Guiding your Student through the Academic Adjustments of College Life
Now that you’ve said good-bye to your college student, how can you ensure they will properly handle the academic adjustment to college?
While they were in high school, you were able to help remind them of deadlines, review their homework and even assist them with studying if needed. Now, your student will be in charge of managing their own time. Obviously, they have shown some level of responsibility or else they would not have to gotten to this point. As each year of college is completed, new challenges and responsibilities will introduce themselves.
Specific types of collegiate adjustment involve changes in academic and social demands.
Academic demands. For most college students, the transition to the college classroom requires an adjustment of academic habits and expectations. They often must study harder, improve their study habits, and take school more seriously – even if high school was “easy” for them. Classes are larger, instructors have differing teaching styles, the pace is faster, written work is more frequent, reading assignments are lengthier and the standards are higher. Students need to learn to set and balance priorities. Below are a few areas where students will need to learn to navigate through the changes:
- Professors may not always check completed homework, but they will assume the student can perform the same tasks on tests. They are also not there to remind a student of incomplete work.
- Professors are usually open and helpful, but most expect a student to initiate contact if you need assistance. They will also expect students to use their scheduled office hours.
- Professors may lecture nonstop, expecting students to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.
- Professors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected, when assignments are due, and how the student will be graded.
- Testing is usually infrequent and may be cumulative, covering large amounts of material. The student, not the professor, need to organize the material to prepare for the test. A particular course may have only 2 or 3 tests in a semester.
- Professors will schedule tests without regard to the demands of other courses or outside activities.
- Watch out for the first round of tests. These are usually "wake-up calls" to let you know what is expected-but they also may account for a substantial part of the course grade. Students may be shocked when they get their grades.
Social demands. The social environment of college requires adjustment on the part of new college students. Students must learn to balance the many social choices they have with their academic responsibilities. Developing new relationships represents an important element of social adjustment. Other social issues that require adjustment include negotiating homesickness, shifts in daily routines, and the lack of externally imposed structure on their lives. Students are generally experiencing the largest amount of personal freedom they ever have, and each will handle it differently. A few things to keep in mind:
- College is voluntary and expensive
- Students manage their own time
- They will need money (and will need to manage their money) to meet basic necessities
- Students are old enough to take responsibility for what they do and don't do, as well as for the consequences of their decisions
Communication. Parents need to stay in touch with their student so that they can help guide them through these transitions. However, parents also need to respect their space and the student’s need to figure out how to manage all of their new freedom – and responsibilities. Use the power of email. This form of communication is an excellent way to communicate for both parent and child. It is amazing what your student can and will share with you through email. There is no parental negative tone of voice or body language to which the student can react. Additionally, parents can receive the messages, react and have time to reflect before responding.
Early warning signs. Be aware of "signals" of unusual behavior from your child. Look for hints of chronic homesickness or persistent avoidance of communication from your child. If unusual behavior is sensed, arrange to get help through the proper college channels.
Early warning signs have been identified to help parents understand if their student is having difficulty adjusting to the academic and behavioral expectations of college. It is important to identify such adjustment problems early enough in the student's first semester in order to have some chance for a successful intervention.
Indicators of Difficulty with College Adjustment
- A stated need for help
- Prolonged sad or depressed mood; or irritability
- Missing class often
- Emotional outbursts and crying
- Loss of interest and pleasure in activities or people once enjoyed
- Not making any connections on campus
- Withdrawal from usual social interactions
- Fatigue and loss or energy; or agitation and restlessness
- Inability to concentrate, remember things, or make decisions
- Difficulty keeping up with schoolwork
- Excessive hostility, anger, or resentment
- Recurring aches or pains
- Feeling guilty, hopeless, empty, or worthless
- Excessive use of alcohol or drugs
- Thoughts of death or suicide
Students will find that there are many changes in their lives during their college years. Listening to your student, helping to guide them and paying attention to warning signs will help ensure your student’s success during college.
Ideas and excerpts taken from:
Making the Transition from High School to College
University of Montana
