"Attitudes Toward Cheating of Self and Others by College Students and Professors." questia.com. questia, n.d. Web. 8 Dec. 2009.
"College Dorm Life." collegeview.com. College View, n.d. Web. 8 Dec. 2009.
"College Freshman Year 101." suite101.com. suite101, n.d. Web. 8 Dec. 2009.
"Did You Know?" campuscalm.com. Campus Calm, n.d. Web. 8 Dec. 2009.
"How to Succeed in College." collegetactics.com. College Tactics, n.d. Web. 8 Dec. 2009.
Laar, Colette Van, Shana Levin, and Jim Sidanius. The Diversity Challenge. New York: Russell Sage Foundation, 2008. Print.
Seaman, Barrett. Binge. Hoboken: John Wiley & Sons, Inc., 2005. Print.
Spitzberg, Irving J. and Virginia V. Thorndike. Creating Community on College Campuses. Albany: State University of New York Press, 1992. Print.
"Time Management Tips for College and University Students." iamnext.com. iamnext academics, n.d. Web. 8 Dec. 2009.
"What Did You Really Learn in College?" srumosaic.com. Mosaic, n.d. Web. 8 Dec. 2009.
Tuesday, December 8, 2009
Monday, December 7, 2009
Journal #4
My Freshman Year: Dec 7, 2009
In chapter 7 and the afterwards part she answers many questions pertaining to her experience. She continues to talk in a negative tone but is starting to realize how different it is between seeing higher education through a student’s point of view rather than a teachers. In chapter 7 she discusses the lessons she learned as a freshman. She tells the reader about her personal experience at AnyU. One thing that surprised us was that she felt a little guilty for lying to her friends she made during her freshman year. In the afterwards part she talks about how she couldn’t expose her identity to her classmates because doing so would ruin the reliability of her research. She was afraid that if her classmates knew she was a professor they would not tell her the entire truth. She is aware that a lot of the information that she received was given to her because she was a student and if the students she talked to knew that she was a professor they would not have answered the way they did.
Something that we found interesting was when she decided to tell Ray that she was a part of the faculty and that she would be willing to write his reference letter for him. This surprised us because we did not expect her to tell anyone her true identity. It was interesting after she told Ray that she started to wonder if she should tell the other students she was taking information from that she was truly a professor. One thing that surprised us is that her first day back as a professor she ran into one of the friends she had made as a student. When asked if she was going to class Nathan told the student that she was teaching it and that she was actually a professor. The student responded by saying that she felt fooled and later Nathan met up with her to explain in detail why she did what she had done. Nathan said that this really moved her and once again made her double guess the fact that she was not telling the other students her true identity. This surprised us because all through the book she stressed how important it was that her true identity was not found out, but now after it is all over she wishes she could go back and tell them the truth.
Now that the book is finished it is easy to see the main audience that Nathan was trying to attract. It is easy to see that the book was written for anyone attending or working at a college campus. She gives both examples throughout the book from both a student and professors point of view, making this book beneficial for both. My Freshman Year gives helpful information for professors to know more on what is going on in their community. It allows professors to know what goes on in a student’s life outside of class and just how much of the information they teach is learned.
Something that we wish Nathan would have addressed in her book is the breaks given to the students throughout the year. We have questions like: Did she stay on Campus? How many breaks did that college give? What did she do on these breaks? It would have been nice to know these questions and interesting to read what happened during this time. Breaks within the school year are important to most students so it would be beneficial if she would have included this information.
This book intersects with The Latehomecomer in many ways. In order to get correct information Nathan had to adapt and become a part of totally different community of that she was living in. A lot like in My Freshman Year, The Latehomecomer was a story of a family coming to live in a new country and how they had to adapt to a new culture. This comparison is interesting because even though these two books seem so different, in many ways they share the same idea of adapting to a new community.
In chapter 7 and the afterwards part she answers many questions pertaining to her experience. She continues to talk in a negative tone but is starting to realize how different it is between seeing higher education through a student’s point of view rather than a teachers. In chapter 7 she discusses the lessons she learned as a freshman. She tells the reader about her personal experience at AnyU. One thing that surprised us was that she felt a little guilty for lying to her friends she made during her freshman year. In the afterwards part she talks about how she couldn’t expose her identity to her classmates because doing so would ruin the reliability of her research. She was afraid that if her classmates knew she was a professor they would not tell her the entire truth. She is aware that a lot of the information that she received was given to her because she was a student and if the students she talked to knew that she was a professor they would not have answered the way they did.
Something that we found interesting was when she decided to tell Ray that she was a part of the faculty and that she would be willing to write his reference letter for him. This surprised us because we did not expect her to tell anyone her true identity. It was interesting after she told Ray that she started to wonder if she should tell the other students she was taking information from that she was truly a professor. One thing that surprised us is that her first day back as a professor she ran into one of the friends she had made as a student. When asked if she was going to class Nathan told the student that she was teaching it and that she was actually a professor. The student responded by saying that she felt fooled and later Nathan met up with her to explain in detail why she did what she had done. Nathan said that this really moved her and once again made her double guess the fact that she was not telling the other students her true identity. This surprised us because all through the book she stressed how important it was that her true identity was not found out, but now after it is all over she wishes she could go back and tell them the truth.
Now that the book is finished it is easy to see the main audience that Nathan was trying to attract. It is easy to see that the book was written for anyone attending or working at a college campus. She gives both examples throughout the book from both a student and professors point of view, making this book beneficial for both. My Freshman Year gives helpful information for professors to know more on what is going on in their community. It allows professors to know what goes on in a student’s life outside of class and just how much of the information they teach is learned.
Something that we wish Nathan would have addressed in her book is the breaks given to the students throughout the year. We have questions like: Did she stay on Campus? How many breaks did that college give? What did she do on these breaks? It would have been nice to know these questions and interesting to read what happened during this time. Breaks within the school year are important to most students so it would be beneficial if she would have included this information.
This book intersects with The Latehomecomer in many ways. In order to get correct information Nathan had to adapt and become a part of totally different community of that she was living in. A lot like in My Freshman Year, The Latehomecomer was a story of a family coming to live in a new country and how they had to adapt to a new culture. This comparison is interesting because even though these two books seem so different, in many ways they share the same idea of adapting to a new community.
Wednesday, December 2, 2009
Afterwords
Summary:
Ashley Brown
1. In this Chapter Nathan reflects on her book. She explains the pieces that she left out, the reasons why and numerous other things. Nathan explains how she conducted her research, and why she did it the way she did. Reflecting on her data, Nathan comes to conclusions about freshman in college. Nathan also explains how with one of her interviews of a college student, she told the student that she was actually a professor. Nathan goes further into depth about the interview, and explains to the reader that she is still good friends with the person she interviewed.
2. Writing this section of the book, Nathan uses three perspectives, anthropologist, professor and student out look. Nathan writes the end of the book in a more analytical way, not necessarily with numbers, but with her words and the ways he explains things. She makes many connections from all of her observations, data collection and surveys.
Vocab:
By Nicki Woitas
I could not get together a list of 10 vocab words, so I found an article that relates to the book instead. Towards the end of the book, Nathan addresses the issue of cheating and gives statistics and students' opinions, but I wanted to read more about teachers' opinions on the subject, that's what this article is about.
http://www.questia.com/googleScholar.qst?docId=5000198166
Discussion Questions:
By Catherine Wagner
Q1. The last section of Nathan's book is all about her experience at anyU as a student and why she did the research that she did. Why do you think it was so important to keep her identity closed to outsiders? Why was it that no one could know what she was actually doing in her research?
Q2. As a reader why do you think that Nathan goes back and questions herself as to why or why not she should have or shouldn't have done some of the research that she did?
Q3. Nathan admits that she wrote with no rules in mind, such as listening in on certain conversations and not telling students she was writing about her research. How do you as a reader think that it would have been different if she had written with these things in mind?
Q4. Throughout Nathan's research do you think that she ever broke or twisted the rule of not ever lieing straight out to students who ever asked her what she was doing?
Ashley Brown
1. In this Chapter Nathan reflects on her book. She explains the pieces that she left out, the reasons why and numerous other things. Nathan explains how she conducted her research, and why she did it the way she did. Reflecting on her data, Nathan comes to conclusions about freshman in college. Nathan also explains how with one of her interviews of a college student, she told the student that she was actually a professor. Nathan goes further into depth about the interview, and explains to the reader that she is still good friends with the person she interviewed.
2. Writing this section of the book, Nathan uses three perspectives, anthropologist, professor and student out look. Nathan writes the end of the book in a more analytical way, not necessarily with numbers, but with her words and the ways he explains things. She makes many connections from all of her observations, data collection and surveys.
Vocab:
By Nicki Woitas
I could not get together a list of 10 vocab words, so I found an article that relates to the book instead. Towards the end of the book, Nathan addresses the issue of cheating and gives statistics and students' opinions, but I wanted to read more about teachers' opinions on the subject, that's what this article is about.
http://www.questia.com/googleScholar.qst?docId=5000198166
Discussion Questions:
By Catherine Wagner
Q1. The last section of Nathan's book is all about her experience at anyU as a student and why she did the research that she did. Why do you think it was so important to keep her identity closed to outsiders? Why was it that no one could know what she was actually doing in her research?
Q2. As a reader why do you think that Nathan goes back and questions herself as to why or why not she should have or shouldn't have done some of the research that she did?
Q3. Nathan admits that she wrote with no rules in mind, such as listening in on certain conversations and not telling students she was writing about her research. How do you as a reader think that it would have been different if she had written with these things in mind?
Q4. Throughout Nathan's research do you think that she ever broke or twisted the rule of not ever lieing straight out to students who ever asked her what she was doing?
Tuesday, December 1, 2009
Chapter 7
Summarizer:
By Catherine Wagner
1. In chapter seven Nathan summed up the information that she learned from being a freshman at anyU. She answers many questions about what she personally learned from the experience. She realizes how much teachers don’t actually realize what it is like to be a student and how much homework a student has in each class. She notices that a student finds many shortcuts around different assignments in order to find time to do other things they need to do. For example if a student needs to read a five page article and there will only be a discussion in class on it with no quiz included, it is likely that the student will not take the time to read it. For Nathan going back to school taught her things she needs to understand more about a student’s life and teachers tricks to making a student’s life simpler and easier.
2. Overall, Nathan admits that she gained a lot of mysterious and foreign knowledge she never would have known before deciding to become a freshman again. Nathan reflects about her experience as a whole. I think that this is important, to answer any readers remaining questions. She wrote this chapter in a way that the reader can relate to and understand.
Vocab:
By Ashley Brown
I could not find 10 vocabulary words for this chapter, so I found a website that provided additional statistics, common questions students have about college, and even some assumptions to compliment the many that Nathan provided throughout the book.
http://www.campuscalm.com/did_you_know.html
Graphic Organizer:
By Dan Lewis
Chapter 7 addresses how students and teachers form relationships and how seriously the students take the teacher. Nathan expresses how if the students don't have any real base reason to do the work then they are not going to read something that they wont be tested on. The chapter then switches to how Nathan could understand from a teachers standpoint better as a freshman and relate it to her college classes. After this the peer to peer relationship and moving into a new setting is talked about. Nathan talks about how in college an 18 year old leaves home and starts a new life in the community of college. She then explains that after 4 years and around age 22 that same student leaves that community and goes into the work force. Once again that student is faced with having to leave the norm and adapt to a new community. This chapter sums up talking about the future. It talks about why people went to college how speakers at the beginning of freshman year are already asking that question.Discussion Querstions:
By Nicki Woitas
1. Do you think Nathan’s lessons from her freshman year were accurate and legitimate, according to your own firsthand experience? Why or why not?
2. Did you expect Nathan to return to her class as the teacher with a new outlook on the students’ actions and work? What things does Nathan have a new point of view on?
3. Do you think this interaction/observation affected and influenced Nathan in a positive or negative way? Explain.
4. Did Nathan wrap up this book in a concise and appropriate way? Did this book discuss everything you hoped it would? Is there anything you would add or take out?
Subscribe to:
Posts (Atom)