Presented by:Stephanie Hawkes | Tommie Hayes-Fonder |

Sharon Moreli

What a Professor Learned by Becoming a Student

by: Rebekah Nathan

My Freshman Year

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

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.

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)

A Vision of Students Today

Identified ProblemsNathan/Small observed a disconnect on college campus in three major areas:

Students & Faculty

Students &

Students Students &

Academics

• 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!

Disconnect Between Students & Faculty

• Students have other classes!– Time (college) management difficulties– Prioritizing other assignments from other

professors

• Students have other commitments–Work– Extra-curricular activities

Realizations

• 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.

Average Life of a College Student

12.25

20.25

15

Hours Per Week

Class PreparationSocializingWorking

• 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

Realizations

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 trackb. Occasionally – I utilize office hours when I have been absentc. Rarely – I utilize office hours only when I am in trouble in the classd. Never – I don’t utilize office hours due to my class schedule

Poll

• Contradictory Efforts to Build Community

• The “I” in community• Difficulties of Building Diversity• International Perspectives

Disconnect Between Students & Other Students

• 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

How involved in on-campus activities were you during your undergraduate studies?

a. Very Involved—I was busy every night of the week!

b. Somewhat Involved—I was in a club or two and attended a few campus activities.

c. Sports only—I had no interest in other activities.

d. Nah, I was too focused on academics to try (or want) to be involved.

Poll

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

• Early encounters & relationships reinforce biases– “White-spaces”

• Importance of minority ethnic clubs– Don’t isolate students

Difficulties of Building Diversity

International Perspectives

• Formal Interview Discoveries– American students develop

“casual friendliness”• Minorities were easier to befriend

– Self-centered and independent– Ignorant– Informal classroom & easier

curriculum

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.

• Dorm Discussions vs. Classroom Discussion• The Definition of a Good Class• The “Perfect” Balance• Ethics in the Classroom

Disconnection Between Students & Academics

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

Dorm vs. Class Discussions

TO THE PROFESSOR• “Open”• Class functions as a community• Lots of feedback & discussion

TO THE STUDENT• Easy Professor to

get an “easy A”

Definition of a Good Class

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.

a. Trueb. False

Poll

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

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

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)

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

Questions?