class without fear of penalties.
• Many classes are large, making it easy to feel lost in a crowd.
• Many instructors, especially in large classes, teach by lecture—which can be difficult for those whose high school teachers interacted a great deal with students.
• College courses require more study time and require you to work on your own.
• Your social and personal life in college may be less supervised. Younger students may experience a sudden increase in freedom to do what they want.
• You will meet more people from more diverse backgrounds in college.
• All of these differences, along with a change in living situation for many students, can lead to emotional changes—both positive and negative.

What does all this add up to? For some students, the sudden independence and freedom can lead in negative directions: sleeping late, skipping classes, missing deadlines, failing to study adequately for tests, and so on. Other students who are highly motivated and work hard in their classes may also have difficulty transitioning to the higher academic standards of college. Suddenly, you’re responsible for everything. That can be thrilling but also a challenge to get used to. All the chapters in this book will help you make this transition successfully.

Liking Yourself as a Student and Why That Matters

Of all the factors that affect how well one does in college, attitude is probably the single most important. A positive attitude leads to motivation, and someone who is strongly motivated to succeed can overcome obstacles that may occur.

In Chapter 2 "Staying Motivated, Organized, and On Track", we’ll discuss things you can do to keep a positive attitude about college and stay motivated in your studies. But your attitude toward yourself as a student matters just as much. Now that you are in college, you are a new person, not just the same person who happens now to be a college student. What do you think of this new person?

If you’re feeling excited, enthusiastic, capable, and confident in your new life—great! Skip ahead to the next section. But if you’re less sure how well you’ll do in your new role, take comfort in knowing that you’re not alone. A lot of new college students, once they begin experiencing the differences from high school, start having doubts. Some may start to feel “I’m not a good enough student” or “I can’t keep up with all this.” Some may become fearful or apathetic.

These feelings, while a perfectly natural response to a big change in one’s life, can hinder one’s motivation and ability to succeed. If you think you can’t make it, that might become true. If you’re sure you’ll make it, you will.

Again, we’ll ask you to think honestly about this. If you have these thoughts sometimes, why is that? Are you just reacting to a low grade on your first test? Are you just feeling this way because you see other students who look like they know what they’re doing and you’re feeling out of place? Most likely, if you have doubts about being able to do well, this is just a reaction to college being more difficult than what you’re used to. It’s mostly a matter of having the right skills for succeeding in college. This book will help you learn them—everything from how to study effectively, how to do better on tests, even how to read your textbooks more effectively.

Why is it that some students need to work on strengthening their skills after beginning college while others seem to waltz right in and do well from the start?

The answer sounds simple but is actually rather complex. There simply are many differences among people. There are differences among high schools as well as one’s past teachers, one’s peer group, one’s family, one’s cultural background, and many other factors. As a result of many different things, some students just need a little more help to succeed in college. No student is better or automatically more capable than another, however, and everyone can learn the skills to succeed.

Self-Management

To succeed in college, you need to take control of your life. Gone are the days when you could just “cruise” through school, or life, or let others motivate you or establish schedules to manage your time. This change presents an exciting opportunity. It’s your first step in your new life and the key to your future. Here are a few thoughts to get you started in the right direction:

• Accept responsibility for your life. You are on equal footing with everyone else and have the same opportunities to succeed.
• Decide what you want to do. Don’t let things just happen—make them happen by deciding that they should happen.
• Realize you can change. You can change your habits to become a better student. You can change your attitudes and become a more positive, motivated student.
• Develop a personal ethical codeA system of principles for acceptable conduct.. Do what is right for you and for others. The college world demands ethical standards and rewards responsible, ethical behavior. Be proud of who you are and your good decisions.
• Enjoy your life! Going to college might seem overwhelming at times, but no one is asking you to “give up your life” to succeed in college. Enjoy meeting new people, learning new things, and experiencing the diversity of the college experience. Most college graduates look back on their college years as one of the best periods in their whole lives!

“Traditional” Students

We’re putting the quotation marks around the word “traditional,” again, because this group of college students is no longer the majority at many colleges, although the term is still sometimes used by educators. Coming directly or almost directly from high school, “traditional” students are used to attending classes, reading textbooks, and studying and thus may find the transition to college easier. Many are single and unattached and have fewer time commitments to others. Although a high percentage do work while in college, the work is typically part time or during the summer and does not have a severe time impact on their studies. As first-year students, usually living on campus at a four-year college or university, they do not lose time to commuting and typically their housing plan includes meals and otherwise simplifies their living arrangements. In all, many have few responsibilities other than their academic work.

On the other hand, “traditional” students living away from home for the first time may face more psychological and social issues than other student groups. One is away from family and old friends, perhaps forced to cope with an incompatible roommate or living arrangements, and facing all sorts of new temptations. Experiencing this sudden new freedom, many students experiment with or develop habits such as poor dietary and sleep habits, lack of exercise, and sometimes substance abuse or other behaviors that disrupt their academic routine and study habits. Many young students are forced to “grow up” quickly after arriving at college. Some students who do not adjust to the freedoms of college end up dropping out in their first year.

Returning Students

Students returning to their education are often older, may have worked for a number of years, and may be used to living on their own and being financially and psychologically independent. They are often more mature and have a stronger sense of what they want from college; they may be more goal driven. They may be paying their own way through college and want to get their money’s worth. They may be full-time students but frequently are still working and can take only a part-time course load. They often live off campus and may own a home and have a mortgage. They may have children. Because they have made a very deliberate decision to go to college, returning studentsA college student, typically over age twenty, who has worked or engaged in other significant activities between high school and college. are often serious students and are motivated to do the work. Having spent time in the work world, they may also have developed good problem-solving and decision-making skills as a result of their “real-world” experience.

On the other hand, returning students may have less time for studying because of work and family commitments. They may feel more stress because of the time and financial requirements of college. Spending less time on campus may contribute to not feeling completely at home in the academic world. They may not have time for many extracurricularActivities at college, usually organized and involving a group, outside academic activities related to one’s courses. and campus activities. Although they may be dedicated and hardworking students, they may also be less patient learning “theory” in courses and want all their coursework to relate directly to the real world.

Other Student Groups

Beyond this difference of age, some other common differences also affect one’s college experience. Students in the following groups may be either “traditional” students by age or returning students.

Profile of a Successful Student

While it’s important to consider your strengths, it’s also important to develop a plan for moving forward and ensuring you have the knowledge and skills needed to succeed. The following are some of the characteristics of the successful student you can be:

• Successful students have a good attitude and know how to stay motivated. You will learn about this in Chapter 2 "Staying Motivated, Organized, and On Track".
• Successful students have developed good time management strategies, such as scheduling study time and getting started early on assignments and projects. You will also learn about this in Chapter 2 "Staying Motivated, Organized, and On Track".
• Successful students have developed their critical thinking skills and apply them in their studies. Chapter 3 "Thinking about Thought" gets you started in this direction.
• Successful students have effective strategies for taking good notes in class and using them. Chapter 4 "Listening, Taking Notes, and Remembering" guides you through this learning process.
• Successful students have learned how to gain the most from their assigned readings for classes. Chapter 5 "Reading to Learn" presents guidelines for effective reading and taking notes to help you understand and retain information.
• Successful students know how to prepare for and take tests successfully. Chapter 6 "Preparing for and Taking Tests" tells you what you need to know and presents tips for effective test taking.
• Successful students interact well with their instructors and fellow students in and outside of class. Chapter 7 "Interacting with Instructors and Classes" helps you gain these skills.
• Successful students have learned to write well for their classes, an essential aspect of college education. Chapter 8 "Writing for Classes" introduces key principles of effective college writing to get you started.
• Successful students develop social relationships that contribute to, rather than detract from, their educational experiences. Chapter 9 "The Social World of College" will show you how to manage your social life.
• Successful students take control of their health with good habits that help them be better students and feel less stress. Chapter 10 "Taking Control of Your Health" can help you get started on good habits.
• Successful students have control over their finances. Because getting into debt is a very common reason that students have to drop out of college, it’s important to control expenditures and manage your finances well, as we’ll see in Chapter 11 "Taking Control of Your Finances".
• Successful students are able to transition well from the world of college into their future careers. You will learn these important principles in Chapter 12 "Taking Control of Your Future" to carry forward into your future.

The Learning Cycle: Four Steps to Learning

Adult learning is different from learning in primary and secondary school. In high school, teachers often take much of the responsibility for how students learn—encouraging learning with class discussions, repeating key material, creating study guides, and looking over students’ shoulders to make sure no one falls behind. In college, most of the responsibility for learning falls on the student. You’re free to fail—or succeed—as you choose. This applies as well to how well you learn.

Learning an academic subject means really understanding it, being able to think about it in meaningful ways and to apply that understanding in new situations. This is very different from simply memorizing something and repeating it back on a test. Academic learning occurs most effectively in a cycle of four steps:

1. Preparing
2. Absorbing
3. Capturing
4. Reviewing

Think first about the different situations in which you learn. Obviously you learn during class, whether by listening to the instructor speak or in class discussions in which you participate. But you also learn while reading your textbooks and other materials outside of class. You learn when you talk with an instructor during office hours. You learn by talking with other students informally in study groups. You learn when you study your class notes before an exam. All of these different learning situations involve the same four-step process.

Figure 1.4 The Learning Cycle

What’s Your Learning Style?

Different people have different learning stylesA person’s preferred approach to or way of learning most effectively.. Style refers to a student’s specific learning preferences and actions. One student may learn more effectively from listening to the instructor. Another learns more effectively from reading the textbook, while another student benefits most from charts, graphs, and images the instructor presents during a lecture.

Learning style is important in college. Each different style, described later in more detail, has certain advantages and disadvantages compared with other styles. None is “right” or “wrong.” You can learn to use your own style more effectively.

College instructors also have different teaching stylesThe preferred methods or techniques an instructor uses to teach students, often based on personal preferences, individual skills, and the norms of the academic discipline., which may or may not match up well with your learning style. Although you may personally learn best from a certain style of teaching, you cannot expect that your instructors will use exactly the style that is best for you. Therefore it is important to know how to adapt to teaching styles used in college.

Different systems have been used to describe the different ways in which people learn. Some describe the differences between how extroverts (outgoing, gregarious, social people) and introverts (quiet, private, contemplative people) learn. Some divide people into “thinkers” and “feelers.” A popular theory of different learning styles is Howard Gardner’s “multiple intelligences,” based on eight different types of intelligence:

1. Verbal (prefers words)
2. Logical (prefers math and logical problem solving)
3. Visual (prefers images and spatial relationships)
4. KinestheticReferring to the sensation of body movement or position. (prefers body movements and doing)
5. Rhythmic (prefers music, rhymes)
6. Interpersonal (prefers group work)
7. Intrapersonal (prefers introspection and independence)
8. Naturalist (prefers nature, natural categories)

The multiple intelligences approach recognizes that different people have different ways, or combinations of ways, of relating to the world.

Another approach to learning styles is called the VARK approach, which focuses on learning through different senses (Visual, Aural, Reading/Writing, and Kinesthetic):

• Visual learners prefer images, charts, and the like.
• Aural learners learn better by listening.
• Reading/writing learners learn better through written language.
• Kinesthetic learners learn through doing, practicing, and acting.

You can take a free, self-scored online assessment of your VARK learning style at http://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf.

There are still more systems used by educators to describe the various ways in which people learn. All of these systems can help you learn more about how you as an individual person and college student learn best. You can use the online assessment in the “Outside the Book” section at the end of this chapter to learn more about your style.

Just knowing your style, however, doesn’t automatically provide a solution for how to do your best in your college courses. For example, although you may be a kinesthetic learner, you’ll likely still have textbook reading assignments (verbal learning) as well as lecture classes (listening). All students need to adapt to other ways of learning.

The following sections look at the key ways in which learning occurs in college classes and offer some suggestions about how to adapt your strengths for success.

Listening

Listening skills are as important in college as reading skills. College students are expected to listen to their instructors in class and remember and understand what is said. In discussion classes, listening is important also for participating well in discussions.

Figure 1.5

Many college classes involve lectures.

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If your personal learning style favors listening, then you may already be good at understanding class lectures. Chapter 4 "Listening, Taking Notes, and Remembering" provides tips to help you pay close attention, take good notes, and recall the information and ideas you have heard. Here are some more tips:

Figure 1.6

Instructors often use visual aids to help explain concepts and ideas. This helps students with visual learning styles.

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• Sit where you can best hear the instructor, away from other distractions.
• Study with other students and listen to what they say about the course material. Hearing them talk from their class notes may be more helpful than reviewing your own written notes.
• Record lectures and listen to them again later when reviewing material before a test.
• When studying, read your notes aloud. Review previous tests by reading the questions aloud and speaking your answers. If a section in your textbook seems confusing, read it aloud.
• Talk with your instructor if you feel you are not understanding course readings.
• Use rhymes or acronymsA word formed from the initial letters of words in a phrase or series of words, such as “USA” for “United States of America.” to recall verbal information. For more information, see Chapter 4 "Listening, Taking Notes, and Remembering".
• Explore supplemental learning aids, such as audio and video podcasts (even from other colleges and universities) on the course’s subject matter.

Big Classes, Small Classes

While most high school classes are fairly small, many college classes are large—up to several hundred students in a large lecture class. Other classes you may take will be as small as high school classes. In large lecture classes you may feel totally anonymous—even invisible—in a very large class. This feeling can get some students in trouble, however. Here are some common mistaken assumptions and attitudes about large classes:

• The instructor won’t notice me sitting there, so I can check e-mail or read for a different class if I get bored.
• The instructor doesn’t know my name or recognize me, so I don’t even need to go to class as long as I can borrow someone’s notes to find out what happens.
• I hate listening to lectures, so I might as well think about something else because I’m not going to learn anything this way anyway.

These comments all share the same flawed attitude about college: it’s up to the instructor to teach in an entertaining way if I am to learn at all—and it’s actually the college’s or instructor’s fault that I’m stuck in this large class, so they’re to blame if I think about or do other things. But remember, in college, you take responsibility for your own learning. Sure, a student is free to try to sleep in a lecture class, or not attend the class at all—the same way a student is “free” to fail any class he or she chooses!

Figure 1.7

In a lecture class, avoid the temptation to cruise the Web or engage in other activities that will distract you from paying attention.

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If you dislike large lecture classes but can’t avoid them, the best solution is to learn how to learn in such a situation. Later chapters will give you tips for improving this experience. Just remember that it’s up to you to stay actively engaged in your own learning while in college—it’s not the instructor’s job to entertain you enough to “make” you learn.

There is one thing you need to know right away. Even in a lecture hall holding three hundred students, your instructors do know who you are. They may not know your name right away or even by the end of the term, but they see you sitting there, doing whatever you are doing, looking wherever you are looking—and will form a distinct impression of you. Instructors do have academic integrityAn instructor’s or student’s honesty and responsibility related to scholarship and academic interpersonal interactions. and won’t lower your grade on an exam because you slept once in class, but the impression you make just might affect how far instructors go out of their way to offer a helping hand. Interacting with instructors is a crucial part of education—and the primary way students learn. Successful interaction begins with good communication and mutual respect. If you want your instructors to respect you, then you need to show respect for them and their classes as well.

Core Courses, Electives, Majors, and Credits

Every college has its own course requirements for different programs and degrees. This information is available in a printed course catalog or online. While academic advisors are generally assigned to students to help them plot their path through college and take the most appropriate courses, you should also take this responsibility yourself to ensure you are registering for courses that fit well into your plan for a program completion or degree. In general there are three types of courses:

1. Core courses, sometimes called “general education requirements,” involve a range of courses from which you can choose to meet this general requirement. You may need to take one or more English classes and possibly math or foreign language requirements. You will need a certain number of credits or course hours in certain types of core courses, but you can often choose among various specific courses for how you meet these requirements.
2. Required courses in your major are determined by individual academic departments. Whether you choose to major in English, math, engineering, history, a health field, chemistry, business, or any other field, your individual department sets specific required courses you must take and gives you options for a required additional number of credits in the department. You may not need to declare a major for a while, but this is something you can start thinking about now.
3. Electives are courses you choose freely to complete the total number of college credits needed for your program or degree. How many electives you may take, how they “count” toward your total, and what kinds of courses are acceptable as electives all vary considerably among different schools and programs.

Most important is that you understand what courses you need and how each counts. Study the college catalog carefully and be sure to talk things over fully with your advisor. Don’t just sign up for courses that sound interesting—you might end up taking courses that don’t count toward your degree at all.

In addition, each term you may have to choose how many courses or hours to take. Colleges have rules about the maximum number of hours allowed for full-time students, but this maximum may in fact be more than you are prepared to manage—especially if you work or have other responsibilities. Taking a light course load, while allowing more time for studying and other activities, could add up over time and result in an extra full year of college (or more!)—at significant additional expense. Part-time students often face decisions based more on time issues. Everyone’s situation is unique, however, and all students should talk this issue over with their advisor each year or term.

Online Courses

Most colleges now offer some online courses or regular courses with an onlineReferring to a computer connected to other computers, typically through the Internet; online education, for example, may occur entirely through the computer. component. You experience an online course via a computer rather than a classroom. Many different variations exist, but all online courses share certain characteristics, such as working independently and communicating with the instructor (and sometimes other students) primarily through written computer messages. If you have never taken an online course, carefully consider what’s involved to ensure you will succeed in the course.

• You need to own or have frequent access to a recent model of computer with a high-speed Internet connection.
• Without the set hours of a class, you need to be self-motivating to schedule your time to participate regularly.
• Without an instructor or other students in the room, you need to be able to pay attention effectively to the computer screen. Learning on a computer is not as simple as passively watching television! Take notes.
• Without reminders in class and peer pressure from other students, you’ll need to take responsibility to complete all assignments and papers on time.
• Since your instructor will evaluate you primarily through your writing, you need good writing skills for an online course. If you believe you need to improve your writing skills, put off taking an online course until you feel better prepared.
• You must take the initiative to ask questions if you don’t understand something.
• You may need to be creative to find other ways to interact with other students in the course. You could form a study group and get together regularly in person with other students in the same course.

Figure 1.8

Online courses are increasingly common at colleges and require independent learning.

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If you feel you are ready to take on these responsibilities and are attracted to the flexibility of an online course and the freedom to schedule your time in it, see what your college has available.

Class Attendance and Promptness

In some classes at some colleges, attendance is required and absences can affect one’s grade in the course. But even when attendance is not required, missing classes will inevitably affect your grade as well. You’re not learning if you’re not there. Reading another student’s notes is not the same.

Arriving to class promptly is also important. Walking into a class that has already begun is rude to the instructor (remember what we said earlier about the impression you may be making) and to other students. A mature student respects the instructor and other students and in turn receives respect back.

College Policies

A college campus is almost like a small town—or country—unto itself. The campus has its own police force, its own government, its own stores, its own ID cards, its own parking rules, and so on. Colleges also have their own policies regarding many types of activities and behaviors. Students who do not understand the rules can sometimes find themselves in trouble.

The most important academic policy is academic honestyFundamental principle that a student does his or her own work and does not interfere with the honest work of others; violations of academic honesty include cheating, plagiarism, fabrication of false authorities, misrepresentation, inappropriate assistance from others, acting to prevent others from accomplishing their own work, and so on.. Cheating is taken very seriously. Some high school students may have only received a slap on the wrist if caught looking at another student’s paper during a test or turning in a paper containing sentences or paragraphs found online or purchased from a “term-paper mill.” In many colleges, academic dishonesty like this may result in automatic failure of the course—or even expulsion from college. The principle of academic honesty is simple: every student must do his or her own work. If you have any doubt of what this means for a paper you are writing, a project you are doing with other students, or anything else, check the college Web site for its policy statements or talk with your instructor.

Colleges also have policies about alcohol and drug use, sexual harassment, hazing, hate crimes, and other potential problems. Residence halls have policies about noise limits, visitors, hours, structural and cosmetic alterations of university property, and so on. The college registrar has policies about course add and drop dates, payment schedules and refunds, and the like. Such policies are designed to ensure that all students have the same right to a quality education—one not unfairly interrupted by the actions of others. You can find these policies on the college Web site or in the catalog.

College Resources

To be successful in college, you need to be fully informed and make wise decisions about the courses you register for, college policies, and additional resources. Always remember that your college wants you to succeed. That means that if you are having any difficulties or have any questions whose answers you are unsure about, there are college resources available to help you get assistance or find answers. This is true of both academic and personal issues that could potentially disrupt your college experience. Never hesitate to go looking for help or information—but realize that usually you have to take the first step.

The college catalog has already been mentioned as a great source of many kinds of information. You should have an updated catalog every year or know where to find it online.

The college’s Web site is the second place to look for help. Students are often surprised to see how much information is available online, including information about college programs, offices, special assistance programs, and so on, as well as helpful information such as studying tips, personal health, financial help, and other resources. Take some time to explore your college’s Web site and learn what is available—this could save you a lot of time in the future if you experience any difficulty.

In addition, many colleges have offices or individuals that can help in a variety of ways. Following are some of the resources your college may have. Learn more about your college’s resources online or by visiting the office of student services or the dean of students.

• Academic advising office. This office helps you choose courses and plan your program or degree. You should have a personal meeting at least once every term.
• Counseling office. This office helps with personal problems, including health, stress management, interpersonal issues, and so on.
• Financial aid office. If you are presently receiving financial aid or may qualify for assistance, you should know this office well.
• Tutoring or skill centers. The title of this resource varies among colleges, but most have special places where students can go for additional help for their courses. There may be a separate math center, writing center, or general study skills center.
• Computer lab. Before almost all students became skilled in computer use and had their own computers, colleges built labs where students could use campus computers and receive training or help resolving technical problems. Many campuses still maintain computer centers to assist students with technical issues.
• Student health clinic. In addition to providing some basic medical care and making referrals, most college student health centers also help with issues such as diet and exercise counseling, birth control services, and preventive health care.
• Career guidance or placement office. This center can help you find a student job or internship, plan for your career after graduation, and receive career counseling.

Figure 1.9

Your college has many resources and many professionals available to help you with any issue that may affect your success as a student.

© Thinkstock

• Office for students with disabilities. This office may provide various services to help students with disabilities adapt within the college environment.
• Housing office. This office not only controls campus residential housing but often assists students to find off-campus private accommodations.
• Diversity office. This office promotes cultural awareness on campus, runs special programs, and assists diverse students with adjusting to campus culture.
• Office of student affairs or student organizations. Participating in a group of like-minded students often supports academic success.
• Athletic center. Most colleges have exercise equipment, pools, courts and tracks, and other resources open to all students. Take advantage of this to improve or maintain your personal health, which promotes academic success.
• Other specialized offices for student populations. These may include an office supporting students who speak English as a second language, adult students returning to college, international students, religious students, students with children (possibly a child-care center), veterans of the armed services, students preparing for certain types of careers, and so on.
• Your instructors. It never hurts to ask a friendly instructor if he or she knows of any additional college resources you haven’t yet discovered. There may be a brand new program on campus, or a certain department may offer a service not widely promoted through the college Web site.

Everyone needs help at some time—you should never feel embarrassed or ashamed to seek help. Remember that a part of your tuition and fees are going to these offices, and you have every right to take advantage of them.

“Success” and “Failure”

So what does “success” actually mean in college? Good grades? That’s what many students would say—at least toward the beginning of their time in college.

When you ask people about their college experience a few years later, grades are seldom one of the first things mentioned. College graduates reflecting back typically emphasize the following:

• The complete college experience (often described as “the best years of my life”)
• Exploring many different subjects and discovering one’s own interests
• Meeting a lot of interesting people, learning about different ways to live
• Learning how to make decisions and solve problems that are now related to a career
• Gaining the skills needed to get the job—and life—one desires

When you are achieving what you want in life and when you are happy and challenged and feel you are living life to its fullest and contributing to the world, then you likely feel successful. When you reach this point, your grades in college are about the last thing you’ll think of.

This is not to say that grades don’t matter—just that getting good grades is not the ultimate goal of college or the best way to define personal success while in college. Five or ten years from now, no one is going to care much about what grade you got in freshman English or Biology 101. A successful college experience does include acceptable grades, of course, but in the end—in your long-range goals—grades are only one component of a larger picture.

How Much Do Grades Matter?

As you begin your college experience, it’s good to think about your attitude toward grades, since grades often motivate students to study and do well on assignments.

Valuing grades too highly, or not highly enough, can cause problems. A student who is determined to get only the highest grades can easily be frustrated by difficult college classes. Expectations that are too high may lead to disappointment—possibly depression or anxiety—and may become counterproductive. At the other extreme, a student who is too relaxed about grades, who is content simply with passing courses, may not be motivated to study enough even to pass—and may be at risk for failing courses.

What is a good attitude to have toward grades? The answer to that depends in part on how grades do matter generally—and specifically in your own situation. Here are some ways grades clearly do matter:

• At most colleges, all students must maintain a certain grade point average (GPA)A numerical score representing the average of a student’s grades in all courses during a term and cumulatively through the student’s duration at the particular high school or college. to be allowed to continue taking courses and to graduate.
• Financial aid and scholarship recipients must maintain a certain grade in all courses, or a minimum GPA overall, to continue receiving their financial award.
• In some programs, the grade in certain courses must be higher than simply passing in order to count toward the program or major.

After graduation, it may be enough in some careers just to have completed the program or degree. But in most situations, how well one did in college may still affect one’s life. Employers often ask how well you did in college (new graduates at least—this becomes less important after one has gained more job experience). Students who are proud of their grades usually include their GPA on their résumés. Students with a low GPA may avoid including it on their resume, but employers may ask on the company’s application form or in an interview (and being caught in a lie can lead to being fired). An employer who asks for a college transcript will see all your grades, not just the overall GPA.

In addition to the importance for jobs, grades matter if you plan to continue to graduate schoolA division of a university with masters or doctorate degree programs, typically first requiring completion of a bachelor’s degree., professional schoolAn academic program to prepare for certain professions after completion of a bachelor’s degree, such as medical school, law school, business school, and others., or other educational programs—all of which require your transcript.

Certainly grades are not the only way people are judged, but along with all forms of experience (work, volunteer, internship, hobbies) and personal qualities and the recommendations of others, they are an important consideration. After all, an employer may think, if this person goofed off so much in college that he got low grades, how can I expect him not to goof off on the job?

The best attitude to take toward grades in college is simply to do the best you can do. You don’t need to kill yourself, but if you’re not going to make an effort then there’s not much reason to be there in the first place. Almost everything in this book—from time management to study skills to social skills and staying healthy—will contribute to your overall success and, yes, to getting better grades.

If you have special concerns about grades, such as feeling unprepared in certain classes and at risk of failing, talk with your academic advisor. If a class requires more preparation than you have from past courses and experience, you might be urged to drop that class and take another—or to seek extra help. Your advisor can help you work through any individual issues related to doing well and getting the best grade you can.

Succeeding in Your First Year

The first year of college is almost every student’s most crucial time. Statistics show a much higher drop-out rate in the first year than thereafter. Why? Because for many students, adjusting to college is not easy. Students wrestle with managing their time, their freedom, and their other commitments to family, friends, and work. It’s important to recognize that it may not be easy for you.

On the other hand, when you do succeed in your first year, the odds are very good that you’ll continue to succeed and will complete your program or degree.

Are you ready? Remember that everything in this book will help you succeed in your first year. Motivation and a positive attitude are the keys to getting off to a running start. The next section lists some things you can do to start right now, today, to ensure your success.

Getting Started on the Right Foot Right Now

• Make an appointment to talk with your academic advisor if you have any doubt about the courses you have already enrolled in or about the direction you’re taking. Start examining how you spend your time and ensure you make enough time to keep up with your courses.
• Check for tutoring assistance if you feel you may need it and make an appointment or schedule time to visit tutoring centers on your college campus to see what help you can get if needed.
• Like yourself. You’ve come a long way to reach this point, you have succeeded in taking this first step toward meeting your college goal, and you are fully capable of succeeding the rest of the way. Avoid the trap of feeling down on yourself if you’re struggling with any classes.
• Pay attention to your learning style and your instructors’ teaching styles. Begin immediately applying the guidelines discussed earlier for situations in which you do not feel you are learning effectively.
• Plan ahead. Check your syllabus for each class and highlight the dates of major assignments and tests. Write on your calendar the important dates coming up.
• Look around your classroom and plan to introduce yourself right away to one or two other students. Talking with other students is the first step in forming study groups that will help you succeed.

Figure 1.10

Start getting to know other students right away by talking before or after class. This is often a good way to start a study group.

© Thinkstock

• Introduce yourself to your instructors, if you haven’t already. In a large lecture, go up to the instructor after class and ask a question about anything in the lecture or about an upcoming assignment.
• Participate in your classes. If you’re normally a quiet person who prefers to observe others asking questions or joining class discussions, you need to take the first step toward becoming a participating student—another characteristic of the successful student. Find something of particular interest to you and write down a question for the instructor. Then raise your hand at the right time and ask. You’ll find it a lot easier than you may think!
• Vow to pay more attention to how you spend your money. Some students have to drop out because they get into debt.
• Take good care of your body. Good health makes you a better student. Vow to avoid junk food, to get enough sleep, and to move around more. When you’re done reading this chapter, take a walk!

Excellent! Start doing these few things, and already you’ll be a step or two ahead—and on your way to a successful first year!