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How will college classes differ from high school?
You are always told that college is going to be different from high school, and it is true that the experiences are quite distinct. But how are they different? It is useful to think about exactly what the differences will be so that you can plan how you will handle them. Most students find that they have to make quite a number of changes in the methods they use to study for college classes, how much time they devote to study, how they plan their time, how they take notes, how they prepare for tests, how they write their papers, etc. It is probable that you will have to make some changes too. As you get ready for September, we suggest that you take a little time to look through one of the many books which are available about college study habits. Your local library will have a wide selection and the librarian can help you select a good one. You'll find this a good investment of your time. It is safe to say that most college classes will be more demanding than almost any high school course you have taken. Although you will find yourself studying more hours each week and on a more scheduled basis than you have done before, the demands are not necessarily just in the form of more tests, more papers, or more difficult text books. The principal differences arise from your relationship with the course and the instructors. College courses require you to operate independently and responsibly. The instructor expects you to come to class, keep up with the work, initiate questions or discussions during office hours if there are points you don't understand or areas you want to pursue, and be aware of deadlines for assignments. A few classes, such as language classes, may keep attendance records as part of your performance evaluation, but most will not. The assumption is that you recognize the importance of attendance and participation in your classes and act accordingly. Class sizes tend to vary. Many courses are taught in a lecture/discussion format in which a number of sessions each week are conducted in large lecture halls and additional smaller group sessions are held weekly for in-depth discussion of the topics. In a large lecture format, there is no opportunity to have your questions answered immediately as there is in high school. Therefore, it is important that you take careful notes during a lecture, mark the areas where you have questions, and follow up with the instructor before you forget what the question was about. Instructors hold weekly office hours to allow you time and opportunity to raise questions, discuss your opinions, or ask for further details about an issue that has captured your attention. This sort of contact can be very stimulating and satisfying for both you and the instructor. If you have regular discussions during faculty office hours you will find that you can make a large class feel much more personal. Most classes have assigned readings or texts as well as additional recommended readings that provide in-depth background for your subject. These materials do not necessarily follow exactly the content of the instructor's lectures. The two complement each other, and each reveals or informs the other. But you have the responsibility of synthesizing the information using talks with your instructors, fellow classmates, and additional readings to help you. One of your roles will be to consider critically the subjects presented to you and to develop and present your own opinions and conclusions effectively. Tests and exams will cover the topics examined in the readings and in the lectures. It is not expected that an instructor will tell you what's most important to study. The majority of tests are essay in format; it's there that you can demonstrate your command of facts as well as your ability to reorganize and synthesize information, develop a coherent argument, and draw logical conclusions. At all stages you will be expected to think and act independently. Students do well in high school because they learn to follow directions. Students do well in college if they learn to answer their own questions, set their own directions, challenge opinions, and question assumptions. The differences listed in the preceding paragraphs tend to be surface, physical differences. A college class also has a different "feel" to it. In a sense, these classes are more fun because they tend to be infused with a spirit of adventure and exploration. Your instructors are, in essence, academic pioneers working on the outer edges of their particular subjects. This allows you to absorb basic information and principles while having a look at the new research in a particular area. Your instructors are going to expect you to develop as an adult independent thinker as opposed to being a mere attender of classes. As you gain experience in this activity, you will find yourself less interested in "correct" solutions to a problem and more fascinated by ambiguity and subtle distinctions in the grey areas of knowledge. It is natural when making the transition from one mode of learning to another for many students to experience some discomfort as they adjust. You will be acquiring a new level of educational maturity, developing a sense of academic responsibility, and learning how best to use the freedom of choice now presented to you. As in learning how to do any new thing, you may not always do it correctly or very well the first few times. It is legitimate to discuss these issues with your academic advisor as you experiment to find the best plans and strategies to make this transition. One of the most valuable things you will acquire as a liberal arts undergraduate is an ability to look beyond a collection of facts to an understanding of a subject or situation or context. Being able to consider something from a variety of perspectives allows you to discover the nuances of an issue and the variety of solutions or actions that connect with it. This helps you become a creative and sensitive problem solver in any field of endeavor. Ann Arbor, MI 48109 USA +1 734 764-1817 |