Inventing the University Academically and Culturally
In my experience, inventing the university was less about academics in the classroom and more about the culture and lifestyle of college—but I will write a little about both.
Inventing the university in the classroom was (and is) progressive. Like Kassie said, we learn by trial and error. We do things over and over until we get them right. When we do something wrong, we trust the professor to correct us and we try to change. When we get something right, we hope for positive feedback and keep working in that direction. I wonder if there is any other way to learn? In my life it has always been this way—learning always involves failure and a little pain.
Starting college was a lot like starting a new job. Every time I have started a new job, I didn’t really know what to do or what to expect, but I knew I had to do it. The first few weeks, or even months, are always the hardest—lots of adjustments, new information, mistakes, new people, etc. But it always gets better—we learn, we grow, we improve, we get more comfortable—if that doesn’t happen, something is probably wrong.
Going to college is very similar. Entry-level classes are easier for a reason. The teachers don’t expect as much, the course work isn’t as demanding, and there is more room for failure. However, as students move forward into upper-level courses and into their majors, the classes get progressively more demanding and difficult. If we (students) accompany the progression we can survive, but if we fall behind, things can get complicated.
Because academic progression in the classroom was a lot like other learning environments, it felt more normal and natural to me. Learning the culture and lifestyle of being a college student, however, was more challenging. In high school, life is very structured and organized. Choices are limited. In college, the possibilities are much greater. The choices we have to make seem endless and increasingly more important—this is a good thing, but it is also challenging. Besides simply choosing a class schedule, which really isn’t so simple, students have to learn what general requirements are, where to park, how to get to class, where to get off the shuttle, where to buy books, where to pay for tuition, where the buildings and classrooms are, how to get help when they need it, etc. The list could go on and on. The process of learning to choose, to discover, and to manage time was more difficult than learning in the classroom because it was completely new to me.
Fortunately, my mom was very helpful in getting me started. My older brothers had already gone to WSU as well, so they knew how to help. Otherwise, I may have drowned in the sea of new information. But what happens to students who don’t learn how to invent the university? What is the result of not learning to choose, to discover, and to manage time properly in college? I don’t know if it’s possible to get through college without learning these skills!?
Inventing the university in the classroom was (and is) progressive. Like Kassie said, we learn by trial and error. We do things over and over until we get them right. When we do something wrong, we trust the professor to correct us and we try to change. When we get something right, we hope for positive feedback and keep working in that direction. I wonder if there is any other way to learn? In my life it has always been this way—learning always involves failure and a little pain.
Starting college was a lot like starting a new job. Every time I have started a new job, I didn’t really know what to do or what to expect, but I knew I had to do it. The first few weeks, or even months, are always the hardest—lots of adjustments, new information, mistakes, new people, etc. But it always gets better—we learn, we grow, we improve, we get more comfortable—if that doesn’t happen, something is probably wrong.
Going to college is very similar. Entry-level classes are easier for a reason. The teachers don’t expect as much, the course work isn’t as demanding, and there is more room for failure. However, as students move forward into upper-level courses and into their majors, the classes get progressively more demanding and difficult. If we (students) accompany the progression we can survive, but if we fall behind, things can get complicated.
Because academic progression in the classroom was a lot like other learning environments, it felt more normal and natural to me. Learning the culture and lifestyle of being a college student, however, was more challenging. In high school, life is very structured and organized. Choices are limited. In college, the possibilities are much greater. The choices we have to make seem endless and increasingly more important—this is a good thing, but it is also challenging. Besides simply choosing a class schedule, which really isn’t so simple, students have to learn what general requirements are, where to park, how to get to class, where to get off the shuttle, where to buy books, where to pay for tuition, where the buildings and classrooms are, how to get help when they need it, etc. The list could go on and on. The process of learning to choose, to discover, and to manage time was more difficult than learning in the classroom because it was completely new to me.
Fortunately, my mom was very helpful in getting me started. My older brothers had already gone to WSU as well, so they knew how to help. Otherwise, I may have drowned in the sea of new information. But what happens to students who don’t learn how to invent the university? What is the result of not learning to choose, to discover, and to manage time properly in college? I don’t know if it’s possible to get through college without learning these skills!?
posted by Anonymous at 1:11 AM
1 Comments:
Your right Tyler. Inventing the University is more than learning to do the assignments and pleasing the professor. The process of adjusting to college life is part of it. Where would I be if my sister didn't take me on the tour of the campus and told me what "generals" and "upper divison" classes were??
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