Navigating the research university : a guide for first-year students

290 Pages·2012·20.077 MB·English

by  Andreatta, Britt

Navigating
the Research University
a guide for first-year students
THIRD EDITION
BRITT ANDREATTA, PH.D.
University of California, Santa Barbara
Antioch University Santa Barbara
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Contents
Preface vii PointofInterest:DosandDon’tsofOfficeHours24
Introduction xi StaffandAdministrators 24
Quick Start Guide xiv PointofInterest:AWordaboutGrievanceProcedures 26
TheSurrounding Community26
CHAPTER 1
WhoDoesWhat27
Research and the Research University 1 TheAcademicDivision27
Introduction andChapter Overview1 Colleges 28
Your University’sMission 2 AcademicMajors/Departments 28
ThePurpose ofResearch2 Enrollment andAcademic Support Services28
WhoConductsResearch 3 TheStudentAffairs Division29
PointofInterest:ParticipatinginResearch4 TheHousingDivision29
JuanCarlos’s StoryfromthePath5 OtherDivisions 29
TheAcademic Disciplines 6 TheAcademicSenate andFacultyCommittees 30
PointofInterest:MakingConnectionsbetweenClasses 8 PointofInterest:ServingonCommittees31
HowResearchIs Conducted9 Related Materials 31
HowKnowledge IsShared 9 References 32
AcademicPublications 9
ScholarlyStandardsforPublication 11
TheCutting Edge12 CHAPTER 2
NewWaysof Knowing13 TheFirst-YearExperienceattheResearch
Higher OrderThinkingSkills13 University33
CriticalThinking14 Introduction andChapter Overview33
PointofInterest:HowtoStudyBetter16
Whatto ExpectYour FirstYear34
Steps ofThoroughCritical Thinking 16 Common ThemesintheFirst-Year Student
TheImportance ofAcademicIntegrity 17 Experience 34
Justin’sStoryfromthe Path18 AcademicIssues 34
Your CampusCommunity 18 SocialIssues40
UndergraduateStudents19 GeneralCampus Environment 43
GraduateStudents20 Personal Issues44
Faculty20 Miles’sStoryfrom thePath46
PointofInterest:WhoFacultyAre21 IssuesUnique toTransferStudents 48
PointofInterest:AdviceforTransferStudents49
Long-TermContracts 21
Short-Term Contracts23 Scott’s StoryfromthePath51
iii
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iv Contents
HowYou’llChangein College52 Presenting theArgument 87
Theories ofCollege StudentDevelopment 52 CommonMistakes 88
Chickering’sSevenVectors ofCollegeStudent HoningYour Communication Skills88
Development52 WritingSkills89
Perry’sNinePositionsofCognitive Development 54 Clarity89
PointofInterest:ChickeringandYou55 PointofInterest:StartingEarlyEnough89
Tinto’sModel ofInstitutional Departure 56 PointofInterest:WhatEditingLooksLike90
Kohlberg’sSixStages ofMoral Development59 Genres90
PointofInterest:TintoandYou60 AcademicWriting intheDisciplines 90
RelatedMaterials 62 ImprovingYourWriting 90
References62 CreditingSources91
Public SpeakingSkills94
CHAPTER 3 Information andTechnologySkills94
Skills for Academic Success at the Research EssentialResearchSkills95
University 64 QuantitativeandQualitativeMethods 95
Introduction andChapterOverview 64 ResearchMethods 95
ManagingYour Workload65 RelatedMaterials 96
WorkloadManagement65 References 96
AssignmentManagement 65
PointofInterest:ShiftingYourAttitude65 CHAPTER 4
Callie Ann’sStoryfromthePath66 Independence, Family, Values, and Campus Safety 98
TimeManagement 67
Introduction andChapter Overview98
PointofInterest:StayingonTopofHomework68
Your NewfoundIndependence 99
PointofInterest:UsingScheduleGrids70
Homesickness andFriendsickness 99
AssertiveCommunication 70
PointofInterest:WhenThingsAren’tGoingWell100
PointofInterest:PlanningforYes71
TheFamilyEducational RightsandPrivacy Act
ReadingSkills71
(FERPA) 101
Managing theVolume71
PointofInterest:TheRealityofOnlineCommunities103
Comprehension 71 Charlie’sStoryfrom thePath104
Highlights andMarginNotes71
TheRoleofYourFamily 104
PointofInterest:TipsforReading72
FreedomandConsequences 105
Seeing theBigPicture 72
PointofInterest:AskforHelp!106
TakingGood Lecture Notes73
Changesin YourFamily107
TheLARRYProcess 74
Bloom’sTheoryof Parent/Adolescent Separation 107
Note-Taking Methods 75
Stage1:Ambivalence 108
Note-Taking Services 76
Stage2:Cognitive Separation 108
Staying Focused76
Stage3:Emotional Separation 108
ImprovingYourStudy Skills79
PointofInterest:CallingHome109
YourStudyStyle 79
Stage4:Values Clarification 110
GradesattheUniversity 80
Stage5:New Relationship110
PreparingforandTakingExams 80
Your DevelopingValues 111
Test-Taking Strategies 81
ATheoryof ValueDevelopmentandClarification111
PointofInterest:HowFacultyMakeTests82
TheValues Formation Processin Children112
Following Instructions 83
Michael’s StoryfromthePath84 TheRoleofValues intheFamily System112
TheValues Clarification Process inYoungAdults113
PointofInterest:ChecklistforSuccess85
PointofInterest:ConnectingwithYourFamily117
LearningAnalytical Argument Skills85
FormingtheArgument 86 TheSafetyofYour Campus 118
TheFormation Process86 ReflectionsonCampus Tragedies 119
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Contents v
RelatedMaterials 122 FreedomversusSafety153
References 122 Partying: Alcohol andStudents 154
Current DataonAlcohol Use155
Negative Consequences ofAlcohol Use156
CHAPTER 5 Drinking Responsibly 158
Degrees, Majors, and Careers at the Research PointofInterest:HowtoHelpaFriend159
University 123 Carol-Hannah’sStoryfrom thePath159
Introduction andChapter Overview123 WhatIsaDrink?163
Your UndergraduateEducation 124 Symptoms ofAlcoholPoisoning 164
Bachelor’sDegrees 124 TheBiphasicResponse toAlcohol164
LiberalEducation versus Professional DegreeProgram 125 Stephanie’s StoryfromthePath166
DateRape Drugs167
AcademicClasses 126
PointofInterest:ForStudentsWhoDoNotDrink168
Course Workload126
CampusPolicies andLocalLaws168
Course Levels127
Getting High:Drugs onCampus170
Enrolling inYour Courses129
Current DataonDrug Use170
SelectingYour Courses129
Effectsof CommonlyUsed Drugs170
TheImportance ofAcademic Advising 129
PointofInterest:TheRisingRiskofPrescriptionDrugs171
PointofInterest:PickingGoodClasses130
Hooking Up:Students andSex173
PointofInterest:DealingwithDeadlines131
Current DataonSexualActivityandItsNegative
SelectingMajors andMinors 132
Consequences 174
Sarah’sStoryfrom thePath133
PointofInterest:WhenaFriendHasBeenSexuallyAssaulted176
PointofInterest:ChoosingaMajor133
WhattoDo IfYouAreSexually Assaulted 176
PointofInterest:WhentoDropaMajor134
CampusPolicies 177
TheConnection betweenMajorsandCareers135
ResourcesforHealthyRelationships 177
CommonCareer Myths136 Chelsea’sStoryfromthePath179
PointofInterest:CareerPlanning137
Related Materials 179
ToolsforMajor Selection andCareer Planning137
References 180
HollandCareer Typology 137
Myers-Briggs Type Indicator® 138
Heather’sStoryfrom thePath141
CHAPTER 7
StrongInterest Inventory® 141
The Diverse University Community 182
CareerSkills141
Introduction andChapter Overview182
Theories ofTeachingand Learning142
TeachingStyles142 Your DiverseUniversity183
LearningStyles144 Dimensionsof Identity184
EnhancingYourLearning146 PointofInterest:KeepanOpenMind184
Motivation toLearn 146 Age andGenerational Issues185
PointofInterest:WhenYouDon’tLikeaClass146 RaceandEthnicity 187
TheImposterPhenomenon 147 Theories of RacialIdentityDevelopment 189
TheEffectsofStressandSleeponStudent Success148 Racial MinorityIdentity Development Model189
RelatedMaterials 150 Sabrina’sStoryfromthePath190
References 150 WhiteRacial Consciousness DevelopmentModel 191
BiracialandMultiracial Identity Development Model192
Gender andSexualOrientation 194
CHAPTER 6
GenderandBiological Sex194
Alcohol, Drug Use, and Sexual Activity among
SexualOrientation 195
University Students152
Theories of SexualOrientation Identity Development196
Introduction andChapter Overview152 Lesbian/Gay Identity DevelopmentModel 196
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vi Contents
PointofInterest:AreYouaSafeZone?197 OtherExcitingOptions 234
Heterosexuality Identity DevelopmentModel 197 Serving inaLeadershipRole235
TheImpactofEconomic ClassonCollegeSuccess 199 Developing Important Leadership Skills235
PointofInterest:ClassDifferencesamongYourPeers201 PointofInterest:BecomingaLeader240
SpiritualIdentity 202 Theories ofLeadership 240
TheoryofFaith Development203 KouzesandPosner’sFive Practices ofExemplary
PointofInterest:ExploringYourSpirituality203 Leadership 240
Hersey andBlanchard’sSituational Leadership Theory 242
Political Ideology 205
Awardsand OtherFormsofRecognition 244
PointofInterest:BecominganInformedCitizen205
PointofInterest:SecuringtheNomination246
BuildingCommunity208
TheDynamicsof Oppression 209 RelatedMaterials 246
Theories ofPrivilege andOppression 210 References 246
Garrett’sStoryfrom thePath213
PointofInterest:StrategiesforAllies215
CHAPTER 9
RelatedMaterials 216 Planning for Your Future248
References216
Introduction andChapter Overview248
Reflecting onYour FirstYear249
CHAPTER 8 Goals forFour Yearsof College250
Leadership Development at the Research APlanof Action251
University 219 FreshmanYear: Exploring251
Introduction andChapterOverview 219 SophomoreYear: Defining252
Junior/Transfer Year:Researching 253
YourResponsibility asaLeader220
SeniorYear: Implementing 254
PointofInterest:Scholarship,Leadership,and
Citizenship220 Achieving YourGoals 254
ThePurposeandPower ofaCollegeEducation 221 Raven’s StoryfromthePath255
ExamplesofOutstandingStudent Leaders223 SMART Goals255
Invisible Children andtheWork ofJasonRussell, Bobby ObstaclestoSuccess 257
Bailey, andLaren Poole223 Tasha’sStoryfromthePath258
WendyKoppandTeachforAmerica 223 UsingResources andSeeking Support 258
Getting InvolvedonYourCampus 225 OneFinal Thought260
PointofInterest:WaystoGetInvolved225 RelatedMaterials 260
AcademicandCurricular Opportunities 226 References 260
PointofInterest:TheGradSchoolEdge227
CocurricularOpportunities 230
Tricia’sStoryfrom thePath231 Index 261
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
New to This Edition
This edition focuses more deeply on the unique features of the research university and how the
research mission shapes every aspect of the student experience. The text explores academic,
social,andpersonalareasthatafirst-yearstudentislikelytoexperience,providingpracticalactiv-
ities and strategies. Through connecting student experience with current theories and empirical
data,bothfreshmenandtransferstudentswillgainanappreciationforboththevalueofcutting-
edge research as well as the privilege of learning from some of the world’s leading minds.
A new feature titled @myU discusses how a variety of topics are likely to materialize in
the daily experience of the student. This feature includes space for personal reflection so stu-
dents can personalize the content. A new Scenic Route feature appears in the margin that
directs students to related websites and tools via this text’s companion website found at
www.cengagebrain.com. This edition also includes the following new information:
.
. New Student Stories from the Path from universities across the United States
. New material on critical thinking and higher order thinking skills
. New material on note-taking and test-taking strategies
®
New material on the Holland Career Typology, Myers-Briggs Type Indicator , and the
. Strong Interest Inventory®
. New material on motivation and the imposter phenomenon
. New material on stress management and sleep hygiene
New material on programs created by student leaders including Teach For America
and Invisible Children
Features
Each chapter of this text includes the following features:
.
Statistics, studies, and theories representing the latest research on the college student
. experience
“Scenic Route” feature with links to websites and related materials and tools for
. students
“@myU”featurethatdiscusseshowthevarioustopicsarelikelytomaterializeinthedaily
. experienceofthestudent—thisfeatureincludesspaceforpersonalreflection
“Point of Interest” feature offering suggestions and strategies for how students can make
. the most of their educational experience
“Stories from the Path” feature, where current students share their advice and
. suggestions for success
The author donates 10 percent of her royalties to nonprofit organizations that support
education.
The Research University
The first year of college is an important time in a young adult’s life. It is a time filled with
transitionasthe studentadjuststotheacademicdemandsofhighereducationwhile simulta-
neouslydealingwithsocialandpersonalissuesassociatedwithyoungadulthood.Thisistrue
whetherthestudentisattendingalocalcommunitycollege,aprivateliberalartsinstitution,or
vii
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii Preface
apremiereresearchuniversity.However,theexperiencesassociatedwitheachtypeofinstitu-
tioncanbequitedifferent.Whilemanyguidesandtextsexistthatdiscussthecollegeexperi-
ence, texts that explore and describe issues associated with undergraduate education at a
research university have been nonexistent. Many instructors, like myself, have been forced
tocompilereadersfromawidevarietyof sources,oftenwithlargegapsinspecificcontentor
perspective.
Additionally, the transition for many high school and transfer students to the academic
rigor of a research institution can be difficult. While students are expected to adapt to their
university’s demands, few texts provide them with guidance in how to do so. Students often
gain skills in academic inquiry via a slow progression through discipline-based courses with
little understanding of how to accelerate or maximize their academic performance. While
many fine texts exist that introduce students to “skills for college success,” many of these are
not appropriately targeted for the student at a research university with its unique academic
focus. Furthermore, few texts do justice to the social and personal development students face,
which can also be impacted by the unique nature of a research university.
Navigating the Research University: a guide for first-year students seeks to address the issues
stated above by providing first-year students (both freshmen and transfers) with a comprehen-
sive introduction to education at a research university. While orientation sessions and other
first-year programs are designed to orient the student to the many aspects of university life,
this text will help the student navigate the university on a daily basis. It is written primarily
for the first-year student, both freshman and transfer, and is suited for use in a variety of set-
tings, including:
.
. Orientation programs
. Summer reading programs
. Introductory writing courses
. First-year experience courses
. Freshman seminars
. Freshman interest groups
Transfer preparation courses
Families of first-year students might also find it helpful in understanding their student’s
experience. It has a broad scope and is applicable to most research institutions in the United
States, yet will leave students and instructors the ability to make appropriate connections to
theirparticularuniversity.Utilizingmy20yearsofexperienceasafacultymemberandadmin-
istrator,Ihopetoprovidestudentswithvaluableinformationbasedonempiricalresearch,stu-
dent experiences, and the expertise of university staff and administrators.
Ancillary Materials
This text has a companion website for students. Visit www.cengagebrain.com to access
additional resources. Available materials include: exercises for students to complete, glossary
of terms, Scenic Route links to websites, more Stories from the Path, and recommended
readings.
The Instructor’s Companion Site includes an Instructor’s Manual & Test Bank. Matching
the organization of the main text, these materials offer additional classroom activities, learning
tools, sample syllabi, and quiz questions. The instructor’s resources can be accessed at
login.cengage.com. In addition, the author maintains a host of teaching materials and class-
room activities for instructors on her website at www.brittandreatta.com.
If you’re looking for more ways to assess your students, Cengage Learning has resources
to consider:
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.