The first sad tale describes a student -- call him Jim Lost -- doing very poorly in my freshman seminar. He got off to a very bad start. He had missed several assignments, was often late, and appeared lost. After six requests he showed up at my office. Jim complained that the book for the course was not available in the bookstore. It was sold out. He had waited two weeks before trying to buy it. Jim was a bit shocked when he discovered that there were five other books assigned for the course.
He had missed the first two days of class and had not read the syllabus. Further, he was very reluctant to ask anyone for assistance for fear of being seen as ignorant. The missed classes were due, in part, to late night partying and, in part, to not understanding the rules of the college game.
The second tale deals with Steve Smart, one of my advisees. He is very intelligent and works hard. He took a public speaking class and hated it. His fear of speaking in front of a class terrorized him. Further, he thought the professor was too opinionated. Steve missed his last in-class presentation. He thought his strong "B" average would hold at least a "C." It did not. He complained bitterly after receiving his "F" grade for the course. Two years later, he is still furious.
The final story deals with a first-year student, Cynthia Sullen, who had a serious roommate problem. Really two problems. Her roommate drank beer almost every night and ate Cynthia's food. I discovered the problem because her grades began dropping in my course. Further, she always looked sad.
All three of these students made mistakes. What pitfalls did they fall into and why? The first two students did not read the syllabus for the course. In college, most courses have such a set of guidelines, prepared by the professor, which outlines requirements. Number of tests, term papers, list of books to be purchased, and attendance policy are all explained in detail. How your final grade is determined is also explained.
The second mistake makes me want to weep. Neither student visited his professor to ask for assistance. The first student just stopped coming to class. The second got behind and apparently felt embarrassed to attend class unprepared.
Professors hold office hours every week. Few students visit. New students are reluctant to seek assistance. They suffer in silence. When students seek help early, they can often avoid making serious errors. They can, for example, get tutoring before they flunk the mid-term. Many professors are flattered when you ask for help. You are showing interest in their course. Professors are particularly likely to be available in small four-year undergraduate liberal arts colleges. They may be more committed to teaching -- and assisting students. In large universities, faculty may be less readily available. Their major interest may be research and publications. First-year introductory classes are often huge. Students often say they feel like a number at large universities. If you attend a small college, you should take full advantage of the greater availability of the faculty.
The third mistake was that the first two students failed to demonstrate the "X" factor. They were not persistent or committed. They did not work hard enough, soon enough to be successful.
What about Cynthia? She earned a "C" and transferred to another college. Very sad. She did not have to put up with her roommate's outrageous -- and illegal -- behavior. Cynthia should have confronted her roommate and told her the drinking and food snitching had to stop. And if they did not stop, Cynthia would have no choice but to report the problem to the Resident Advisor, or the Housing Office. Help was available. Students must stand up for their rights. They should seek assistance.
A vital point for student survival and success emerges; students should not keep academic problems a secret. Help is available. It's free. A sense of isolation from fellow students and the college community is a large warning flag. These at-risk students often shun extra-curricular activities. Low grades - especially in their first year - tend to isolate and discourage them. They may even question their ability to do college work.
My own academic immaturity many years ago provides a case-in-point. I felt isolated and alone at a large state university. Everything was new and somewhat scary. My freshman year experience was painful. Classes were large. Professors appeared unapproachable. My grades were poor, and I was close to dropping out. The heroes of this sad tale were two graduate students who came to my rescue. They took me under their wing. I was encouraged to play intramural basketball. We went to a couple of football games together. Equally important, they explained study skills and read first-drafts of essays. Frequently we studied together. They provided the friendship and encouragement that shored-up my shaky confidence.
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