Chapter 5: Let's get to the Academics!

My Freshman Year: May 5, 2010

Rebekah Nathan's chapter on Academics was very interesting. Our group definitely saw similarities between the examples given in the book and within our own lives. For example, one of the "unconscious norms" that we identified with was the idea that it is important to remain equal with the students and to be a part of the group, rather than identify oneself with the teacher. Also, we recognized that the questions Nathan perceived were "good ones" were actually ones that we use quite often, rather than contributing to class discussions. All of us in our group at one time or another have asked questions concerning the details of an upcoming assignment due to the fact that we are being graded on the assignment and want to know exactly what the expectations are ahead of time. We also noticed how often the kids in class that do ask questions or state opinions are looked down upon or perceived as "annoying". Instead of appreciating that student's contribution, many students, including us, have felt annoyed towards a classmate who is simply trying to contribute to class discussions. Many of us were struck as well with the realization that true to Nathan's description, professors have a difficult time trying to stimulate class discussions. There is an obvious feeling of apathy among the students when professors would try to engage the class in discussion or debate. Either fellow students do not care or know about the topic at hand, or they are simply too afraid to assert their opinions. It is sad that in places of higher learning "ideas are rarely debated, and even more rarely evaluated" (Nathan, 95). This is a special time in college students' lives and it is a valuable part of the learning experience to articulate beliefs or ideas and watch the classroom explode with ideas. By class debates and open, respectful discussions of issues, students form their own opinions and ideas about the issues happening in the world. Are students too afraid of offending others by stating their own opinions? It is a sad fact that classrooms are changing in America, but perhaps the behavior of students could change if some students, including us, raised our voices without hesitation during discussions and debates. We also thought it was interesting that most students were more interested in "the college experience" instead of learning. Although college life is important, academics should be more than simply something one has to do, it should be an exciting part of college. However, one must acknowledge the fact that Nathan was around freshman students who most likely weren't taking classes in their major yet and were just getting used to college. These new students probably were more concerned with the "college experience" the first year, however, as one observes upperclassmen it is truly evident at how different they are than the first year students as well as their passion for their chosen major. Perhaps Nathan's observation would have yielded different results if she was around upperclassmen.

Summary of Ch. 5 by Chip Fox

In Ch. 5, Nathan brings up the differences between classroom talk and dorm talk. In the classroom, people discuss things like "Did you do the reading for today?" and "Did we have anything due today?" (Nathan 97). But students never ask what people thought about the reading or if it impacted them in any way. In the dorms, students usually discuss the following topics: sex, body image, relationships, childhood, entertainment, and drug experiences (98). Nathan also brings up the question of "If the university would hand you a bachelor's degree right now, provided you paid for all your credits and left the dorms, would you take the degree and leave?" (101). Two-thirds of the respondents replied that they would not "take the degree and leave", but would want to stay and finish their years to earn the degree (101). Nathan observes that the reasons are widely varied from wanting the true college experience, to worrying about what it would be like in the real world. The last topic Nathan brings up is the "perfect class" which at AnyU, according to the students, is "Sexuality" (103). This perfect class is mostly due to the professor, who uses expletives and personal stories to grab the attention of his students. Also, this class reflected what students "really learn in college" and it fuses the old standard "formal academic content [with] an informal, largely social world" (106).

In this chapter, Nathan presents herself as a researcher and presents the students at her college as the test subjects. As she does throughout the whole book, Nathan constantly is observing and noting all of the important changes since she has been in college, and trying to get a feel for what the freshman experience is. In this chapter, she notes the differences in language throughout class time and leisure time, and also what students feel is most important about the college experience. It is a very informative chapter, and a very interesting one because of that.

Discussion Leader Ch. 5 - Natalie

What do you think defines “a good class”?
Nathan says as far as the “perfect” class “In the end, I saw the worth of this course, as well as its student appeal” (pg 105). My group feels that components of not necessarily the “perfect” class, but a good class include an easy professor, a class where you learn a lot, there is an openness amongst students and the material is intriguing and presented in an interesting way so you’re not bored.

Do you think the topics mentioned on pg 98 seem realistic?
On page 98 Nathan posts a questionnaire in the girls bathroom about what their late night conversations are about. The following topics were reported “in order of their frequency of mention: (1) boys, meeting boys, and sex, (2) bodies, bodily function, and body image, (3) relationships and relationship problems, (4) one’s childhood, personal history, and future, (5) TV, movies, games, and entertainment, and lastly, (6) alcohol and drug experiences” (pg 98). My group feels that this is an accurate example of what college student’s talk about. The only changes being boys number one most talked about thing is girls, meeting girls, and sex as well as alcohol and drug experiences being higher up on the list.

Pg 101 what is college for?
In Nathans book she says “The great majority of students saw elective social activities and interpersonal relationships as the main context for learning” (pg 101). As a group we feel that college definitely is a place where students come to learn so they can get a degree. Many of us are paying half our tuition if not all of it so we’re definitely not here to just throw thousands of dollars away on just making friendships. However college is definitely also about the experiences you have outside of the classroom and the long lasting friendships that you make. “Non-class-related learning was reported as high as 90 percent for some, and very few students ranked class activities as constituting more than 50 percent of what they learn in college” (pg 101).

Would you take your degree and run?
Nathan decides to post the question “If the university would hand you a bachelor’s degree right now, provided you paid for all your credits and left the dorms, would you take the degree and run?” (pg 101). The majority of students said they would not the number one reason being they want to stay in college for “the college experience” (pg 103). As for my group they too would not take their degree and run. They want to stay here to learn as much as they can as well as live it up and live the college experience that they’ve waited all their life for. I however would take the degree and run because I already know what I want to do with my life and I’m ready to start it!

Chapter 5 - Vocab (Beka W.)

Palpable: readily or plainly seen (p. 91)
Jargon: language (p. 92)
Reiterate: to say or do again (p. 93)
Reciprocity: a reciprocal state or relation (p. 93)
Elicitation: to draw or bring out or forth (p. 93)
Soliciting: to seek for (something) by entreaty (p. 94)
Discourse: conversation (p. 96)
Disengagement: the act or process of disengaging (p. 100)
Transfixed: to make or hold motionless with amazement, awe, terror, and so on. (p. 104)
Quintessential: the pure and concentrated essence of a substance (p. 106)

Chapter 5 Graphic Organizer Mr. Pesavent

The conventions of the classroom range from frequently asked questions, and what questions are the best, to why there is such a lack in class participation. In the dorms, students usually talked about sex, body image, personal history, entertainment, and alcohol and drugs. According to a poll Nathan conducted, students responded that out of everything they learn in college, sixty-five percent comes from outside of the classroom. Many students don’t go through college just to “buy” a degree. They go to college to learn new things, to earn their degree through hard work, and the college experience. According to many students at AnyU, the perfect class is a course called “Sexuality.”The class was considered perfect because it “reflected most students’ view of what they really learn in college, as well as the proportion of social versus academic content that they believed their learning to comprise,” (Nathan 106).

My Freshman Year: May 3, 2010

In chapters three and four, Nathan discussed two topics on every college student's mind: diversity and foreign exchange students. Our group was very surprised when Nathan discussed some of the community topics of the third chapter because of how similar it is to our experience in the dorms. It seems like everybody on my floor has his or her own little group of friends and just like Nathan says, “ there [are] few open invitations” to hang out with them (Nathan 55). When people go to get something to eat they don’t knock on everybody’s door, they only check with their circle of friends. RA’s try to plan meetings and activities, and often times residents will not show up, either because they have something more important to do or they do not want to do something without their circle of friends. Another part in Chapter three that caught our attention was the fact that “4 of 489 white males […] ate with (only) males of a different ethnicity” (64). We also have noticed that, while there is not as much diversity at Eau Claire as there is at American University, there tends to be very few groups of mixed ethnicity eating at the cafeteria. This could be for a number of reasons, but one of the main reasons is probably because people tend to hang out with people of similar interests to them. Since, when people go to eat they only invite their close group of friends, they may not think to ask a person who is not in their circle of close friends. The last thing we have noticed is that just like Nathan says; there are very few people of minorities eating in the cafeteria in general. I don’t know if it is because they are going out to eat or afraid of having to eat along in front of a group of people, but it is not very common to see someone of a separate ethnicity than you when you eat a meal at the cafeteria. It is too bad, because they are missing out on all of the fun of conversing with friends and eating in a decent environment.

Throughout the book Rebekah has been an outcast due to her age and because of this she is drawn to other “outsiders, and vice versa... Thus, the transfer student on my hall became a friend”. Since she spends a lot of time with them she is given a chance to interview them and see how they feel about their American college experience. The foreign exchange students commented on many things about college life here in America. The first issue that was brought up was the issue of American students. Foreign exchange students say that Americans are friendly, but only want surface level friendships they don’t try to have real friendships or relationships with the foreign exchange students. As harsh as this si our group agrees with Nathan. We also agree with Nathan on other issues she observed that were brought to her attention by the foreign exchange students. The fact that if you’re not involved in anything at Eau Claire it is much harder to meet people and make new friends. We also agree with the fact that some students are disrespectful to professors and some classes, mainly 100 level classes, are easy cheesy!