Beyond your first year

beyond your first year
RESOURCES

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 on 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 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.

Course Load and Hints for Course Planning

In order to graduate in four years, you must carry an average of 15 credits for each of your eight terms unless you have Advanced Placement or other units before your arrival here, or you plan to enroll for a Spring or Summer term(s). You should always carry at least 12 credits during a Fall or Winter term (12 credits are necessary for full-time status for Financial Aid and other reasons). Special permission is required to elect fewer than 8 or more than 18 credits. Because of the new demands of college life, some first-year students would do well to enroll in 12 credits, at least for the first term. Typical first-year schedules usually include three or four courses, sometimes five courses, but rarely six.

If you plan to transfer to another undergraduate school of the University (e.g., Business School, Engineering, A. Alfred Taubman College of Architecture & Urban Planning, Education), you should check to see what courses are recommended for the first year in your particular program. Helpful information can be found on page 43 of this Handbook,, and in Chapter V of the LS&A Bulletin.

Start early on the language and distribution requirements as they apply to you. We also recommend that one or more of your subjects be new to you and not merely a continuation of those taken in high school. The first year of college is a good time to explore completely new areas of interest, and you should seize this opportunity to stretch yourself. The Fall Term First-Year Course Guide provides a view of how broad are the horizons of the College.

Early in your college career it is probably unwise to take courses that require the same study habits or patterns. For example, it might be a bad idea to choose four courses that each require 200 pages of reading a week. Take a variety of courses so that you can try lab courses and discussions, lectures and heavy reading courses; language, music, and theatre and drama all require different styles of learning and studying. A mixture of learning styles will probably make your first year more enjoyable.

We also urge you not to undertake too much in your first term. Most students find that college work requires considerably more effort and time than do high school courses. You will probably need a term or two to become accustomed to this new and demanding academic environment.

FAQ

FAQbeyond...

Q: I'm concerned about being overburdened by the college workload. How can I cope? How many credits should I take?

A: Early in your college career it is probably unwise to take courses that require the same study habits or patterns. Don't take five courses with heavy reading requirements, for example. Take a variety of courses so that you can try lab courses and discussions, lectures and heavy reading courses; language, writing, and theatre and drama courses all require different styles of learning and studying. A mixture of learning styles will probably make your first year more enjoyable.

Most students find that even in their first term they can comfortably manage four courses (after making some initial adjustment to their work habits). Don't worry if your four courses add up to only 13 or 14 credits. Be aware that credits are not a good indicator of a course's level of difficulty � there are any number of 3-unit courses in the College that are considerably more demanding than the average 4-credit course. If you fear that you are not as well prepared for college as most of your peers, consider taking fewer than 15 unit (perhaps 12) in your first term. In any case, talk with your advisor before making this decision.

Q: Are there opportunities at Michigan for studying abroad?

A: Yes, the University of Michigan Office of International Programs (OIP) sponsors some 75 undergraduate study abroad opportunities, in Australia, Canada, Chile, China, the Czech Republic, Ecuador, Finland, France, Germany, Ghana, Great Britain, Greece, India, Indonesia, Ireland, Italy, Japan, Korea, Mexico, Nepal, the Netherlands, Russia, Senegal, South Africa, Spain, Sweden, Switzerland, Thailand, Turkey, and Vietnam, among other countries. Students attending these programs earn in-residence credit that may be applied toward their degree requirements, and they may use their Michigan-awarded financial aid to meet program costs. Sophomores, juniors, and seniors in good standing are eligible to participate in programs of summer, semester, or academic year length. In addition, Michigan undergraduates may attend non-sponsored study abroad programs administered by other universities and organizations, earning transfer credit that, within limits, may also satisfy degree requirements. Interested students, besides consulting with their academic advisor, should visit OIP (G513 Michigan Union) as early as possible, ideally during their first year at Michigan, to learn more about their options.

Q: How much time should I expect to spend studying?

A: Experience teaches that a weekly time commitment of 3-4 study hours per credit works well. This includes time for reading, reviewing, researching, study-groups, etc.

Q: There's a subject I really like, but I'm concerned that it's not marketable. What should I do?

A: The important thing to remember is that you are pursuing a liberal arts and science degree. Liberal arts and science degrees are not designed to prepare student for particular jobs. More often than not, graduates pursue careers that have no obvious connection to the subjects in which they concentrate as undergraduates. What people gain from a liberal arts and science education is exposure to and the ability to grasp information from a broad range of subjects, as well as finely honed critical thinking, writing, and speaking skills. As well as contributing hugely to the richness of student's lives, these abilities are eminently marketable. Given all this, if you have found the subject you love, the best thing to do is to study it!

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