1. What a Professor Learned by Becoming a Studentby: Rebekah Nathan My Freshman Year Presented by: Stephanie Hawkes | Tommie Hayes-Fonder | Sharon Moreli

2. About the Author Rebekah Nathan: Pseudonym for Cathy Small Anthropology professor at Northern Arizona University for 15 years. 49 years-old at time of study in 2002 Published in 2005

3. The Study Enrolled in the university she taught at as a freshman to observe and understand student life. She lived in the residence halls for 1 year, ate on campus, and attended on-campus activities. Tried to immerse herself in student activities as much as possible.

4. Purpose of the Study Shift towards student-centered universities. Nathan/Small felt she did not understand her students and wanted to: “see how student culture articulates with the institution of the American university, including the vision we have of it, its mission and its future” (Nathan, p. 5)

5. A Vision of Students Today

6. Identified Problems Nathan/Small observed a disconnect on college campus in three major areas: Students & Students Students & Faculty Students & Academics

7. Disconnect Between Students & Faculty Lack of faculty understanding about student life Why don’t students utilize office hours? Why don’t students recall discussions from previous classes? Why don’t students complete reading assignments? I’m here to help!

8. Students have other classes! Time (college) management difficulties Prioritizing other assignments from other professors Students have other commitments Work Extra-curricular activities Realizations

9. Average Life of a College Student Class preparation time: 12 hours 15 minutes per week. Hours spent socializing: 2.88 hours per day. Hours working: 15 (from 6 to 25 hours) per week.

10. Realizations Re-defining the “good” student Cannot assume students can do all readings all the time Provide students with relevant readings that will have a direct and immediate use. Prompt students by signaling that assigned readings will be a part of class discussion

11. Poll How often do you visit your professor during office hours and for what reason? a. Very Often - I utilize office hours to make sure I am on track b. Occasionally – I utilize office hours when I have been absent c. Rarely – I utilize office hours only when I am in trouble in the class d. Never – I don’t utilize office hours due to my class schedule

12. Disconnect Between Students & Other Students Contradictory Efforts to Build Community The “I” in community Difficulties of Building Diversity International Perspectives

13. Contradictory Efforts to Build Community Force community by eliminating choice Common Read Get Involved: Elective participation Plethora of activities compete with personal time Difficulties of Building Community

14. How involved in on-campus activities were you during your undergraduate studies? Very Involved—I was busy every night of the week! Somewhat Involved—I was in a club or two and attended a few campus activities. Sports only—I had no interest in other activities. Nah, I was too focused on academics to try (or want) to be involved. Poll

15. Difficulties of Building Community There is an “I” in community Paradox—connectivity and protection also seem trapping Community is a choice Community spaces used to isolate Sub-communities Small groups of friends

16. Early encounters & relationships reinforce biases “White-spaces” Importance of minority ethnic clubs Don’t isolate students Difficulties of Building Diversity

17. International Perspectives Formal Interview Discoveries American students develop “casual friendliness” Minorities were easier to befriend Self-centered and independent Ignorant Informal classroom & easier curriculum

18. Realizations Researcher doesn’t offer solutions to these problems, perhaps because they are out of her area of expertise. Purpose of study was to understand culture and discover problems, not necessarily to provide solutions.

19. Disconnection Between Students & Academics Dorm Discussions vs. Classroom Discussion The Definition of a Good Class The “Perfect” Balance Ethics in the Classroom

20. Dorm vs. Class Discussions CLASS DISCUSSIONS What happens in class, stays in class Lack of participation Not so “good debaters” DORM DISCUSSIONS Lively Topics of discussion rarely include those pertaining to academia Complaints about workload or professors

21. Definition of a Good Class TO THE PROFESSOR “Open” Class functions as a community Lots of feedback & discussion TO THE STUDENT Easy Professor to get an “easy A”

22. Poll As an undergraduate, the “perfect class” to you would have been one that required little to no effort that ultimately resulted in an easy A. True False

23. Ethics in the Classroom Prevalence of Cheating Traditional & Online Classes Justifications for Cheating Workload or assignment was considered “unfair” The class did not relate to students’ major Different definitions of cheating

24. Realization Intellectual topics don’t carry much importance or relevance Transition from freshman to senior state of mind Mastery of navigating through college, not necessarily mastery of content

25. Conclusion After completing the study, Nathan developed a new understanding of the challenges facing today’s college students. She notes at the end of her book that students and teachers need to be aware of the issues and conflicting messages present in higher education to have of a voice that can affect how “the modern university will unfold” (Nathan, p. 156)

26. Who Should Read This Book? University employees in all capacities: Faculty Student Affairs Professionals Higher Education Administration Parents Available at amazon.com for approximately $10

27. Questions?