My Freshman Year: Journal 2

In chapters four and five, Nathan explores how international students view the American culture.  The first chapter explores relationships between Americans and their family and friends, while the second chapter explores how foreign students view our American education system.

            As a group, we disagree with Nathan’s decision to use international opinions to categorize us as overly independent: “International students saw ‘individualism’ and ‘independence’ as characteristic not only of roommate interactions but of relations with family and friends as well” (Nathan 73).   While it is valuable to use these opinions in order for Nathan to gain an outside view, these evaluations generalize our culture based on the particular international student’s handful of experiences with only a few American students. 

            It was interesting for us to see Nathan discover the dedication of college students after exploring what the value of a college degree meant to them—especially since Nathan presents herself as a distinguished anthropologist throughout the book.  Nathan surveyed 38 college female freshmen with the question “If the university would hand you a bachelor’s degree, provided you pay for all your credits and left the dorms, would you take the degree and leave?” (Nathan 101).  Two-thirds of the survey participants expressed that they would choose to stay in college and finish the degree properly, rather than take the degree without doing the work.  As a group, we agree with this result—all four of us would choose to obtain the degree after the required work was completed.  We feel as though the experience of college is crucial to the development of young adults, and we would not want to skip one of the potentially most important development times in our life.  

            In chapter six, Nathan explores the subject of time management in college culture.  We agree with her observation that students join organizations that are going to boost their resumes and make them appear more presentable to a future employer: students “often show little interest in extracurriculum apart from professional club activities that bolster their resumes” (Nathan 109).  We have observed this directly on campus among a majority of students.  Although some students do not fall under this category and participate in clubs that are not specially geared towards their major, the majority of our observations display students seeking prestigious opportunities to better their chances in the professional world.

            Another area that we agreed completely on Nathan’s observations of the college culture is when she analyzes the components that create “the perfect schedule” for students (113).  Her collected research describes the perfect schedule with rules such as “don’t take early classes, defined as ‘anything before 11am,’ don’t take classes on Friday, and don’t take classes with an unknown professor” (Nathan 113).  We can apply these rules directly to the experiences that we have had while scheduling our own classes.  A fellow student who does not have class until noon is usually envied, a classmate who does not attend classes on Friday is a student who always has a three-day-weekend with more opportunities to party on Thursday night if desired, and a student who has inside information on his or her professors for next semester has an inside look at future course work and course difficulty (although, in 2004 when this study was conducted, ratemyprofesssor.com was not popular like it is to students today).

Chapter 6 Graphic Organizer Sam S.

Attendance: Why do students cut class?

“Classes that require attendance as part of the course grade, and in which the instructor takes attendance, are rarely cut.” The more general question Nathan wants to know is why do students cut classes?  Some of the main excuses students use, as a reason to not show up to class ,are listed above, as Nathan discovers in her book My Freshman Year.  Nathan’s survey about the percentage of students who actually attend classes indicates, “ 90 percent of students reported they came to 95-100 percent of classes; only one person claimed to attend 51-74 percent of the classes; and none admitted attending fewer than 50 percent…perhaps because these self-reports were given in class”  (Nathan, 119-120).    

Chapter 6 Summarizer Clare Koopmans

In chapter six, Nathan explores "the art of college management" (107).  She starts the chapter by giving an overview regarding the history of college cultural archetypes (rebels, greek organizations, outsiders developing into subcultures). She goes on to explore time management in a college student's schedule such as shaping semesters for a perfect schedule to accomodate extra curriculars, choosing professors by taking advice from previous students and establishing an appropriate relationship with them,  limiting the workload by learning to do only what is necessary for class, the risk of cheating on homework and the statistics of how many college students actually cheat, and she profiles a successful student who has made it from being a college freshman to being a college senior ready to graduate.
In chapter six, Nathan's tone is mainly informative.  She admits to relying "heavily on Helen Horowitz's historical text Campus Life to introduce the cultural traditions of the college campus" (107).  Her opinion is not in this chapter as much as it is present in previous chapters.  However, she continues with the trend that is present in all other chapters of the book: she uses interviews and direct quotations from college students in order to show readers direct examples.  She includes many direct quotes of advice that was given to her as an incognito student: "Sit in the front, so profs can see you.  The won't know you if they can never see you.  And they won't help you if they don't know you" (Nathan 117).  Quotes such as these are seen thoughout the chapter in all the topics that are listed in the previous paragraph pertaining to college time management.

Chapter 6 Vocab builder Derek N.

Chapter 6 Vocab

  Paradigm (p.107)- A set of forms all of which contain a particular element, especially the set of all inflected forms based on a single stem or theme (pattern or model).

        Monolithic (p.107) - Characterized by hugeness, impenetrability, or intractability (a monolithic government).

        Hedonism (p.108) - Indulgence in sensual pleasures.

        Pedagogical (p.109) - A teacher or Educator.

        Amalgam (p.110) -  A blend or combination.

        Encapsulates (p.113) - To summarize or condense.

        Gleaned (p.117) - To gather something slowly and laboriously (bit by bit).

        Mantra (p. 127) - A word or sound repeated to aid concentration in meditation.

        Recalcitrant (p.128) - Having an obstinately uncooperative attitude toward authority or discipline.

        Wrest (p.130) - Forcibly pull something from a person's grasp.

        Self-revelatory (p.131) - Displaying, exhibiting, or disclosing one's most private feelings, thoughts.

Chapter 6 Discussion Leader Liz Diede

1. On page 108, Helen Horowitz states, “Since student’s relationships were often openly adversarial, there was no premium on getting to know faculty members inside or outside of class.” Do you agree that building positive relationships with professors is unimportant?

We do not believe that the statement made by Horowitz is completely true. Since professors are in control of our grades, we find it very important to maintain a meaningful and positive relationship with professors. While this is something we find important for all classes, there are some relationships that require more effort than others. Courses specific to one’s major, we agree, demand more personal relationships between faculty and students than the general education courses. In these courses student-professor communication is vital to the success of the student and is necessary for admission into a program of one’s major. There is not much incentive for such relationships in general education courses, since the student will likely never have that professor again in his or her college career; however, students are likely to visit these professors during office hours to maintain a satisfactory grade point average.

2. Nathan states that students “show little interest in the extra curriculum apart from professional club activities that bolster their resume” (Nathan 109). What are some reasons that people would participate in extracurricular activities not specific to their major?

People participate in extracurricular activities for a wide range of reasons. One reason why someone might want to participate in an activity outside of their major would be to obtain a wide range of skills or knowledge. These skills may indirectly help a person with their major and make them well rounded. Recreational activities such as intramurals are a popular way to relieve stress and bond with friends in a non-competitive environment. People who partake in activities such as these are likely to meet people outside of their major who have different interests. This will expand one’s horizons and potentially make them more culturally diverse.

3. What assumptions does Nathan make in regards to the student culture among international students?

Nathan assumes that all international students have a higher respect for good grades. This is a generalization that we feel is unfair to American students. Nathan fails to recognize the many achievements of the non-international students. She repeatedly notes the accomplishments and dedication of foreign student. Nathan describes American students as lazy and unwilling to attend class every day. Among international students, however, close relationships with faculty are important and skipping class is unthinkable. We think this is an unfair generalization made by Nathan.

4. Do you think that Nathan’s portrayal of the ‘perfect schedule’ accurate? What changes would you make to the list to make it more realistic?

Each of us agrees with the list of qualifications that Nathan came up with that make up the ‘perfect schedule’ is very accurate. Classes on Friday are something that many students try very hard to avoid, along with classes before 11:00am. Some other ‘rules’ that we would add to the list would be: no classes after 3:00pm, or any night classes, since this is a time when many people take study breaks outside and participate in extracurricular activities. Also, we would add that students should take classes that are 50 mins, three days a week, instead of a 1 hour and 15 min class that meets two days a week. We think that it is easier to concentrate in shorter classes that meet more often, and more information is retained. 

Chapter 6 The Art of College Management

Chapters 4 & 5 Dicussion Leader Clare Koopmans

1. In Chapter four, Nathan gives multiple examples of the way foreign exchange students see American college students: "International student saw 'individualism' and 'independence' as characteristic not only of roomate interactions, but of relations with family and friends as well" (Nathan 73).  Do you think that Nathan's approach of using the international opinion is a useful way to inform readers of the American college atmosphere?

-When Nathan uses the opinions of international students to provide an outside view of Americans, the results generalize American students based on the interviewed international student's selected experiences with certain American freshman.  It's unfair to allow the handful of experiences that a foreign exchange student  has had represent an entire culture across our country.  For example, when Nathan uses the example of a Mexican student calling her parents once every day, and then saying that American students only call their parents about once a week, she is generalizing American students.  Its true that we know people who call their parents only once a week, but we know plenty of people who call thier parents every day, too!

2. Similarly, Nathan uses the foreign opinion to evaluate our system of education: "American classrooms...received mixed reviews on course content, including its rigor, organizations, and modes of evaluation" (Nathan 79). Do you feel that this is related to the her exploration topic of the American college student?  Does the education system in which the student participates directly affect his or her lifestyle?

Nathan is correct in examining our American education system, but again she falters when she relies heavily on the opinions of international students who are not a part of her investigated culture.  As readers, we are not concerned about how our American education system relates to the rigorous courses in Japan or China; we are trying to understand our own students.  Why doesn't she incorrporate more sources from actual American students who are involved in the system?


3. Is Nathan correct in assuming that the social norm in all classroom is to only ask questions that pertain to grades such as "What will be the form of exams?" "Are the quizzes on the Internet?" and "Do you want a written answer to the questions?" (Nathan 92).

-We agree that the social norm in a classroom of one-hundred people or more is to only ask questions about items that directly affect our grades, unless we are pointedly asked by the professor.  She is wrong, however, in assuming that all freshman classes are conducted in this manner.  She was only enrolled in general freshman classes, which are usually generals in huge lecture halls where discussion feels forced.  If she might have had honors classes or higher level classes that were more specific, she would have had a better discussion-based, interactive class expereince and wouldn't have jumped to conclusions about ALL college freshman.

4. Do you agree with the collected data about freshmen conversations that Nathan presents? These are the top five results of conversation topics according to her data: "bodies, bodily functions, and body image; relationships and relationship problems; one's childhood, personal history, and future; TV, movies, games, and entertainment; and alcohol and drug experiences" (Nathan 98).

No, we don't agree with this collected data.  Athough we can agree that these topics have frequented our college discussions, Nathan seems to never go beyond the surface. To use some of our college slang that would probably interest this anthropologist, Nathan is just "creepin'" on conversations and never asks students about careers, philosophy or religion. If she would step up and ask these questions directly, just as she could have asked to see pictures on student's personal desks instead of on their doors, then she might have retained a better understanding of students, instead of her continuous generalized view.  It's necessary for Nathan to stop being satisfied with just scratching the surface and dive deeper into her topic.

Chapters 4 & 5 Vocab Sam S.

Mundane (page 68) – common; ordinary; banal; unimaginative

Reception (page 70) –  the act of receiving or the state of being received  

Gregarious (page71) – fond of the company of others; sociable  

Unfathomable (page 75) – to penetrate to the truth of; comprehend; understand

Formidable (page 82) – causing fear, apprehension, or dread

Propaganda (page 88) – information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.

Lethargy (page 91) – the quality or state of being drowsy and dull, listless and unenergetic, or indifferent and lazy; apathetic or sluggish inactivity  

Jargon (page 92) – the language, especially the vocabulary, peculiar to a particular trade, profession, or group

Ostensibly (page 93) – outwardly appearing as such; professed; pretended

Poignant (page 97) – keenly distressing to the feelings

Chapters 4 & 5 Graphic Organizer Liz Diede

American Education System:

In chapter four, Nathan interviews international students on the differences between the American educational system and the educational system of their own country. Many students noted the extreme differences in the behavior of students that was tolerated in class. “You have so much freedom here! You can step out in the middle of class. We could never do that.” (Nathan 78) According to one Asian student, questions that interrupt the professor in the middle of class would never be tolerated. Another international student described American professors’ lectures as a ‘one man show’. Explaining that how the teachers seem to be entertaining the class with their power points and the jokes that are told during class. Overall, international students describe American professors as helpful, tolerant, open, and laid back (Nathan 78). They also explained that American exams seemed to be too easy, since professors tell students exactly what they should study for each test. 

Chapters 4 & 5 Summarizer Derek N.

The fourth chapter in Nathan's book is about how students from other parts of the world view college life in America. She begins to notice that many students in America are very independent and in a way, anti-social. They often use conversation starters as a simple way to say hello. Unlike other countries, who use phrases like "What's up?" as a way to carry on a conversation. She also emphasizes that friendships and relationships are much different in America than in other countries. In other countries friendships are very meaningful, and carry a sense of trust and loyalty. While in the U.S. being considered friends with a person may be a simple "hey" as someone passes for lunch. The author also brings up that classes in America are very different than in other countries. In America, professors are less formal and more casual. Students often wear whatever clothes they see fit, and eat and drink during classes. The last point Nathan talks about is how American's are generally ignorant about the rest of the world, believing the U.S. is the greatest place there is.

-The author's tone in this chapter came across as somewhat negative towards American college students. She seemed to dislike what students consider "friends" and the general way most students communicate through technology. Although she comes across as negative, Nathan has a good point. This book could be useful to American readers in understanding themselves as a student and the people they befriend. Most American students of this generation probably don't realize there is a problem in the way they socially interact because that's how they were raised. Nathan also could have gotten both sides of the story, not just from the view of foreign student.

In The fifth chapter the author explains how people speak differently in the classroom, compared to the dorms. In the classroom, people discuss things like "Did you do the reading for today?"  (Nathan 97). There is little to no talk of the actual impact of the reading. In the dorms, students discuss topics of sex, body image, relationships, childhood, entertainment, and drug experiences (Nathan 98).The author also talked of a hypothetical scenario that if students could choose to receive their degree at that moment, or to continue and finish college. Two thirds responded with no, to stay and finish, which seemed to surprise her. Nathan believes this is because students want a full college experience, and not to worrying about what it would be like in the real world. The last topic the author brings about is what the perfect class would be at AnyU. According to the students,  Sexuality was their first choice; primarily for the professor's personal stories and attention grabbing topics.

-The author is this chapter seems to be more of a researcher than a student. She focuses on fewer topics than normal, mainly differences in language and what students actually think/assume about college. Nathan's tone and writing style doesn't come off as biased or overly surprised. This chapter is very informative and seems to reflect her as a professor more so than a student.

Chapter 4 As Others See Us and Chapter 5 Academically Speaking

Chapter 4

Chapter 5

My Freshman Year: April 20, 2011. Journal 1

My Freshman Year: April 20, 2011. Journal 1 (Chapters 1, 2, and 3).

           
Our assumptions and bias coming into this book were related to our own experiences in college because all four of us are college freshman.  While reading this book, we all found ourselves relating our own experiences in college to her experiences.  In Chapter one the most memorable lesson that  Nathan learned about the rules of college dorm life was when she tried to open a beer in her dorm study lounge, breaking the rules of her student handbook code.  This experience was surprising and comical to us because we, as university students, know that alcohol outside of dorm rooms is absolutely unacceptable, and the thought of a professor from the same university being unaware of campus rules seems unbelievable.

           Also in chapter one, we related as a group to the university welcome week at the beginning of the semester before classes begin when students are encouraged to join a multitude of student organizations.  We can related to this because we have experienced the same thing with the Blugolds Organization Bash before each semester starts in Eau Claire.  During the welcome week, Nathan was mistaken as a parent who had misplaced her son or daughter who was attending the university--this is comical to us because we admit that if we saw a fifty year old woman on campus, we would make the assumption that she is a parent of a student. 

            In chapter two, as a group we disagree with Nathan's research in analyzing door decorations and pictures on the doors of dorm rooms in her hall.  She made assumptions about those people by just looking at their activities and their quotes, and we don't think judging students in this way is accurate: "A majority of the content was booze, nakedness, craziness, youth, celebrity, and sexuality" (Nathan 24). We don't think that this analysis of pictures and quotes on doors is fair to all student who attend college.  We personally don't see this theme on every door in college, and think it's unfair to label college students as people who are only interested in these lifestyles.  A more effective analysis would have been to talk directly to students about their activity on campus, or ask about what the pictures on the door mean to the individual in the room.  A drinking picture doesn't have to represent an entire lifestyle, it could represent a fun night with a group of friends that reminds them of a friendship and loyalty.  

            Another effective way to analyze the way in which students represent themselves to other students would to be to analyze the pictures on the desk of a student after being invited into the room of that individual.  Desk pictures often tend to be of the individual's family, friends, pets, and true ambitions.  The pictures that reside on the inside of a dorm room more closely represent the personality of the individual, and we wish that Nathan would have gone deeper into this analysis.   There is a distinct difference between students representations on the outside to other students and their representation to people they are close to and comfortable with.

            In the third chapter, as well as throughout the first three chapters, Nathan's tone seems to be an extreme feeling of surprise after researching college students.  A direct example of this surprise can be seen in her study of diversity within close groups of friends. She was surprised to find that within social groups, there was almost no diversity.  How could a professor who worked at the same university and interacted with many students not see this distinction before researching it?  Nathan seems very unobservant to us after we read this piece of research. 

Chapters 2 & 3 Graphic Organizer Clare Koopmans

A community of students in college is determined by many different factors: diversity and ethnicity, sleeping and eating schedules, selected major, dorm assignments, class schedules, and organization involvement.  Groups of friends are formed based on these elements, and one student participating in this formed community can also be a part of another group based on different facts.  Few students are a part of only one group in college.  Nathan explores these factors in My Freshman Year when she analyzes the activity patterns and schedules of freshmen attending her university.

Chapters 2 & 3 Discussion Leader Derek N.

1. Why does the author think students believe "bad" RAs enforce the law and "good" RAs enforce the spirit of the law?

                Students may not be overly thrilled of having a "watch dog" overlooking them night and day. One of the main things many students enjoy about going to college is to move away from their parents and live life on their terms. "Good" RA's also will be easier to connect with, if students feel comfortable around them, then they may become a friend and not another authority figure. Overall, students view "bad" RA's as police and "good" RA's as a friend or fellow student.

2.  Why don't most students at AnyU interact or be social with many of the minorities on campus?

                This lack of social interaction could simply be a misunderstanding or miscommunication. Many times, people will stick with what they are familiar with. White people may gravitate towards other whites while minorities may go towards other minorities. Neither groups may be avoiding one another, there just might not be any similarities for them to connect with one another. The author also could have seen the rare cases where there was a form of mild segregation.

3. Why is it that students often elect for certain events/socials but then make an effort  to not attend them.

                We think it is a number of things, ranging from time and opportunity cost. If an RA requires his or her hall to vote for a specific event, no one is actually going to attend it. There is simply better things most people would rather be doing. Which leads into our other point of opportunity cost. If there is something better to do the time of the scheduled floor event, most students will simply chose which they value more. On page 46, the author explains how the floor voted for an even called movie night, which was setup by the RA. "The first Tuesday, two people showed, besides the RA. The second time nobody showed.. The program was cancelled."

4. Did the author's tone seem shocked or overly surprised in her findings of the racial diversity of the groups and lunch room?

                The author's tone was very surprised and shocked. We don't believe she thought it would be as divided racially as it was. Nathan realizes that AnyU is not a very diverse school when it comes to eating habits and friendship. She brings up the point that most minorities were found either eating by themselves or bringing their meal to their rooms and eating there. The author seemed to believe that students were less individualized and that the college, being 22% minority, would be quite diverse compared to what it truly is.

Chapters 2 & 3 Vocabulary Builder Liz Diede

Vocabulary Builder

Contiguous: (page 20). Being in actual contact; touching along a boundary or at a point.

Ubiquitous: (page 23). Existing or being everywhere at the same time. Constantly encountered

Akimbo: (page 27). Having the hand on the hip and elbow turned outward.

Irreverence: (page27). Lacking of proper respect or seriousness.

Lackluster: (page 28). Lacking brilliance or vitality: Dull, Mediocre.

Provosts: (page 29). A high-ranking university administrative officer.

Microcosm: (page 38). A community or other unity that is an epitome of a larger unity.

Colloquium: (page 43). An academic meeting at which specialists deliver addresses on a topic and then answer questions relating to them

Ambivalence: (page 50). Simultaneous and contradictory attitudes or feelings (as attraction and repulsion) toward an object, person, or action.

Salience: (page 56) Standing out conspicuously: prominent. Of notable significance.

Chapters 2 & 3 Summarizer Sam S.

Nathan starts chapter two with general information about life in residence halls; for example, what kids bring for furniture, entertainment, pictures, door decorations and any other interesting findings she stumbles upon in student’s dorm rooms.  She took time to emphasize how pictures and themes on an individual’s door represent or defines who a person is and what they take interest in.  In her personal opinion she thinks all college kids are binging alcoholics, running around stripping, fantasizing about hot celebrities and people of the opposite sex.  She also mentions group activities set up by RA’s that students often avoid showing up at unless there’s food involved.  She finds herself, overwhelmingly, in a bit of a bind when she receives her course schedule, balancing her observations for her research, and realizes college life is stressful and ultimately time consuming challenge.

In chapter three she emphasizes on “community” involvement and diversity in the eyes of a student, not a teacher.  Nathan seems to think she sees a difference in college diversity between and student and a teacher at AnyU, where she previously taught college students.  Community, to students, was the typical group of people they associate with.  An interesting fact, based off that definition, is what students call “community rooms” where people of the same click hang out, genuinely not socializing with other students.  She concludes through observation that people who leave their door open are more likely to be sociable, but not to the extreme where students just pop in, sit on the couch, and start talking about any random subject.  Nathan shows different aspects of social networks on page 59 in a more statistical arrangement.  She thinks gender, ethnicity, race, and number affect where kids eat at tables in the cafeteria. 

Chapters 2 Life in the Dorms and Chapter 3 Community and Diversity

Chapter 2

Chapter 3

Chapter 1 Discussion Leader Sam S.

What are some of the challenges Nathan faces thus far as a college first year student?

·         Students notice she is much older than them.

·         She is mistaken as a mother of a student, when she is in fact a student herself.

·         She has to learn to make some lifestyle changes: studying and staying up late, sleeping in, cafeteria food, adjusting to classes and homework and, learning the “language” to fit in.

Why are male and female college experiences so different?

·         Males and females are exposed to different situations.

·         Guys generally are interested the more “manly” careers such as welding, mechanics, or engineering versus women who go to school for cosmetology, nursing, or certain fields of art.

·         Girls are, by choice, sheltered a little more than guys.  For example, a guy riding a skateboard down a steep hill while drunk would find it funny, while a girl would see that idea as just plain stupid.

What do you think the author plans to observe as an undercover freshman?

·         Student roll of looking up at the teacher versus the teacher looking out at the class.

·         College trends, parties, language, studying habits.

·         Dorm life in general.

What rude awakenings could Nathan encounter in the future?

·         Learning that kids often cheat on tests, quizzes, and homework assignment.

·         Keeping friends.

·         Deciding what information is worth writing down for her research.

Chapter 1 Vocabulary Builder Clare Koopmans

1.  PEDAGOGY - the function or work of a teacher; teaching.

2. IMPETUS- a moving force; impulse; stimulus

3. SABBATICAL- any extended period of leave from one's customary work, especially for rest, to acquire new skills or training, etc.

4. ALBEIT- although; even if

5. CONTEXTUALIZE- to put (a linguistic element, an action, etc.) in a context, especially one that is characteristic or appropriate, as for purposes of study.

6. BRAVADO- a pretentious, swaggering display of courage

7. PLETHORA- overabundance; excess

8. BANTER- an exchange of light, playful, teasing remarks; good-natured raillery

9. PRESAGE- something that portends or foreshadows a future event; an omen, prognostic, or warning indication.

10. UPSHOT- the final issue, the conclusion, or the result