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# Medical Anthropology
## Introduction
Health and a preoccupation with maintaining it permeates all aspects of human culture. Health is a concern to humans everywhere. There is no end to the variety of ways cultures across history have treated health, healing, and medicine. Human health and well-being sit at the intersection of biology and culture. Both physical and social environments shape well-being and health outcomes. Medical anthropology is a holistic specialty that draws on all four fields of anthropology but primarily builds on cultural anthropology and biological anthropology to understand the health implications of a culture’s impact on human physiology and well-being.
1. How do you define health?
2. How do you maintain your health?
3. What factors do you think contribute to health and illness? |
# Medical Anthropology
## What Is Medical Anthropology?
### Learning Outcomes
By the end of this section, you will be able to do the following:
1. Define health, illness, sickness, and the sick role.
2. Describe early research and methods in medical anthropology.
3. Explain Franz Boas’s influence in establishing the foundations of medical anthropology.
4. Describe how medical anthropology has developed since World War II.
### Social Construction of Health
The World Health Organization defines health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (World Health Organization 2020). Health is affected by multiple social, biological, and environmental factors. Disease is strictly biological—an abnormality that affects an individual’s physical structure, chemistry, or function. Going back to the time of the ancient Greek physician Hippocrates, doctors have regarded disease as the result of both a person’s lifestyle habits and the social environment in which they live. Illness, by comparison, is the individual’s sociocultural experience of a disruption to their physical or mental well-being. An individual’s perception of their own illness is shaped by how that illness is viewed, discussed, and explained by the society they live in. The social perception of another person’s sickness affects that person’s social well-being and how they are viewed and treated by others. Sick roles are the social expectations for a sick person’s behaviors based on their particular sickness—how they should act, how they should treat the sickness, and how others should treat them. Malady is the term anthropologists use to encompass disease, illness, and sickness.
1. Health is your state of well-being.
2. Disease is a biological abnormality.
3. Illness is your sociocultural experience of health.
4. Sickness is a social perception of ill health.
5. Malady is a broad term for everything above.
Foundational to medical anthropology is an understanding of health and malady that includes social experiences and cultural definitions. Medical anthropology studies how societies construct understandings of health and illness, including medical treatments for all types of maladies. Culture affects how we perceive everything, including health. Culture shapes how people think and believe and the values they hold. It shapes everything people have and do. Many cultures approach health and illness in completely different ways from one another, often informed by a number of societal factors. Medical anthropology provides a framework for common study and comparison between cultures, highlighting systems and illustrating how culture determines how health is perceived.
### History of Medical Anthropology
While medical anthropology is a relatively new subfield, it has deep roots within four-field American anthropology, with a strong connection to early European anthropologists’ study of religion. The holistic approach of Franz Boas was also key to the development of medical anthropology. One focus of Boas’s research was analysis of the “race theory” common in the 19th and early 20th centuries in the United States. According to this theory, one’s assigned racial category and ethnic background determined certain physical features as well as behavioral characteristics. Boas challenged this assumption through studies of the health and physiology of immigrant families in New York City in 1912. Boas found that there was a great deal of flexibility in human biological characteristics within an ethnic group, with social factors such as nutrition and child-rearing practices playing a key role in determining human development and health. He noted that cultural changes to nutrition and child-rearing practices, changes that are commonly a part of the immigrant experience, were linked to generational changes in biology. Boas provided empirical data from his own primary sources that refuted theories of biological inheritance as the source of social behaviors and revealed the impact of local environments (natural, modified, and social) in structuring cultural and physical outcomes. This foundation was starkly opposed to the inherent racism of social evolutionism, which was the dominant anthropological theory of his time.
Boas’s students, such as Ruth Benedict, Margaret Mead, and Edward Sapir, all continued aspects of his work, taking their research in unique directions that affect medical anthropology to this day. Benedict’s cultural personality studies, Mead’s work on child-rearing practices and adolescence, and Sapir’s work on psychology and language laid the foundations of psychological anthropology. Their foray into psychological anthropology was preceded by the work of British psychiatrist and anthropologist W. H. R. Rivers (1901), who studied the inheritance of sensory capabilities and disabilities among Melanesian populations while participating in the Torres Strait island expedition in 1898. He developed a great respect for his Melanesian research participants and utilized his research findings to denounce the “noble savage” fallacy. By demonstrating that a shared biological mechanism of inheritance and environmental influences shaped the Melanesian senses in the same way as it did the British, he illustrated that their mental capacity was the same as Europeans.
Medical anthropology also has roots in the anthropology of religion, a subfield of anthropology that shines a lens on many aspects of health. The anthropology of religion looks at how humans develop and enact spiritual beliefs in their daily lives and at how these beliefs are utilized as a form of social control. A number of commonly studied key frameworks of the anthropology of religion—rituals of healing, taboos of health, shamanic healing, health beliefs, cultural symbolism, and stigma, among them—focus on health and health outcomes. A number of notable early religious anthropologists, including E. E. Evans-Pritchard, Victor and Edith Turner, and Mary Douglas, did work on subjects such as healing rituals, misfortune and harm, pollution, and taboo. Evans-Pritchard’s work among the Azande people of North Central Africa continues to be foundational to medical anthropology. Especially important is the chapter “The Notion of Witchcraft Explains Unfortunate Events” from the book Witchcraft, Oracles and Magic among the Azande, which introduces the domain of causation and its many cross-cultural forms. This chapter directly impacted the concept of explanatory models, which we will cover in depth later in this chapter. The work of Victor and Edith Turner focused on ritual healing, pilgrimage, and socially enforced morality. Mary Douglas’s Purity and Danger ([1966] 2002) examined the concepts of pollution and taboo as well as rituals designed to restore purity. Her work continues to be influential, particularly for medical anthropologists focused on sickness-related stigma and its impact on patients’ illness experiences.
World War II brought about a profound change in the way anthropologists did their work. A number of Boas’s students helped the British and United States governments during the war, a trend that continued after the war. Focusing on both public and private health initiatives, anthropologists increasingly worked to help people improve their health outcomes in the post-war era. These public health efforts were directly connected with the founding of the United Nations and the World Health Organization (WHO). In this period, well-being and health care were included in the declaration of human rights, and biomedical thinking became focused on “conquering” infectious disease.
The formal founding of the discipline of medical anthropology can be traced to the late 1970s. One landmark is the publication of George Foster and Barbara Anderson’s (1978) medical anthropology textbook. However, many applied anthropologists and researchers in allied health fields, such as social epidemiology and public health, had been conducting cross-cultural health studies since the conclusion of World War II. These include Edward Wellin, Benjamin Paul, Erwin Ackerknecht, and John Cassell. Many of these early figures were themselves medical doctors who saw the limitations of a strictly biomechanical approach to health and disease.
Since the 1980s, medical anthropologists have diversified the field through interdisciplinary applications of anthropology and the applied use of medical anthropology in health care and government policy. The role of the anthropologist in this work often varies but is typically focused on translating cultural nuance and biomedical knowledge into policy and human-centered care. Today, the field of medical anthropology includes applied anthropologists working in medical settings, nonprofits, and government entities such as the Centers for Disease Control and Prevention (CDC), the National Institutes of Health (NIH), and the WHO. Academic medical anthropologists are problem-oriented researchers who study the complex relationship between human culture and health. As can be seen in the lives and careers of the medical anthropologists highlighted in this chapter’s profiles, medical anthropologists frequently occupy both academic and applied roles throughout their career as they seek to apply insights from their research to effect positive change in the lives of those they study. |
# Medical Anthropology
## Ethnomedicine
### Learning Outcomes
By the end of this section, you will be able to do the following:
1. Define ethnomedicine, traditional environmental knowledge, and biomedicine.
2. Provide examples of cultural and societal systems that use religion and faith to heal.
3. Define medical pluralism.
Ethnomedicine is a society’s cultural knowledge about the management of health and treatments for illness, sickness, and disease. This includes the culturally appropriate process for seeking health care and the culturally defined signs and symptoms of illness that raise a health concern. Ethnomedical systems are frequently closely related to belief systems and religious practices. Healing can include rituals and natural treatments drawn from the local environment. Healing specialists in an ethnomedical system are knowledgeable individuals who undergo training or apprenticeship. Some examples of ethnomedical healers are midwives, doulas, herbalists, bonesetters, surgeons, and shamans, whose ethnomedicine existed in cultural traditions around the world prior to biomedicine. Anthropologists frequently note that ethnomedicinal healers possess knowledge of both how to heal and how to inflict harm by physical and sometimes metaphysical means. Ethnomedicine does not focus on “traditional” medicine, but instead allows for cross-cultural comparison of medical systems.
Some forms of healing rely upon spiritual knowledge as a form of medicine. Within shamanism, people deliberately enter the spirit world to treat ailments, with the culture’s shaman acting as an emissary. The goal may be to eliminate the illness or to at least identify its source. Similarly, faith healing relies upon a shared understanding of faith and local beliefs, with spirituality pervading the healing process. Exorcising individuals of possession by negative spirits is a common form of faith healing that occurs within Christian, Islamic, Buddhist, and shamanic frameworks. In many cases, cultures that utilize biomedicine also utilize some forms of faith healing.
Ethnopharmacology utilizes herbs, foods, and other natural substances to treat or heal illness. Traditional ethnopharmacological treatments are currently of great interest to pharmaceutical companies looking for new biomedical cures. Many common medicines have roots in ethnopharmacological traditions. Used in Chinese medicine, indigenous American healing, and traditional European medicine, willow bark is a widespread cure for headaches. In 1897, the chemist Dr. Felix Hoffmann, working for the Bayer corporation, isolated acetylsalicylic acid as the active pain-reducing ingredient in willow bark, giving the world Bayer aspirin.
The concept of traditional ecological knowledge, or TEK, refers to medical knowledge of different herbs, animals, and resources in an environment that provides a basis for ethnomedicine. Many cultures have been able to translate detailed awareness of their environments, such as where water is and where and when certain herbs grow, into complex and effective ethnomedical systems (Houde 2007). In 2006, Victoria Reyes-Garcia, working with others, conducted a comprehensive study of Amazonian TEK. Victoria and her colleagues collected information regarding plants useful for food and medicine from 650 research participants from villages along the Maniqui River in the Amazon River basin.
China’s traditional medicine system is another excellent example of an ethnomedical system that relies heavily on TEK and ethnopharmacology. While many in China do rely upon biomedicine to treat specific health problems, they also keep themselves in balance using traditional Chinese medicine. The decision of which health system to consult is often left to the patient, but at times doctors will suggest a patient visit a traditional apothecary and vice versa, creating a complementary medical system that makes use of both approaches. While bound by geography prior to the 19th century, in today’s globalized world a traditional Chinese doctor can use resources from anywhere around the world, whether it is dried body parts of a tiger or herbs found in another part of China. Chinese traditional medicine, as an ethnomedical system, is heavily influenced by culture and context. It focuses on balancing the body, utilizing a number of forces from the natural world. Traditional Chinese medicine makes use of substances as diverse as cicada shells, tiger livers, dinosaur bones, and ginseng to create medicine. Healers in this system are often in a role similar to Western pharmacists, concocting medicine in a variety of forms such as pills, tonics, and balms. The differences between a traditional Chinese medication healer and biomedical pharmacist include both the tools and ingredients used and the foundational assumptions about the cause of and treatments for various ailments. Around the world, traditional environmental knowledge is used both in place of biomedicine and alongside it.
Biomedicine is an ethnomedical system deeply shaped by European and North American history and rooted in the cultural system of Western science. It draws heavily from biology and biochemistry. Biomedicine treats disease and injuries with scientifically tested cures. Biomedical health care professionals base their assessment of the validity of a treatment on the results of clinical trials, conducted following the principles of the scientific method. It should be noted that as each health care professional is not conducting their own research, but instead relying on the work of others, this assessment still requires faith. Biomedicine places its faith in the scientific method, where other ethnomedical systems place their faith in a deity, the healer’s power, or time-tested treatments passed down in traditional ecological knowledge. Biomedicine is not free from culture; it is an ethnomedical system shaped by Western cultural values and history. Biomedicine falls short of its ideal of scientific objectivity. Medical anthropologists have extensively documented the way systemic prejudices such as racism, classism, and sexism permeate biomedicine, impacting its effectiveness and perpetuating health inequalities. Still, in the Western world, biomedicine is often utilized as a point of comparison for other ethnomedical systems.
Biomedicine has been critiqued by medical anthropologists for assuming predominance over other forms of healing and cultural knowledge. In many contexts, biomedicine is presumed to be superior because it is clinical and based on scientific knowledge. Yet this presumed superiority requires that a patient trusts and believes in science and the biomedical system. If a person mistrusts biomedicine, whether because of a bad experience with the biomedical model or a preference for another ethnomedical approach, their health outcomes will suffer if they are forced to rely on the biomedical system. Biomedicine can also disrupt and threaten culturally established treatments and cures. For example, in a culture that treats schizophrenia by granting a person spiritual power and treating them as part of the community, labeling that individual as mentally ill according to biomedical terms takes away their power and removes their agency. In most cases, a hybrid model, in which biomedicine does not assume supremacy but instead works alongside and supports ethnomedicine, is the most effective approach. A hybrid model accords the ill the ability to choose those treatments that they think will best help.
Medical pluralism occurs when competing ethnomedical traditions coexist and form distinct health subcultures with unique beliefs, practices, and organizations. In many contemporary societies, ethnomedical systems coexist with and frequently incorporate biomedicine. Biomedicine is privileged as the dominant health care system in the United States, but in many metropolitan areas, people can also consult practitioners of Chinese medicine, Ayurvedic medicine, homeopathic medicine, chiropractic medicine, and other ethnomedicinal systems from around the world. Examples of medical pluralism are fairly common in contemporary Western society: yoga as a treatment for stress and as a form of physical and mental therapy, essential oils derived from traditional medicine to enhance health, and countless others. Contemporary cultures often fuse biomedicine and ethnomedicine rather than just choosing one or the other. However, the privilege and medical authority of biomedicine does not always afford people the right to choose, or may give them only a limited capacity to do so. Anne Fadiman’s (1998) The Spirit Catches You and You Fall Down, which explores the conflicts between a small hospital in California and the parents of a Hmong child with epilepsy over the child’s care, is a classic example of the cultural conflicts that can occur in medically pluralistic societies.
In many parts of the world, biomedicine has accompanied colonialization, and indigenous health practices have been suppressed in favor of biomedicine. Juliet McMullin’s (2010) Healthy Ancestor: Embodied Inequality and the Revitalization of Native Hawaiian Health discusses the suppression of Hawaii’s indigenous ethnomedical system as a long-lasting legacy of its colonial history. The book includes the efforts of contemporary Hawaiians to regain the healthy lifestyle of their precolonial ancestors. McMullin concludes that while contemporary biomedical health care professionals are more open to Hawaii’s ethnomedical practices than their predecessors were, there is still work to be done. |
# Medical Anthropology
## Theories and Methods
### Learning Outcomes
By the end of this section, you will be able to do the following:
1. Discuss the importance of cross-cultural comparison and cultural relativism in study of human health.
2. Explain why both objectivity and subjectivity are needed in the study of health.
3. Discuss ethnographic research methods and their specific applications to the study of human health.
4. Summarize the theoretical frameworks that guide medical anthropologists.
### The Importance of Cultural Context
Culture is at the center of all human perspectives and shapes all that humans do. Cultural relativism is crucial to medical anthropology. There is a great degree of variety in the symptoms and conditions that cultures note as significant indicators of diminished health. How the sick are treated varies between cultures as well, including the types of treatments prescribed for a particular sickness. Cultural context matters, and health outcomes determined by culture are informed by that culture’s many parts. The United States, for example, relies heavily on biomedicine, treating symptoms of mental and physical illness with medication. This prevalence is not merely an economic, social, or scientific consideration, but all three. A cultural group’s political-economic context and its cultural beliefs, traditions, and values all create the broader context in which a health system exists and all impact individuals on a psychosocial level. Behaviors such as dietary choices and preferences, substance use, and activity level—frequently labeled as lifestyle risk factors—are all heavily influenced by culture and political-economic forces.
While Western cultures rely upon biomedicine, others favor ethnopharmacology and/or ritual healing. Medical anthropologists must attempt to observe and evaluate ethnomedical systems without a bias toward biomedicine. Medical anthropologists must be cautious of tendencies toward ethnocentrism. Ethnocentrism in medical anthropology takes the form of using the health system of one’s own culture as a point of comparison, giving it preference when analyzing and evaluating other systems. An American anthropologist who studies ethnomedicine in the Amazon River basin must be careful to limit their bias toward a biomedical approach as much as they can. That is not to say that subjective experience and opinion need be discarded entirely, merely that bias should be acknowledged and where necessary limited. Admitting bias is the first step in combating it. Being aware of one’s own ethnocentrism allows an anthropologist to analyze culture and medicine more truthfully.
### Methods of Medical Anthropology
Medical anthropology is a highly intersectional subfield of anthropology. The field addresses both the biological and social dimensions of maladies and their treatments. Medical anthropologists must thus become comfortable with a wide-ranging tool kit, as diverse as health itself. Like all anthropologists, medical anthropologists rely on qualitative methods, such as ethnographic fieldwork, but they also must be able to appropriately use quantitative methods such as biometrics (including blood pressure, glucose levels, nutritional deficiencies, hormone levels, etc.) and medical statistics (such as rates of comorbidities, birth rates, mortality rates, and hospital readmission rates). Medical anthropologists can be found working in a myriad of endeavors: aiding public health initiatives, working in clinical settings, influencing health care policy, tracking the spread of a disease, or working for companies that develop medical technologies. The theories and methods of medical anthropology are invaluable to such endeavors.
### Qualitative Methods
Within medical anthropology, a number of qualitative research methods are invaluable tools. Qualitative methods are hands-on, first-person approaches to research. An anthropologist in the room or on the ground writing down field notes based on what they see and recording events as they happen creates valuable data for themselves and for others.
Participant observation is a methodology in which the anthropologist makes first-person observations while participating in a culture. In medical anthropology, participant observation can take many forms. Anthropologists observe and participate in clinical interactions, shamanic rituals, public health initiatives, and faith healing. A form of participant observation, clinical observations allow the anthropologist to see a culture’s healing practices at work. Whether a doctor is treating COVID-19 or a shaman is treating a case of soul loss, the anthropologist observes the dynamics of the treatment and in some cases actually participates as a patient or healer’s apprentice. This extremely hands-on method gives the anthropologist in-depth firsthand experience with a culture’s health system but also poses a risk of inviting personal bias.
Anthropologists observe a myriad of topics, from clinical interactions to shamanic rituals, public health initiatives to faith healing. They carry these firsthand observations with them into their interviews, where they inform the questions they ask. In medical anthropology, interviews can take many forms, from informal chats to highly structured conversations. An example of a highly structured interview is an illness narrative interview. Illness narrative interviews are discussions of a person’s illness that are recorded by anthropologists. These interviews can be remarkably diverse: they can involve formal interviews or informal questioning and can be recorded, written down, or take place electronically via telephone or video conference call. The social construction of sickness and its impact on an individual’s illness experience is deeply personal. Illness narratives almost always focus on the person who is ill but can at times involve their caregivers, family, and immediate network as well.
Another method commonly used in medical anthropology, health decision-making analysis, looks at the choices and considerations that go into deciding how to treat health issues. The anthropologist interviews the decision makers and creates a treatment decision tree, allowing for analysis of the decisions that determine what actions to take. These decisions can come from both the patient and the person providing the treatment. What religious or spiritual choices might make a person opt out of a procedure? What economic issues might they face at different parts of their illness or sickness? Health decision-making analysis is a useful tool for looking at how cultures treat sickness and health, and it highlights a culture’s economic hierarchies, spiritual beliefs, material realities, and social considerations such as caste and gender.
### Quantitative Methods
Quantitative methods produce numeric data that can be counted, correlated, and evaluated for statistical significance. Anthropologists utilize census data, medical research data, and social statistics. They conduct quantitative surveys, social network analysis that quantifies social relationships, and analysis of biomarkers. Analysis of census data is an easy way for medical anthropologists to understand the demographics of the population they are studying, including birth and death rates. Census data can be broken down to analyze culturally specific demographics, such as ethnicity, religion, and other qualifiers as recorded by the census takers. At times, an anthropologist may have to record this data themselves if the available data is absent or insufficient. This type of analysis is often done as a kind of background research on the group being studying, creating a broader context for more specific analysis to follow.
Also important to medical anthropologists are analyses of medical statistics. The study of medical records helps researchers understand who is getting treated for what sickness, determine the efficacy of specific treatments, and observe complications that arise with statistical significance, among other considerations. Analysis of census data combined with medical statistics allows doctors and other health providers, as well as medical anthropologists, to study a population and apply that data toward policy solutions. Famous examples include the World Health Organization’s work on health crises such as HIV/AIDS, Ebola, and COVID-19.
Questionnaires are more personal to the anthropologist, allowing them to ask pointed questions pertinent to their particular research. Surveys make it possible for anthropologists to gather a large quantity of data that can then be used to inform the questions they ask using qualitative methods. Distribution methods for surveys vary and including means such as personally asking the questions, releasing the survey through a health care provider, or offering online surveys that participants choose to answer.
These are the most common methods used by medical anthropologists. Different theories are influential in determining which of the methods a particular research might favor. These theories inform how an anthropologist might interpret their data, how they might compose a study from beginning to end, and how they interact with the people they study. Combined with more general anthropological theory, each anthropologist must craft a composite of theory and method to create their own personalized study of the world of human health.
### Theoretical Approaches to Medical Anthropology
### Social Health
Biomedicine, the science-based ethnomedical system practiced in the United States, recognizes the impact physical health and mental health have on one another: when one falters, the other does as well. There is an increasing awareness in biomedicine of a third type of health, social health, which has long been recognized by many ethnomedical systems around the world. Each of the theoretical approaches to medical anthropology demonstrates that to develop a holistic understanding of human well-being, it is necessary to include mental, physical, and social health. Social health is driven by a complex set of sociocultural factors that impact an individual or community’s wellness. At a macro level, it includes the cultural and political-economic forces shaping the health of individuals and communities. An individual’s social health also includes the support a person receives from their extended social network, as well as the social pressures or stigma a person may face and the meaning that they ascribe to their experiences. Just as mental and physical health strongly influence one another, when a person’s social health falters, their physical and/or mental health declines as well.
Physical environments—whether they are natural, constructed, or modified environments—shape cultural adaptations and behaviors. People living on islands and people living in deserts inhabit very different environments that inform their cultures and affect their biology. On the other hand, culture often affects how humans interact with their environments. People who work in offices in Los Angeles and hunter-gatherers in the Amazon River basin interact with their environments differently, relying upon very different subsistence patterns and sets of material culture. Culture also informs human biology. Eating a lot of spicy foods changes a person’s biophysiology and health outcomes, as do dietary taboos such as refusing to eat pork. These dietary choices inform biology over generations as well as within a single lifetime.
### The Biocultural Approach
The biocultural approach to anthropology acknowledges the links between culture and biology. Biology has informed human development and evolution, including the adaptations that have made culture, language, and social living possible. Culture, in turn, informs choices that can affect our biology. The biocultural approach analyzes the interaction between culture, biology, and health. It focuses on how the environment affects us, and the connections between biological adaptations and sociocultural ones. The biocultural approach draws on biometric and ethnographic data to understand how culture impacts health. The effects of environment on biology and culture are apparent in the treatment of survivors of the Fukushima Daiichi nuclear accident that occurred in 2011 in Japan. Studies regarding the genetic health of survivors focus on the combination of environmental damage and social stigma in Japan due to their potential exposure to radiation.
### Symbolic Approach
Other theoretical approaches ask different types of questions. What does it mean to be a patient? What are the social expectations for the behaviors of a person diagnosed as suffering from a particular sickness? Why is it symbolically meaningful for a treatment to be prescribed by a medical doctor? These are questions typically asked by those utilizing a symbolic approach to medical anthropology. The symbolic approach focuses on the symbolic thinking and beliefs of a culture and how those beliefs affect social and especially health outcomes.
A person’s beliefs affect how they perceive treatments and how they experience illness. The most obvious example of the symbolic approach at work is the placebo effect. If a person believes that a treatment will be effective, this belief will affect their health outcome. Often in medical trials, people who believe they are receiving a treatment but are in fact receiving a placebo, such as a sugar pill, will demonstrate physiological responses similar to those receiving an active substance. Accounting for the placebo effect is an important consideration for all medical studies. The opposite of the placebo effect, the nocebo effect, occurs when a person believes they are not receiving an effective medicine or that a treatment is harmful. Common to both phenomena is the importance of meaning-centered responses to health outcomes. One of the most potent examples of this is voodoo death, when psychosomatic effects—that is, physical effects created by social, cultural, and behavioral factors—such as fear brought on by culture and environment cause sudden death. Related to the symbolic approach of medical anthropology is the symbolic interaction approach to health utilized by medical sociologists. Both approaches recognize that health and illness are socially constructed concepts. The symbolic interaction approach to health focuses on the roles of the patient, caregiver, and health care provider and the interactions that take place between people occupying these roles.
### Medical Ecology
Another major medical anthropology theory is medical ecology. Pioneered by Paul Baker and based on his work in the Andes and American Samoa in the 1960s and 1970s, medical ecology is a multidisciplinary approach that studies the effects of environment on health outcomes. Examples of these environmental influences include food sources, environmental disasters and damage, and how environmentally informed lifestyles affect health. Whereas the biocultural approach looks at the intersection of biology and culture, medical ecology focuses instead on how environment informs both health and the culture surrounding it.
A popular example of these connections can be observed in what are termed Blue Zones, certain locations around the world where a significant number of people regularly live exceptionally long lives, many over a century. These communities can be found in the United States, Japan, Columbia, Italy, and Greece. Common links between people who live in these places include a high-vegetable, low-animal-product diet (eggs and fish are the exception), a lively social life and regular activity, and a strong sense of cultural identity.
A negative example of the links between environment and health can be viewed in the Flint, Michigan, water crisis. In this case, pollution of the city water system negatively affected health outcomes due to high exposure to lead and Legionnaires’ disease. Studies, including a long-term study by the National Institutes of Health, confirm that the water, central to the larger environment of Flint, negatively affected citizens of all ages, with particular harm caused to children and the elderly.
### Cultural Systems Model
Culture is a chief consideration in another theory, the cultural systems model. Cross-cultural comparison is a core methodology for anthropology at large, and the cultural systems model is ideal for cross-cultural comparison of health systems and health outcomes. Cultures are made of various systems, which are informed by sociocultural, political-economic, and historical considerations. These systems can include health care systems, religious institutions and spiritual entities, economic organizations, and political and cultural groupings, among many others. Different cultures prioritize different systems and place greater or less value on different aspects of their culture and society. The cultural systems model analyzes the ways in which different cultures give preference to certain types of medical knowledge over others. And, using the cultural systems model, different cultures can be compared to one another.
An example of the cultural systems model at work is Tsipy Ivry’s Embodying Culture: Pregnancy in Japan and Israel (2009), which examines pregnancy and birth in Israel and Japan. A particular focus is how state-controlled regulation of pregnancy and cultural attitudes about pregnancy affect women differently in each society. Despite both societies having socialized medicine, each prioritizes the treatment of pregnant women and the infant differently.
In the Israeli cultural model for pregnancy, life begins at a child’s first breath, which is when a woman becomes a mother. Ivry describes a cultural model that is deeply impacted by anxiety regarding fetal medical conditions that are deemed outside the mother’s and doctor’s control. As every pregnancy is treated as high risk, personhood and attachment are delayed until birth. The state of Israel is concerned with creating a safe and healthy gene pool and seeks to eliminate genes that may be harmful to offspring; thus, the national health care system pressures women to undergo extensive diagnostic testing and terminate pregnancies that pass on genes that are linked to disorders like Tay-Sachs disease.
Japan, facing decreasing birthrates, pressures women to maximize health outcomes and forgo their own desires for the sake of the national birth rate. The cultural model for pregnancy in Japan emphasizes the importance of the mother’s body as a fetal environment. From conception, it is a mother’s responsibility to create a perfect environment for her child to grow. Mothers closely monitor their bodies, food intake, weight gain, and stressful interactions. In Japan, working during pregnancy is strongly discouraged. Ivry noted that many women even quit work in preparation for becoming pregnant, whereas in Israel mothers work right up to delivery.
The cultural systems model also allows medical anthropologists to study how medical systems evolve when they come into contact with different cultures. An examination of the treatment of mental illness is a good way of highlighting this. While in the United States mental illness is treated with clinical therapy and pharmaceutical drugs, other countries treat mental illness differently. In Thailand, schizophrenia and gender dysmorphia are understood in the framework of culture. Instead of stigmatizing these conditions as illnesses, they are understood as gifts that serve much-needed roles in society. Conversely, in Japan, where psychological diagnoses have become mainstream in the last few decades and pharmaceutical treatment is more prominent than it once was, psychological treatment is stigmatized. Junko Kitanaka’s work on depression in Japan highlights how people with depression are expected to suffer privately and in silence. She links this socially enforced silence to Japan’s high stress rates and high suicide rates (2015). The cultural systems model offers an effective way to evaluate these three approaches toward mental illness, giving a basis of comparison between the United States, Thailand, and Japan. Assigning ethnomedicine the same value as biomedicine rather than giving one primacy over the other, this important comparative model is central to the theoretical outlook of many medical anthropologists.
The cultural systems model encompasses a myriad of cross-disciplinary techniques and theories. In many cultures, certain phrases, actions, or displays, such as clothing or amulets, are recognized as communicating a level of distress to the larger community. Examples include the practices of hanging “the evil eye” in Greece and tying a yellow ribbon around an oak tree during World War II in the United States. These practices are termed idioms of distress, indirect ways of expressing distress within a certain cultural context. A more psychologically driven consideration is the cause of people’s behaviors, known as causal attributions. Causal attributions focus on both personal and situational causes of unexpected behaviors. A causal attribution for unusual behavior such as wandering the streets haplessly could be spirit possession within the context of Haitian Vodou, while in the United States behaviors such as sneezing and blowing one’s nose might be attributed to someone not taking care of themselves.
Causal attributions can be important to one’s own illness. Anthropologist and psychiatrist Arthur Kleinman has concluded that if doctors and caregivers were to ask their patients what they think is wrong with them, these explanations might provide valuable information on treatment decisions. One patient might think that their epilepsy is caused by a spirit possession. Another might suggest that their developing diabetes in inevitable because of their culture and diet. These beliefs and explanations can guide a doctor to develop effective and appropriate treatments. The approach recommended by Kleinman is known as the explanatory model. The explanatory model encourages health care providers to ask probing questions of the patient to better understand their culture, their worldview, and their understanding of their own health.
### Political Economic Medical Anthropology
Another medical anthropology approach is critical medical anthropology (CMA), which is sometimes referred to as political economic medical anthropology (PEMA). Critical medical anthropology has a specific interest in the inequalities of health outcomes caused by political and economic hierarchies. Critical medical anthropology advocates for community involvement and health care advocacy as ethical obligations. Defining biomedicine as capitalist medicine, this approach is critical of the social conditions that cause disease and health inequalities and of biomedicine’s role in perpetuating these systemic inequalities. CMA is also interested in the medicalization of social distress, a process that has led to a wide range of social problems and life circumstances being treated as medical problems under the purview of biomedicine.
Systemic racism and structural violence create many negative health outcomes. Structural violence refers to the way in which social institutions, intentionally or otherwise, harm members of some groups within the larger society. Structural violence can affect things such as life expectancy, disability, or pregnancy outcomes and can lead to distrust of medical systems. The Tuskegee syphilis study, a decades-long “experiment” that studied the long-term effects of syphilis in Black men under the guise of medical treatment, is a prime example of structural violence at work within the United States medical system. Black men involved in the study were not told they had syphilis and were denied medical treatment for decades, with most dying of the disease. The government’s internal mechanisms for halting unethical studies failed to stop this experiment. It was only when public awareness of what was happening resulted in an outcry against the study that the experiments were stopped.
Another area of interest to medical anthropologists working with a CMA approach is how medical systems might be inherently biased toward or against certain segments of society. The research of anthropologist Leith Mullings demonstrated a lifelong focus on structures of inequality and resistance. Her work in Ghana examined traditional medicine and religious practice through a postcolonial lens, which was critical of the colonial legacy of structural inequality she observed. Her work in the United States also focused on health inequalities, with a special interest in the intersection of race, class, and gender for Black women in urban areas. It has been documented that some doctors in the United States regularly ignore the pain of women, and this is especially true in cases where the doctor displays racial bias. This tendency has been cited in several studies, including a study in The New England Journal of Medicine that found that women are more likely to be misdiagnosed for coronary heart disease based on the symptoms they give and pain levels reported (Nubel 2000). Another study in the Journal of Pain found that women on average reported pain 20 percent more of the time than men and at a higher intensity (Ruau et al. 2012). Another example of research that takes a CMA approach is Khiara Bridges’s 2011 Reproducing Race, which brings a critical lens to pregnancy as a site of racialization through her ethnography of a large New York City hospital. This medical racism contributes to the higher rates of African American infant and maternal mortality.
Merrill Singer has done work on the role of social inequalities in drug addiction and in cycles of violence. This work has led to his development of the concept of syndemics, the social intersection of health comorbidities, or two health conditions that often occur together. For example, Japan’s hibakusha, or atomic bomb survivors of Hiroshima and Nagasaki, do not live as long as Japan’s normally long-lived population and are more likely to develop multiple types of cancer and other diseases tied to their exposure to nuclear radiation. In addition to these health risks, they face heavy discrimination from the larger Japanese population due to misinformation regarding nuclear radiation and radiation contamination. This discrimination carries over to the descendants of hibakusha, who have a higher rate of cancer than the average Japanese population despite having no detectable genetic damage from the atomic bombings. Studies are ongoing as to the cultural, economic, and genetic causes of this cancer. Syndemics is highlighted in the near-century-long struggle for numerous conditions caused by the atomic bombings to be recognized as related to the atomic bombings and thus treated by the Japanese government.
Critical theories of health are an applied method, analyzing medical systems and applying critical theory, often with the goal of improving the system or improving policy. Recommendations for improvements often come out of research but may also be the starting point of a research project, as part of a data-finding mission to highlight disparity in health outcomes. Whether it is systemic racism in biomedical treatment or power discrepancies in ethnomedical rituals, critical theories of health are a key part of exploring medicine in action and understanding real medical consequences. From birth to the grave, social inequalities shape health outcomes, life expectancy, and unnecessary human suffering. Critical medical anthropology scholarship demonstrates the social forces shaping disease and health, from drug addiction to the impacts of climate change. This work becomes a self-evident call of action. It is medical anthropology in action. |
# Medical Anthropology
## Applied Medical Anthropology
### Learning Outcomes
By the end of this section, you will be able to do the following:
1. Briefly explain how the biological processes of evolution and genetics impact human health and wellness.
2. Describe how human migration, social behavior, and cultural values impact gene flow, genetic drift, sexual selection, and human reproduction.
3. Define neuroanthropology.
4. Provide two examples of culture-bound syndromes.
5. Describe various ways in which political and economic forces impact health outcomes.
6. Explain how globalization has increased the flow of pathogens and introduced new diseases and viruses.
Anthropology is an adaptable field of study. Its principles, theories, and methods can easily be applied to real-world problem-solving in diverse settings. Medical anthropology is designed to be applied to the critical study and improved practice of medicine. Medical anthropology has been employed in corporate settings, has been used by doctors who want to reduce ethnocentrism or apply a holistic approach to medical research and medical education, and has informed the work of academics who want to effect policy changes. The following are but a few examples of applied medical anthropologists working to create change in the real world.
### Evolutionary Medicine and Health
A final theoretical approach to medical anthropology, emerging from biological anthropology, is evolutionary medicine. Evolutionary medicine sits at the intersection of evolutionary biology and human health, using the framework of evolution and evolutionary theory to understand human health. Evolutionary medicine asks why human health evolved the way it did, how environments affect health, and how we continue to affect our health through a number of factors including migration, nutrition, and epigenetics.
The story of human evolution is the story of gene flow and human migration. Each individual human carries specific gene combinations, and each human population carries with it a common set of genes. When people migrate, they bring those genes with them. If they have children, they pass those genes on in new combinations. Culture impacts population genetics in two ways: migration patterns and culturally defined rules of sexual selection impact the frequency of gene alleles, and thus genetic variation, in a human population. These genes often affect health outcomes, such as the likelihood of developing certain types of cancer or immunity to specific pathogens through exposure. The more frequently a human population interacts with other populations through migration, trade, and other forms of cultural exchange, the more likely it is that genetic material from one population will be introduced to the other. The current level of globalization makes it possible for genes to flow from one corner of the globe to another.
Moving into a new culture, whether forced or voluntary, requires adaptation. Adapting one’s culture to new rules, new norms, and new expectations, as well as adapting one’s identity to being a minority or facing oppression or prejudice, can affect the health of the migration population. An obvious example of this is the effects of slavery on Africans brought to the Americas. This impact is shown not just on their genetics, discussed elsewhere in this chapter, but also in their cultures. Syncretized religions like Haitian Vodou, Candomblé, and other African-inspired religions show the ways in which African populations adapted their beliefs to survive contact with oppression and cruelty, evolving and sanitizing certain elements while embracing others.
Populations that are physically isolated for long periods of time might experience negative effects from genetic drift as the frequency of rare alleles increases over time. Similarly, cultural groups that practice strict endogamy can experience negative effects from genetic drift. In isolation, populations can sometimes see a rise in the frequency of maladaptive gene variants, as in the case of Tay-Sachs disease found in ethnic minority populations that practice endogamy, such as Ashkenazi Jews or French Canadians. Among these populations, which have been relatively isolated from the populations around them, the genes that cause Tay-Sachs have become more common than in other populations. This suggests that isolation and segregation can result in unhealthy changes in a population’s gene pool.
Another example of evolutionary medicine is the study of the effects of the development of agriculture and the growth of urbanization on human health. The development of agriculture caused human health to change in many ways. Food became more regularly available, but diet became less varied and the amount of work required to procure the food increased. The regular movement associated with a gathering and hunting lifestyle resulted in robust overall fitness, but people were also at a greater danger of succumbing to a fatal accident before reaching the age at which they successfully reproduced. Our current lifestyle, in which many sit behind a desk for eight hours a day, five days a week, damages our spines and overall health. While food availability in Western nations is second to none, people living in those societies struggle with health problems related to being overweight and underactive. Each lifestyle has its trade-offs, and evolution has, over the past ten thousand years, affected both modern and neolithic humans differently. Through evolutionary health, we can track these changes and their adaptations.
With human migration and the concentration of human populations in urban areas, disease has grown exponentially. Pathogens can now spread like wildfire across the world. In the past, disease has had a devastating effect on human populations. As just one example, the Black Death killed over a third of Europe’s population, spreading via Silk Road merchants and the conquests of the Mongol Empire. Today we see yearly flare-ups of influenza and Ebola and are still dealing with the devastating effects of the COVID-19 pandemic that caused nations to close borders and people within nations to limit social contact with one another. Globalization not only makes it possible for pathogens and pandemics to spread, but also allows nations to cooperatively distribute vaccines and coordinate methods to contain viruses. Nations can now share medical data to help develop treatments and help one another in efforts to isolate and quarantine the sick and infected. On the other hand, international cooperation can hamper local response and prevent cities, provinces, states, and nations from acting in their own best interest.
At the heart of each of these areas of study is epigenetics, or the change of the expression of a gene during a single human lifetime. Often prompted by environmental exposure and mutations over a lifetime, epigenetic shifts are heritable changes in a person’s DNA that are phenotypical, meaning that they are linked to outwardly expressed traits. For example, studies show that people exposed to smoking in childhood tend to be shorter in adulthood. Similarly, trauma can stunt growth or increase the likelihood of developing specific maladaptations. The development of sickle cell anemia in the African American community has been linked to epigenetic adaptation to slavery in the United States, according to a 2016 study by Juliana Lindenau et al. This and other studies suggest that trauma can be inherited and can last generations. Epigenetics show evolution at work in real time, affecting both individuals and future generations.
### Culture and the Brain
The human brain is a fascinating research topic, both medically and culturally. Different cultures conceptualize the brain, its functions, and its health differently. Biomedicine and ethnomedicine systems view human physiology in distinct ways, and these two systems typically have very different explanatory models for understanding the brain and its role in psychology and neurology. Anthropologists are interested in both of these explanatory models and the ways they influence treatment. Some topics of particular interest to medical anthropologists include how psychology affects biology and health, the stigma of mental health across cultures, addiction, culture-bound syndromes, and experiences and illnesses related to stress. Daniel Lende and Greg Downey brought together these topics under the heading of neuroanthropology, an emerging specialty that examines the relationship between culture and the brain.
As highlighted during the discussion of the cultural systems model, the acceptance of psychology is highly variable by culture. Societies that rely upon biomedicine are more apt to embrace psychological approaches to mental health problems. Encouraging other cultures to apply psychology and psychiatry sometimes requires an anthropologist’s touch. One challenge for a medical anthropologist is convincing people who do not believe in mental health challenges that acknowledging and treating mental health issues is a better approach than ignoring them. India’s slow but eventual acceptance of psychology is described by Rebecca Clay in a 2002 article. In this case, psychology was gradually normalized and accepted through a combination of Indian medical theory and psychological treatments and diagnoses. This culturally based path toward normalization indicates the need for cultural understanding and a nuanced approach by medical anthropologists.
Culturally specific nuance is especially important in understanding what anthropologists call culture-bound syndromes. Culture-bound syndromes refer to unique ways in which a particular culture conceptualizes the manifestations of mental illness, whether as physical and/or social symptoms. The condition is a “cultural syndrome” in that it is not a biologically based disease identified among other populations.
A prominent example is susto, a syndrome in Latino societies of the Americas. First documented by Rubel, O’Nell, and Collado-Ardon (1991), susto is stress, panic, or fear caused by bearing witness to traumatic experiences happening to other people around you. Originating with Indigenous groups in the Americas, this panic attack–like illness was seen as a spiritual attack on people and has a number of symptoms ranging from nervousness and depression to anorexia and fever. Cultural syndromes are not limited to non-Western societies, however. According to anthropologist Caroline Giles Banks (1992), anorexia nervosa, an eating disorder where the person does not eat in order to stay thin in accordance with the beauty standards in the United States and Europe, is a prime example of a culture-bound syndrome. Only in these cultures, with specific pressures on weight and beauty applied to women and men, does anorexia nervosa appear. But as these beauty standards spread with globalization and the spread of media from these cultures, so does the disease. Cultural syndromes are not restricted to cultures that prefer biomedicine or ethnomedicine: they are as diverse as human culture itself.
A related concept gaining ground in psychology is known as cultural concepts of distress, or CCD. These concepts, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM) 5, “refer to ways that cultural groups experience, understand, and communicate suffering, behavioral problems, or troubling thoughts and emotions” (American Psychiatric Association 2013). In sum, CCD is used to describe how a culture explains and conceptualizes the unique manifestation of mental illness as physical and/or social symptoms.
The psychobiological dynamic of health—the measurable effect of human psychology on physical health—is a primary tool used by medical anthropologists to study health. The psychobiological dynamic of health helps anthropologists evaluate the efficacy of health-related treatments that may not accord with those used in their home culture. For example, ritual healing has real measurable effects on people, both the patient and those in attendance during the ritual, as long as they believe that the ritual has healing power. Similarly, for those who share a cultural belief in the power of such practices, being prayed over by a priest or blessed with holy water can offer effective healing power. Psychological belief grants healing efficacy. The same principle applies to biomedicine, as illustrated by the placebo/nocebo effect. Of course, belief alone cannot entirely negate the harmful or helpful effects of medicine or any other substance.
Another area in which psychology and health intersect is the experience and effects of stress, a human universal. Indeed, it is well established that mental stress can make someone physically sick. The work of anthropologist Robert Sapolsky (2004) analyzes the evolution of the human body to adapt to, use, and heal from stress. His analysis suggests that stress pushes humans to both physical and mental limits, that these limits differ in different humans, and that being pushed up against limits due to stress can result in growth. The human ability to adapt to stress is a difference from other primate species, and it likely developed over millions of years of evolution. While human bodies have evolved with stress and have sometimes grown as a result of stress, we were not evolved to withstand chronic stress over extended periods of time. Chronic stress induces a high rate of stress-related diseases, such as heart disease, indicating the limits of even evolution to adapt to long-term stressors.
Addiction is another area in which medical anthropologists have done significant work, analyzing how culture and biology contribute to addiction. Addiction comes in many forms and affects multiple measures of health. Medical anthropologist Angela Garcia tackles addiction in her book The Pastoral Clinic: Addiction and Dispossession along the Rio Grande (2010), which explores the intersection of race, class, immigration status, and dispossession with drug addiction and the ability to treat it. Focusing on a small town on the Rio Grande and specifically a clinic within that town meant to treat addiction, she tracks the trajectory of a number of patients and the factors that contributed to their addiction. Her analysis highlights the status of these patient as immigrants, minorities, and outsiders, which prevent reentry into society for many. Similarly, João Biehl’s work Vita: Life in a Zone of Social Abandonment (2103) analyzes the effects of dispossession and homelessness on social health, looking specifically at the role of drugs in the highlighted zone. His exploration of vita, a place where people are “left to die” when their addiction or mental illness becomes too much of a burden, shows the cultural effects of mental health and addiction on Brazilian society and the struggles of the individuals abandoned there. In both works, the role of drugs is highlighted, exploring how cultures symbolically characterize problematic drug use and addiction and attach a stigma to admitting a problem and seeking treatment. The works also explore how drugs are justified and understood, illustrating both how drugs change the biochemistry of the brain and how the human mind characterizes the drugs, each shaping one another.
### Reproduction
Reproductive health is another area in which medical anthropologists have made significant contributions by applying their knowledge and methods to real medical practices. Medical anthropologists have studied reproduction in many cultures, analyzing the practices, beliefs, and treatment of those who are pregnant, their children, and their supporting network. Another area of interest has been the ritualization of pregnancy. Robbie Davis Floyd (2004) has done work on birth as a rite of passage and the role of the midwife in modern birth practices around the world, with a focus on medicalized birth in the United States. Her work highlights ways in which the experience of birth is made more complicated by policy. Midwives are shown to decrease the chances of complications in births, yet in many places they are denied a role in the birthing process. Regardless of patient preference and the documented success of midwives, in most settings in the United States doctors and medical professionals are given preference over midwives. Floyd argues that this preference sometimes puts the patient at risk. In the Western biomedical system, doctors are preferred and imbued with authoritative knowledge, which is a sense of legitimacy or perceived authenticity.
The work of Dána-Ain Davis (2019) on medical racism and inequalities in the health care system shows structural violence at work. Based on analysis of statistics and vivid ethnographic examples, Davis found that women of color experienced significantly higher rates of complications, including higher death rates for both mothers and infants, than White mothers and babies. Davis concludes that cultural bias and systemic racism are woven into the US health care system. These are often unacknowledged biases, unrecognized by those perpetrating them in the medical profession. Davis advocates for better policy to address these inequalities and help mothers maintain control over their bodies and the birthing process.
### The Inequalities of Health
Attempting to address the inequalities of health care is a primary application of the work of critical medical anthropologists. Inequalities are apparent in relation to COVID-19, the global pandemic that has left no corner of the world untouched. A number of agencies in the United States, including the National Institutes of Health and the American Civil Liberties Union, have determined that Black and Latinx populations have been most negatively affected by the virus, both in health outcomes and overall deaths per capita relative to their portion of the population. Several states have emphasized the need to ignore personal safety for the sake of economic “health,” essentially stating a willingness to sacrifice workers so their economic prospects do not falter. Meanwhile, people working on the front lines faced what is tantamount to class violence, as they could not afford to stay safely at home and social distance; indeed, it can be argued that later this class violence still applied, as the divide between remote working and those forced to work on-site created a stark contrast. The health of “essential workers” is put at risk. Aside from health care professionals, the category frequently falls along class lines, with the majority of “essential workers” employed in the service industry, in factories, or making deliveries. Economic inequalities and lack of access to health care providers both play a role in these trends. Similarly, the World Health Organization has highlighted how poorer countries have had their access to the many forms of COVID-19 treatment and prevention restricted by the demands of richer countries like the United States and Australia.
Another area in which medical anthropologists have documented health-related inequalities in the United States is access to nutritious foods. It has been well established that poor access to foods, particularly highly nutritious, diverse foods, can negatively affect health. People who live in food deserts, which are areas lacking access to good food, are more likely to develop debilitating illnesses and suffer from a basic lack of nutrition in several major fields. Amplifying the effect of food deserts is that these same areas often also lack access to health care services.
AIDS has provided a multigenerational study of the inequalities of health. At the beginning of the AIDS pandemic in the 1980s, the poorly understood disease was stated to be a “gay man’s virus” because it seemed to only affect gay and bisexual men. Medical anthropologists began studying the AIDS virus as early as 1983, with Norman Spencer notably studying cases in San Francisco. As the virus spread to other populations, research became more common and well-funded, receiving state support in some cases. Yet between poor and late funding and the spread of misinformation that took decades to reverse, AIDS devastated populations around the world. Medical anthropologist Brodie Ramin (2007) has applied anthropological knowledge and methods to AIDS treatment in Africa, utilizing cultural understanding to develop more effective methods of medical treatment and enhance public trust in these treatment methods.
Even today, AIDS is highly stigmatized and poorly treated in many places in the world. For over two decades now, Paul Farmer and Jim Yong Kim, both anthropologists and medical doctors, have worked with their organization, Partners in Health, to provide better health outcomes and access to poor, remote parts of the world. Their work has been instrumental in helping treat AIDS and other diseases in places such as Haiti. Jim Yong Kim used his role in the World Bank Group to help create better outcomes as well. Medical anthropology has the power to shape policy at the highest level of global health institutions, but it has much to overcome. Medical anthropologists are well aware of the severity of the problems of structural violence, systemic racism, and massive health inequalities around the world.
The COVID-19 pandemic changed many aspects of many cultures, affecting people’s professional, educational, and personal lives. Medical anthropologists Vincanne Adams and Alex Nading have already begun to analyze the social impact of COVID-19: “The pandemic continues to precipitate simultaneous dread over what is to come and loss over what appears to be gone forever, including loved ones, ways of life, and conceptual and literal safety nets” (2020). The COVID-19 pandemic has illustrated how deeply intertwined health and culture can be. Elisa J. Sobo’s work on the anti-vaccine movement in 2016 is now freshly relevant, as some people fear and mistrust both the COVID vaccine and the health measures to slow or prevent the spread of the virus proposed by nonprofits and governments. Adams and Nading build upon Sobo’s research, exploring the central role of belief and culture in the development of policy at the local, state, national, and international levels during the COVID-19 pandemic.
The COVID-19 pandemic has illustrated how deeply intertwined health and culture can be. Medical anthropology has a lot to offer public health and health care professionals. Incorporating medical anthropology and cultural competence into the training of health care professionals is a proactive step to begin addressing medical racism and the inequalities of health documented by medical anthropologists. It also gives health care professionals insight into the relationship between social health and physical and mental health priorities. The work of medical anthropologists on nutrition, reproduction, and infectious disease has significant implications for health care and public policy. Finally, understanding the wealth of cultural traditions and ethnomedical systems provides a greater appreciation for the diverse ways of understanding health and managing maladies. As the COVID-19 pandemic has demonstrated, health and health care are a complex social issue with global ramifications for billions of people.
### Summary
Medical anthropology is the application of anthropological practice and methods to medicine. It considers how culture affects medicine and health. Medical anthropologists thus try to study medicine and health within the context of the culture it comes from, which is known as ethnomedicine. The history of medical anthropology stems from numerous other branches of anthropology, including religious anthropology and the study of rituals and health. Since World War II, anthropologists have often been involved in health initiatives around the world, with numerous health practitioners using anthropological methods to increase their efficacy.
Medical anthropological theory and practice is rooted in the work of Franz Boas. Medical anthropologists utilize various methods to gather data and study a culture’s dimensions of health. In participant observation, an anthropologist takes part in the culture they are studying. Ethnographic interviews ask questions of cultural informants regarding their understanding of their culture’s medical practices. Similarly, in illness narrative interviews, a person who has been ill is asked to describe their experience, both of being sick and how others treated them. Another method is to examine the choices people make when seeking medical treatment, a process called a health decision-making analysis. Anthropologists also use a number of quantitative methods, focusing on medical statistics, questionnaires, and surveys.
Medical anthropology embraces a number of theories. The biocultural approach analyzes the links between culture and biology, using aspects such as environment to understand how medicine and the culture around it develops. The symbolic approach to medical anthropology looks at the world of symbols that surrounding health and medicine in a particular culture, including the placebo effect and specific cultural phenomena such as “voodoo death.” Medical ecology suggests that environment affects the development of culture and thus of medicine. The cultural systems model is a theory used for cross-cultural analysis, creating a frame of reference for comparison and looking at why certain cultures prefer certain types of knowledge. Critical medical anthropology (CMA) analyzes how social inequalities in a culture affect health outcomes. Critical theories of health apply medical anthropology theory and method to medical practice with the aim of changing medical policy at multiple levels.
Medical anthropology, perhaps more than any other type of anthropology, is easily applied to other fields. Medical practitioners apply anthropological theory and methods to better understand their patients and improve their health outcomes. Evolutionary medicine studies how humans have evolved with the goal of better treating illness. This requires a fusion of biological anthropology, genetics, and globalization. Medical anthropologists also work within neuroanthropology, combining psychology, neurology, and human biology to understand and improve human physical and mental health outcomes. Reproductive health is improved with an understanding of medical anthropology, as culture is highly important to birth and childcare.
Inequalities of health are a particularly important place for the application of the work of medical anthropologists. From food deserts to the AIDS epidemic, medical anthropologists have applied their work to solving real-world problems and innovated novel solutions that could later be applied to other problems, such as the COVID-19 pandemic.
### Critical Thinking Questions
### Resources: Explore Medical Anthropology
1. Culturally Connected is an excellent educational resource for health care professionals that draws heavily on medical anthropology.
2. Neuroanthropology is a collaborative weblog created to encourage an interdisciplinary exchange.
3. Somatosphere is an online forum for debate and discussion in medical anthropology.
4. Anthrolactology is a podcast series on anthropology, breastfeeding, science, and society.
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Turner, Victor. (1969) 2017. The Ritual Process: Structure and Anti-Structure. London and New York: Routledge.
World Health Organization. 2020. “Constitution of the World Health Organization.” Basic Documents, 49th ed., 1–20. https://apps.who.int/gb/bd/pdf_files/BD_49th-en.pdf#page=6. |
# Human-Animal Relationship
## Introduction
Take a moment to consider your relationships with animals. Where do you interact with animals? Do you encounter them on your plate, in your home, on your walks or visits to zoos and aquariums, in your vaccines and medical procedures, in your body lotion, or in the clothing or shoes you wear? Or do you encounter them mostly in books, movies, and poems?
Human-animal scholarship is a relatively new interdisciplinary specialty. Interdisciplinary specialties cross individual disciplinary boundaries, drawing on perspectives and theories from multiple academic areas, most commonly anthropology, sociology, psychology, biology, philosophy/ethics, and even economics. When we consider the multiple roles that animals play in human lives, it is easy to see how this topic intersects with so many disciplines: the breeding and care of animals is associated with biology; the use of therapy dogs in human populations, such as with prisoners or those suffering from post-traumatic stress disorder (PTSD), is associated with psychology; and the ways in which different cultural groups think about and use animals is an anthropological concern. As a result, human-animal scholars take an interdisciplinary approach to preparing for and conducting their research to better understand the relationships among humans, animals, and culture. |
# Human-Animal Relationship
## Humans and Animals
### Learning Outcomes
By the end of this section, you will be able to:
1. Restate the scientific meaning of animal.
2. Describe the human-animal continuum.
3. Define multispecies ethnography.
4. Identify highlights in the domestication of dogs.
### The Human-Animal Continuum
Nonhuman animals are part of many facets of our lives. Many people rely on animals as part of food and subsistence systems, particularly in the areas of hunting, herding, and agriculture. Some people worship deities who are all or part animal. Many people recognize animals as symbols of clans or sports teams. For example, did your school have an animal as the mascot for its sports or debate teams? Across cultures, people love animals as pets and companions, and, as recognized by evolutionary theory, humans are connected to animals as ancestors and relatives. Animals are integral parts of the lives of humans around the world, in which they play a variety of roles. Defining an animal, however, can be complicated.
With some exceptions, an animal is defined in science as a multicellular organism, either vertebrate or invertebrate, that can breathe, move, ingest and excrete food and food products, and reproduce sexually. This clearly also includes the human species. Western philosophical tradition supports this inclusion. The Greek philosopher Aristotle (384–322 BCE) grouped animals as being blooded (e.g., humans, mammals, birds, fish), non-blooded (e.g., shelled animals, insects, soft-skinned sea animals), or what he called dualizers, with mixed characteristics (e.g., whales, who live in the sea but have live births; bats, who have four legs but fly). Aristotle classified humans as animals with the intellectual ability to reason. In 1735, Swedish botanist Carolus Linnaeus introduced his binomial classification, which used two terms to identify every living organism: a genus and a species designation. In his work Systema Naturae (1735), Linnaeus divided the living world into two large kingdoms, the Regnum Animale (animal kingdom) and the Regnum Vegetabile (plant kingdom). Like Aristotle before him, Linnaeus classified humans as animals. Today, the scientific approach to the study of the animal kingdom accepts that there is a continuum between all living animal species with grades of difference between species. However, even though humans are animals, people across cultures define themselves as separate from animals.
French anthropologist Claude Lévi-Strauss (1908–2009) argued that cultures universally define themselves in opposition to what they view as nature, a domain they define as outside or on the margins of human culture. Humans and human culture are typically seen as everything that is not nature or animal. This makes animals and nature very important concepts to human societies, because they shed light on how people think of themselves as human beings in the world. Lévi-Strauss famously said of animals that they are “good to think” (1963, 89), meaning that animals provide good ways for humans to think about themselves. Animals are used as symbols in all cultures, a sign of the human tendency to identify similarities and differences between ourselves and (other) animals.
In all societies, culture plays an important role in shaping how people define animals. Cultures assign various meanings to animals; they are ancestral spirits or deities, companions, work animals, wild and dangerous creatures, and even objects on display in zoos or raised in factory farms for food. Think of American culture, which both loves and dotes on dogs as members of the family and raises pigs as a food commodity. In other cultures, dogs are considered a food species. Among the North American Lakota people, dog meat is considered a medicinal food (see Meyers and Weston 2020), and in Vietnam, specially designated restaurants serve dog meat as a male aphrodisiac (Avieli 2011). To further illustrate the blurring of boundaries between categories of animals, some species of pigs, such as the potbellied pig, are kept as family pets in the United States. How do cultures designate species as being one thing and not another?
The study of group identity is central to anthropology. Different cultures distinguish what is animal from what is human by comparing “the other” with themselves. Sometimes called us versus them, we versus they, or even the Other, capitalized, this binary (two-component) comparison is a human tendency observed across cultures.
It is common for cultural groups to distinguish between humans and nonhuman species and also to designate some humans as “other” and not as fully human—comparable to animals or even isolated parts of animals. In the Andes, indigenous Quechua and Aymara speakers refer to themselves as runa, meaning “people” or “humans.” Those who do not speak their languages and do not live in the Andes are, by extension, nonhuman and are typically referred to as q’ara, meaning literally “naked and bare,” referring to their lack of social ties and community (Zorn 1995). This distinction between those within the group and those without is common among Indigenous groups all over the world as well as within Western societies. Although the origin of the word frogs as an epithet (nickname) for the French is contested, it appears to have begun within France itself as a way of referring to people who lived in Paris and ate frog legs. By the late 18th century, however, frogs had begun to show up in English newspapers and other written sources as a pejorative, insulting term for all French people (Tidwell 1948). Not to be outdone, the French have traditionally referred to the English as rosbifs (roast beefs), a food common in English cuisine.
Although these examples are relatively lighthearted, there is a dark side to human-animal imagery. In a recent book, German freelance journalist Jan Mohnhaupt (2020) examines the distorted relationships that some Nazi leaders had with animals. After coming to power in Germany in 1937, the Nazi state enacted many laws against the Jewish people, among them a 1942 law that made it illegal for Jewish people to own pets, while Nazi leader Adolf Hitler doted on his dog and military commander Hermann Göring kept lions as pets. Preventing them from having companion animals was yet another way in which the Nazis sought to dehumanize Jewish people. Human-animal relationships are important to our sense of selfhood.
In this chapter, we will explore various cultures’ approaches to and understandings of nonhuman animals, including both living and symbolic animals, and the diverse ways in which humans interact with and think about these “other” beings.
### Multispecies Ethnography
In his essay “Why Look at Animals?,” English art critic and poet John Berger writes, “To suppose that animals first entered the human imagination as meat or leather or horn is to project a 19th century attitude backwards across the millennia. Animals first entered the imagination as messengers and promises” ([1980] 1991, 4). Recent trends in anthropological scholarship attempt to interact with these messengers and understand the relationship that humans and animals share. The term polyspecific refers to the interactions of multiple species. The relationships shared between humans and other species began with our ancestors millions of years ago.
The specialty of human-animal studies within anthropology suggests new forms of scholarship that deliberately move away from anthropocentrism, which focuses on humans as if they are the only species that matters. Human-animal studies opens a window into different ways of thinking about what it means to be human. One approach within the specialty, called multispecies ethnography, pays careful attention to the interactions of humans and other species within their shared environment—whether those other species be plant, animal, fungal, or microbial. Multispecies ethnographies are especially focused on the study of symbiosis, which is a mutually beneficial relationship between species.
Researchers conducting multispecies ethnographies utilize a broad, holistic approach that takes into account questions such as where and how interactions between humans and animals occur. This approach is more complex than traditional ethnography because it requires that the researcher acknowledge both the perspectives of nonhuman actors and their roles in how we see and understand ourselves.
Cultural anthropologists and ecologists Kirill Istomin and Mark James Dwyer (2010) conducted multispecies ethnographies between two different herding populations in Russia: the Izhma Komi, who live in northeast European Russia, and the Nenets in western Siberia. The two groups live in environments that are comparable in terms of geography, average temperatures, and precipitation, and they herd the same subspecies of reindeer year-round. Yet their herding styles are completely different. The Izhma Komi divide their reindeer into two large groups: a family group consisting of non-castrated males, females, and calves, called a kör, and a group of castrated males used for transportation and hauling, called a byk. Herders accompany the two groups to two separate grazing grounds during the day and direct them back to camp at night. While foraging for food, the reindeer stay within their particular groups and do not wander away. In contrast, the Nenets allow their reindeer to freely disperse and wander during the day, only occasionally observing their general whereabouts and well-being. Unlike the Izhma Komi herds, which stay in their two large groups, the Nenets animals forage in smaller groups and reunite at night as a single herd when they return on their own to camp for protection. Unlike wild reindeer, who do not routinely live in and around human encampments, these groups have a symbiotic relationship with their herders. The humans get meat, some limited milk, and leather for clothing, shoes, and trade products from the reindeer, and the reindeer get protection and supplemental foods at the campsite from the herders.
Istomin and Dwyer’s research notes behaviors that the reindeer have learned from their human herders, but it also addresses social learning within the herds. In their interviews with the researchers, both Izhma Komi and Nenets herders told stories about the difficulties they faced when introducing new, so-called unmanageable animals into the herds. These new animals had not yet learned the herding routines of the group they were joining. Some wandered off and were lost before they could adapt to the particular herd culture. Istomin and Dwyer conclude that the animals themselves pass along behavioral knowledge to each other across generations as offspring follow and learn from their mothers and other adult reindeer. This conclusion challenges the notion that animal behavior is solely genetic and instinctual. Expanding ethnographies to include an understanding of what animals are doing and thinking is a primary objective of multispecies ethnography.
Despite its recent emergence in anthropology as a separate specialty, the multispecies perspective has a long history. Nineteenth-century amateur anthropologist Lewis Henry Morgan’s research on the North American beaver (1868), which includes material on beavers’ adaptation to and interaction with humans, remains one of the most insightful and perceptive works on the species. And the research conducted in the 1930s by British anthropologist Edward Evans-Pritchard on the relationship between the Nuer people of Africa and their cattle resulted in an ethnographic account of their interdependence, both socially and economically.
More recently, cultural anthropologist Darrell Posey used a multispecies ethnographic approach in his work “Wasps, Warriors, and Fearless Men” (1981). In this case, the relationships of interest are between humans and insects. Posey’s work utilizes a lens of , exploring the relationships that the Kayapó people of central Brazil have with local insects and how these relationships shape their perception of themselves as human. Posey documents how Kayapó warriors deliberately provoke a local species of wasp to sting them, using the “secret” of the venom to become more powerful:
### A Case Study: Domestication of Dogs
Humans interact with and relate to animal species that live in the wild as well as those that depend on them for their survival. Animals that are dependent on human beings are typically the result of domestication. Evidence suggests that early humans quickly developed a clear understanding of how selective breeding works, encouraging animals that shared preferred characteristics to mate and produce offspring. These desired traits included a calm temperament; the ability to get along with conspecifics, or members of one’s own species; usually a smaller body so that the animal could be gathered or herded in larger numbers; and an attachment to or tolerance of humans.
The dog (Canis lupus familiaris) is believed to have been among the earliest animal domesticates, possibly the first. The origins of the domesticated dog are controversial. Most scientists agree that dogs originated from wolves, particularly from the subspecies Canis lupus pallipes (Indian wolf) and Canis lupus lupus (Eurasian wolf). The wide variety among dog breeds indicates that other wolf subspecies were also involved in selective breeding, making today’s dogs animal hybrids.
Wolves have various natural instincts that make them excellent candidates for domestication. They are highly social scavengers who could easily have become accustomed to human settlements and food handouts at a young age, and they have a hierarchical social structure that includes status and submission within the pack, traits that would predispose them to conforming to human direction and domination. Dogs today vary genetically by only about 0.2 percent from some of their ancestral wolf subspecies.
Historically and cross-culturally, humans benefit in many ways from their relationships with dogs:
1. Guarding and protection. Dogs are naturally territorial and highly social; they are both biologically and behaviorally prone to be keenly aware of their physical surroundings and their group (or pack). The impulse to guard and protect is a genetic trait that was easily manipulated in the species as humans selectively bred animals that were particularly loyal to their families and attentive to their property. As part of the domestication process, humans selected for dogs who exhibited a bark-howl response when alerted, with the result that domesticated dogs bark when concerned or excited. Among wolves, the bark is only used as an initial alert (Yin 2002). Wolves do not call attention to themselves as dogs do.
2. Hunting. Descended as it is from a wild predator, the domestic dog can be an excellent hunter and retriever. A trained dog offers considerable benefits to humans in the hunting of prey. Some Indigenous groups, such as the Chono of Tierra del Fuego, Argentina, trained their dogs to dive and to fish for seals. The Tahltan people of Canada used dogs on bear hunts. In czarist Russia, borzoi dogs were used to hunt for wolves.
3. Herding. Dogs were key to the development of pastoralism, a subsistence system based on herding animals. Many pastoral societies utilized dogs as shepherds for domesticated herds of sheep, goats, cattle, and even fowl. Once trained to identify and protect its herd, a dog can be a fierce defender of and guide for animals foraging away from human settlements. Trained herding dogs can shepherd their flocks on a consistent trail without constant human surveillance. Selective breeding moderated a natural instinct in dogs referred to as eye-stalk-chase-bite, a sequence of steps utilized by dogs to focus on another animal when hunting. This moderated instinct enables dogs to guide and protect another species by keeping the animals rounded up and moving away from danger. While not utilized by every pastoral society, dogs are considered vital to most pastoral societies, even today (see the Ethnographic Sketch at the end of the chapter).
4. Transportation. Historically, dogs served as beasts of burden, especially in cultures that had no larger domesticated animals such as the horse, donkey, or cow. Many Indigenous peoples used dogs to carry young children or possessions. Among North American Indigenous cultures such as the Assiniboine, Apache, and Inuit, dogs were traditionally used for transportation. Some of these groups developed specialized technology, such as the travois and the sledge, that allowed them to harness a dog to a platform loaded with items to be moved.
1. Meat. In some cultures, domesticated dogs offer a dependable source of meat. Some of the earliest evidence of dog eating was found at a prehistoric rock shelter site located at Hinds Cave, Texas. At the Hinds Cave site, geneticist Raul Tito and his team identified domesticated dog remains in human coprolites (fossilized feces) dating to 9260 BP. From the Preclassic through the late Postclassic period (2000 BCE–1519 CE) in what is now Mexico, various Indigenous cultures, including the Olmec, Zapotec, Aztec, and Maya, raised and consumed dogs as a source of protein (Thompson 2008), eventually developing a hairless breed of dog known today as the Xoloitzcuintli. This breed existed when the Spanish arrived in Mexico in the 16th century.
Although dogs are primarily pets in contemporary societies, they continue to play other important roles in a wide range of human activities. As just a few examples, dogs are used as drug detectives at airports, therapy animals for a wide range of human needs, and guides and helpers for those living with physical challenges. Dogs also continue to be used as shepherds, hunting companions, and guards. |
# Human-Animal Relationship
## Animals and Subsistence
### Learning Outcomes
By the end of this section, you will be able to:
1. Describe the role empathy plays in human-animal relations.
2. Identify some characteristics of the ways that Indigenous hunter-gatherers and nomadic pastoralists relate to animals.
3. Discuss the relationship between Rock Cree hunters and animals.
### Human-Animal Empathy in Subsistence
One of the most important relationships between humans and animals is that centered on subsistence, the means by which a group of individuals makes a living. In hunting-and-gathering and pastoral societies, the relationships between humans and animals are critical to human survival. Serving as meat, tools for hunting and for herding other animal species, and sources of commodities such as wool and leather, these societies’ animals are central to human lives. In such societies, human relationships with animals are typically characterized by animal empathy, or the sense of being attuned to the feelings or experiences of other beings—in this case, animals. Elaborate beliefs and rituals surrounding human-animal interdependence are common among hunter-gatherers and pastoralists.
The research of anthropologist Pat Shipman ([2015] 2017) suggests that human empathy and alliances with animals, especially dogs, gave humans an evolutionary advantage over animals. Relying on animals for survival prompted humans to develop not only improved hunting and meat-processing tools but also a deep understanding of their prey. Humans needed to be able to discern and predict animal behaviors, including migratory patterns. By the emergence of our species, Homo sapiens, some 300,000 years ago, humans had evolved to have a sophisticated empathic understanding of and relationship with animals. By the Upper Paleolithic (50,000–12,000 BP), humans were leaving testimonials to their empathic relationships with animals in cave paintings.
One of the most outstanding early examples of animal art is the paintings found in the Lascaux cave in southwestern France, depicting the animals and plants that humans encountered some 17,000 years ago. These paintings were likely created over a range of years by several generations of hunters. Of the more than 6,000 images of humans, animals, and abstract signs, some 900 are animals. Animals that appear in these paintings include horses, deer, aurochs (wild cattle), bison, felines, a bird, a bear, and a rhinoceros. One black bull measures 5.6 meters (approximately 17 feet) in length. The animal is painted as if its legs are in motion. One of the felines appears to be urinating to mark its territory.
Lascaux closed to tourists in 1963 to protect the extraordinary artwork inside. Today, it has been named a UNESCO World Heritage Site by the United Nations. This means that it is legally protected by international agreement with the goal of ensuring permanent conservation and protection. Lascaux is of inestimable value for understanding our common human history.
### Animal Relationships among Indigenous Hunters
Many cultures continue to rely on wild animals for subsistence today. This dependence requires the mastery of various cognitive skills, including knowledge and understanding of animal behaviors. In all cultures, much of the socialization of children is connected to skills required for subsistence. In societies that rely on hunting for survival, children learn to be especially attentive to their environments. It is also common in such societies for children to keep pets, often the young of wild animals that have been hunted, such as birds and small mammals. Many wild animals are capable of being tamed by human handling when they are young. An animal is considered tamed when it has learned to tolerate human proximity and interaction for considerable periods of time.
Indigenous hunter-gatherers subsist on what their environment freely provides. They do not produce food but rather collect it. Indigenous hunters typically view animals as fellow sentient and spiritual beings with whom they must maintain a relationship of mutual respect. Commonly, they practice elaborate rituals associated with hunting, both to show respect for their prey and to increase the likelihood of success in the hunt.
In his study of Yukaghir elk and reindeer hunters in Siberia, Danish anthropologist Rane Willerslev (2004) recorded many ritualistic hunting behaviors. These included taking a sauna bath several days before the hunt to diminish the hunters’ scent; using special language (code words) to talk about the hunt, never mentioning death or hunting directly, in order to deceive or confuse the animal spirits; and “feeding” a fire with alcohol and tobacco the night before the hunt to perfume the air and seduce the animal spirit to desire the hunter. Even so, the hunters are never overconfident about the hunt, as they believe they risk their own identities as human beings when trying to lure an animal and its spirit. The bond between hunter and hunted in Indigenous societies is often viewed as tenuous, a relationship between equals in which the balance of power could shift in either direction. During the hunt itself, Yukaghir hunters wear wooden skis covered in elk leather so that their movements sound like the movements of an animal in snow, and they practice thinking like the elk or reindeer to lower the animals’ inhibitions so that they will allow the hunters to get near. The hunters even imagine themselves speaking to the animal, trying to diminish its fears. For the Yukaghir people, the hunt can be a dangerous interaction, and so respect is necessary at all times, even after the body of the animal has been taken.
### A Case Study: Rock Cree Hunters
The Asinskâwôiniwak, or Rock Cree, are an Indigenous society of hunter-gatherers living in northwestern Manitoba, Canada. In his ethnography Grateful Prey (1993), cultural anthropologist Robert Brightman examines the various ways in which the Rock Cree think about and interact with animals. Once a foraging society subsisting on big game hunting, fishing, and fur trapping, today the Rock Cree are primarily settled on government lands and no longer nomadic. Their relationship with animals continues to be central to their cultural identity, however, and today they hunt and trap as part of a mixed subsistence system that includes both foraging and wage labor. The Rock Cree’s hunting is informed by both Indigenous principles that place high value on big game animals such as bear, moose, and caribou and the current market price for animal products such as pelts.
During his research, Brightman observed a fascinating tension between humans and animals at the core of Rock Cree hunting culture. Because animals are believed to be both spirit and body and capable of regenerating (reincarnating), killing an animal has repercussions for the hunter. If the hunter does not treat the animal’s body with respect after the kill, the animal spirit will not return to the hunter:
Rock Cree hunters, who may be male or female, are frequently influenced by an animal spirit called a that appears in their dreams. Sometimes referred to as the “master of animals” in other Indigenous societies where it is also found, the pawakan is the head spirit of an animal species or type. Individual animals have a different and lesser spirit. The relationship that hunters have with the pawakan is complex and variable and depends on the hunter’s behaviors and circumstances. The pawakan may provide the hunter with useful information about where a prey animal can be found and can persuade a specific animal to either go near the hunter or elude them. A sorcerer can even send a pawakan to frighten dangerous animals away from a potential human victim.
The Rock Cree believe that an animal can be successfully hunted only if it voluntarily offers itself to the hunter. Through offerings of prayers, songs, and bits of food and tobacco burned in a stove or outside fire, the Rock Cree symbolically interact with their prey prior to the hunt. Once the animal is slain, the hunter makes sure that no parts of its body are wasted. To waste any part of an animal would be disrespectful and would imperil the hunter’s future success. The Rock Cree have detailed procedures for butchering, cooking, and eating animals and for disposing of the bones by hanging them in trees where they cannot be violated by other predators. They believe that once the people have finished with the animal and left its bones hanging, the animal will recover its bones and regenerate back into the environment. Sometimes, hunters or trappers say they recognize an animal and that it is the “same one” that was killed before (Brightman 1993, 119).
This study of the Rock Cree illustrates the intense and complex relationships that can exist between humans and wild animals. Many of these same kinds of relationships between hunters and animals also exist among the Netsilik people and other hunting populations. Indigenous hunter-gatherers have a fundamentally different view of their relationships with animals and of their own place in the world than do pastoralists or people living in industrial societies. This traditional wisdom and interconnected way of being in the environment is a valuable part of our shared human cultural heritage.
### Animal Relationships among Nomadic and Transhumant Pastoralists
Like hunter-gatherers, pastoralists also have empathic relationships with animals, but the nature of those relationships is different. Pastoralism, which is subsistence based on herding animals, can be either nomadic or transhumant. Nomadic pastoralism is herding based on the availability of resources and involves unpredictable movements, as herders decide from day to day where they will go next. Transhumant pastoralists have patterned movements from one location to another.
The Izhma Komi and Nenets herders in Russia, discussed earlier in the chapter in the section on multispecies ethnography, practice nomadic pastoralism. While the relationship between nomadic pastoralists and their animals is based on respect and empathy, just as with hunter-gatherers, nomadic pastoralists are more involved in the daily lives of the animals they rely on. Typically, the animals are herded into human campsites each night, and often their movements are monitored during the day. The animals are not physically dependent on humans, but the two groups are involved with each other, as herders offer supplemental food to the reindeer to reinforce their connection to the human campsites for the night. Both hunter-gatherers and nomadic pastoralists rely on their animals for meat and leather, but nomadic pastoralists might also harvest milk and use the animals as transport, two practices that require the animals to be more accustomed to human handling. The pastoral herd is more dependable as a food source than the wild animals of hunter-gatherers, but it is also more labor intensive and time consuming, requiring humans to manage the animals according to a daily routine.
Nomadic pastoralism is not as widely practiced as transhumant pastoralism, which evolved around the time of the rise of agriculture in Europe, Asia, and Africa. Transhumant pastoralists do not typically raise crops or forage for wild plants, and they are dependent on trade with agricultural societies for vegetable products. Interestingly, while there are cultures that practice strict vegetarianism and do not consume any meat products, such as the Hindu and Jain cultures in India, humans cannot live solely on meat. Arctic hunters who had no access to vegetation in the winter ate the stomach contents of grazing animals, such as caribou, to access vegetable matter. Transhumant pastoralists typically have a tenuous and competitive relationship with agriculturalist societies, as agriculturalists may not always have sufficient surplus for trade in years when there have been droughts or warfare, for example. At times, the relationships between sedentary agriculturalists and more mobile and dependent pastoralists break down into conflict involving threats, destruction of property, and even warfare.
Transhumant pastoralism is usually built around a seasonal migration between a family’s two households in different geographical areas. It normally takes days or weeks to move people and herds between the households, so pastoralists often have mobile residences, such as yurts or tents, to use during travel. As we find in nomadic pastoral societies, transhumant pastoralists rely on their animals for various trade commodities such as meat, leather, wool and wool goods (e.g., ropes and blankets), and juvenile offspring. The most common domestic herd animals of transhumant pastoralists are cattle, sheep, goats, camelids (llamas and alpacas), and yaks. |
# Human-Animal Relationship
## Symbolism and Meaning of Animals
### Learning Outcomes
By the end of this section, you will be able to:
1. Identify totemism.
2. Identify the roles of animals in the oral traditions of many human cultures.
3. Describe the various ways animals are used in religious practices.
When we think of animals, we usually picture them as pets, food, or wildlife, but animals play a central role in the symbolism of human lives as well. Humans relate to animals not only as tangible beings but also as images and symbols that carry personal meaning and communicate cultural norms. While we can find animal symbols almost everywhere in human cultures, they play a particularly significant role in group identity.
### Totemism
Totemism is a belief system in which a subcultural group acknowledges kinship with a spirit being, typically a plant or animal, that serves as the group’s emblem or herald. Relationships with their totems mirror the social relationships they have with each other as subgroups within their society. Totemic groups, often referred to as clans, view themselves as descendants of nonhuman ancestors and maintain special relationships of respect with other species in the natural world. Totemism is an example of a metaphorical relationship between humans and the natural world, one that links humans, animals, plants, landforms, and even weather events into a unified web of life. Many Indigenous groups practice totemism and have ancestral alliances with certain animals and plants, demonstrated by the ways in which they talk about them in their myths and depict them in their artwork. Totemic cultures frequently practice shamanism as a way to communicate with animal and plant species.
The totem, an animal or plant believed to be spiritually connected to a group of people, is a symbol of identity for the subgroup. The Anishinaabe, a North American Indigenous tribe located along the midwestern border between Canada and the United States, was historically divided into various doodeman (clans), most of which had local animals as their totems. Examples of their totem animals include a loon, a crane, a fish, a bird, a bear, a marten, and a deer. All members of the same totemic clan identified with one another as descendants and relatives. The totemic identification that children received at birth (from their fathers’ affiliations) connected individuals not otherwise linked by close social or biological relationships, creating a spiritual kinship within the clan through the common totem. Clans were often associated with specific occupations and work assignments within the larger tribe. Clans also determined marriage rules; members of the same clan could not marry one another, as it was considered to be incest. While the Anishinaabe today have fewer clans, and thus fewer animal totems, than when their population was higher, and the importance of clans and totems has lessened, they continue to value the identities that their ancestors constructed through the natural world.
The is a form of monumental architecture displaying the significant totems and historical events in a clan or family’s ancestral history. It functions as a signpost that identifies the occupants of an area to those passing through and proclaims the pride that a people have in their ancestry. Extended families are grouped together in a clan. The totem pole serves to proclaim the clan membership that an extended family has had throughout its history. The story of the first creation of the Indigenous group and the major events that occurred in the life of that family, its clan, and its tribe are all depicted on the totem pole. Many, though not all, Indigenous groups in North America make totem poles. These poles are historical landmarks of cultural identity.
Although Western societies do not construct physical totem poles, they do utilize some of the same symbolism in sports mascots and family heraldry. Sports teams use different types of symbolism, but animal symbols are common. Often, teams choose animals that are local to their immediate environment or that connect with certain characteristics and behaviors with which the group wishes to identify. Some well-known teams with animal mascots are the Detroit Lions, the Tampa Bay Rays, and the Boston Bruins. What animal mascots do you know?
### Animals in Oral Tradition
Animals play an important role in nearly all oral traditions and religions. Across cultures, including Western cultures in Europe and the United States, animals appear as protagonists in myths and stories. The animal characters in nursery rhymes, fairy tales, fables, and folktales teach adults and children lessons and morals and model personal characteristics, some peculiar to a specific culture and others more universal. For example, the story of Chicken Little, also known in the UK as Henny Penny, is one that many US children learn at an early age. It was collected in print in the early 19th century, but it has older roots as a European folktale. In this tale, Chicken Little goes out for a walk on a windy day, and an acorn falls on her head. She panics—the sky must be falling! She runs around the farm warning all the animals about the calamity that she believes is happening: “The sky is falling! The sky is falling!” The moral of the story is to have courage and not believe everything you hear.
“The Queen Bee” is an interesting European reflection on animals, recorded from oral tradition by the Grimm brothers in 1812 . In this story, three princes, all brothers, leave their castle home to seek their fortunes and travel around the world. Two of the brothers move about haphazardly, paying no attention to the animals around them, but the youngest son, with the insulting name of Simpleton, is more considerate to the animals they encounter. When the older brothers try to destroy an anthill, kill ducks, and chase bees out of their hive, Simpleton intervenes to protect the animals and stop his brothers from causing harm. Eventually, the three princes arrive at another castle, in which everything living has been turned to stone except for one very old man. The old man tells the princes that if they can perform three tasks, all of which depend on the help of animals, they will be able to wake up the castle and earn the hand of a princess. The animals, remembering how they were treated, agree to help only young Simpleton, who thereby gains the keys of the kingdom. The moral is that even the smallest animals serve a mighty purpose.
Many of the animal stories that are still told in Western societies were either collected by the Grimm brothers in the early 1800s (1812–1857) or taken from Aesop’s Fables, a collection of stories supposedly told by Aesop, an enslaved Greek storyteller, around 500 BCE. These stories have made their way into children’s storybooks and animated movies—including an animated version of Chicken Little.
Indigenous societies across cultures have their own sets of animal stories that provide instruction and wisdom. Some of the most common animal symbols among Native American cultures are the coyote, the raven, the bear, and the spider. Coyote and Raven often appear in stories as tricksters, animal spirits or deities who are lively and clever and get into trouble through thoughtless or unconventional actions. In the story of Coyote and Bluebird from the Pima people of the southeastern United States, Coyote envies Bluebird’s plumage and asks for the secret to the beautiful blue color of the bird’s feathers. Bluebird tells Coyote that these pretty blue feathers came from bathing in blue water. Coyote does the same and comes out with a fine blue coat. In his vanity, he tries to outrun his shadow so that he can see his beautiful blue body in the light, and he crashes into a stump head-on, landing in the dirt, which coats his blue fur and paints him a “dirty” color that he still has today. The moral of this tale is that vanity does not serve an individual well.
In West Africa, many myths focus on a supernatural figure named Anansi, the spider. Anansi is a culture hero who teaches lessons of bravery and morality. Culture heroes are typically associated with supernatural feats and are particular to each cultural group, exhibiting specific traits, actions, and discoveries that are significant in that culture. In one Anansi story cycle brought by enslaved Africans to the Caribbean area during the time of the Atlantic slave trade, Anansi goes fishing and fills his basket with many different sizes of fish. On his way home, he crosses paths with Tiger, who demands to know what Anansi is carrying in the basket. Scared, Anansi lies and says he has nothing. Tiger takes the basket and sees the fish. In a series of back-and-forth interactions, Anansi succeeds in outsmarting Tiger by agreeing to clean his fur. Tiger shakes down his long hair, and then Anansi uses it to tie Tiger to the trunk of a tree, picks up his basket of fish, and continues home. The moral of the story? Use your wit to protect yourself and your possessions. Or, perhaps, Don’t let a bully get the best of you.
### Animals in Religion
Animals play a role in most religions. Common functions include as objects of ritual sacrifice and as tokens symbolizing gifts, payments, or even messages between the human world and the divine. As just one example, think of the use of a dove in the Noah and the ark myth (Genesis 8:6–12). The dove is the first animal to bring back a piece of greenery, evidence that the flood had receded. With this promise, Noah begins preparations to leave the ark and start over. This use of animals as messengers and forms of sacred communication is seen across cultures.
In prehistoric Peru, wild guinea pigs were sacrificed and buried either alone or with humans. They appear in archaeological deposits in Peru as early as 9000 BP (Sandweiss and Wing 1997), and they continue to appear as sacrifices after their domestication around 4500 BP and through the Inca period that ended in the 16th century. Some of the sacrificed animals are whole and intact, mummified and desiccated, while others have been burned and their charred bones stored as ritual offerings inside elaborate ceramic jars. Guinea pigs were and still are a dependable source of meat in the Andes, where they traditionally live inside kitchens, nesting around the warmth of the cooking area. They are also used medicinally, their fat rubbed on areas of sickness to draw out pain and infection, and employed as divination tools. During divination rituals today, some Andean healers will rub a living guinea pig on a patient’s body to draw out some of the illness and then cut the animal open to “read” it, looking for a sign of some type of abnormality in the guinea pig’s organs that would mirror the location of the illness in the human patient. At Lo Demás, an ancient Inca fishing site south of Lima, Peru (ca. 1480–1540 CE), archaeologists have excavated multiple guinea pig sacrifices, some of which show characteristic signs of having been used for divination and healing prior to burial.
In India, where Hinduism is the predominant religion, it is common to see cows walking along city streets, undisturbed and roaming freely. Many Hindus practice vegetarianism, but even those who eat meat do not usually eat beef. Cattle are sacred in Hinduism. In the Vedas, the Hindu sacred texts, the cow is associated with Aditi, the mother of all gods. In a very famous study, “The Cultural Ecology of India’s Sacred Cattle” (1966), cultural anthropologist Marvin Harris explores the economic rationale associated with revering cattle, arguing that cattle are considered sacred because they are more useful when allowed to live out their natural lifespans than when slaughtered at a young age for meat alone. In India, cattle provide dung that can be dried and used as fuel, traction for plowing fields, some limited milk production, and reproductive capacity. When cattle die of old age, beef and leather are then harvested by those in the lowest socioeconomic class. Keeping cattle alive as long as possible thus provides for a greater range of material assets than raising them for food. This economic rationale, however true it may be, does not negate the cultural and religious importance of cattle to Indian people. Understanding animals’ symbolic roles is critical to understanding human belief systems.
Buddhism is a religion that reveres all life and sees humans and animals as intertwined, each capable of being reincarnated into the other, reborn into a new cycle of life inhabiting a new body of the same or another species. Because Buddhists believe in karma, a spiritual principle of cause and effect in which an individual’s words, actions, and deeds in one life affect their conditions in the next life cycle, the relationship between humans and other animals should ideally be based on respect and sympathy. All forms of life are working toward enlightenment, a state of awakening and having a complete knowledge of the life process.
Animals are important in human belief systems. English art critic and poet John Berger ([1980] 1991) writes about the gaze between humans and other animals, saying that animals remind humans that we are not here on Earth alone, that we are all companion species. Many religious systems reflect the awareness that life is not the exclusive domain of the human species and that our world is a shared community. For more on animals and belief systems, see the Ethnographic Sketch at the end of the chapter. |
# Human-Animal Relationship
## Pet-Keeping
### Learning Outcomes
By the end of this section, you will be able to:
1. Define the pet as a cultural artifact.
2. Trace the historical development of pets in Western societies.
3. Provide examples of pets in Indigenous societies.
4. Identify major behavioral and morphological characteristics of pets.
5. Describe the economic impact of pet keeping in Western societies.
One of the most familiar and intimate roles that animals play in the lives of contemporary Western people is that of pets. Pets are animals that are either domesticated or tamed with whom humans have developed a long-term social bond. Pets are part of many human cultures.
### Pets as Cultural Artifacts
Although specific pets are actual beings (many of us can think of the face of one or more pets we live or have lived with), pets in general can be understood as a cultural artifact. This means that the ways in which pets are treated and what is expected of them vary a great deal from one culture to another. Most pets live in or around human households, are considered the possessions of their human owners, and have limited ability to make freewill decisions. Chinese geographer and early scholar in human-animal studies Yi-Fu Tuan (1984) has studied the ways in which humans have dominated the living environment and their pets, with approaches varying between extremes of dominance and affection, love and abuse, cruelty and kindness. He argues that pets in Western societies are defined by emotion and nostalgia, an approach likely related to increasing distance between people and the natural world. Even within a culture that treats certain animals in a sentimental way, relationships with other animals can still be characterized by cruelty and dominance. Tuan writes, “Animals are slaughtered for food and clothing without a twinge of conscience. A few specimens and species, however, catch the fancy of people in a playful mood and are made into pampered pets or fervently supported causes” (1984, 162).
What we would recognize as modern pet keeping in the Western world—an approach characterized by keeping animals for no other purpose than to be companions for humans—emerged during the late 18th and early 19th centuries. Prior to that time, animals cared for by humans had functions or tasks within the household. As communities and towns became increasingly urban and people lost interaction with wild animals, the relationship between people and animals shifted in various ways. Many families were smaller and had more time to care for a pet. Animals had fewer assigned duties and responsibilities and were more available as companions. Improvements in medical and veterinary sciences lowered the risk of zoonoses, or diseases transmitted between animals and humans, although zoonotic infections continue to threaten human populations (consider COVID-19, for example). Lastly, a growing middle class with more affluence could afford the luxury of keeping pets. Modern pet keeping is marked by a relationship of demonstrative affection between people and their animals as well as by the economic development of pet industries, such as pet food companies, veterinary services, and even cremation and burial services.
### Pet Keeping in Indigenous Societies
There is extensive evidence of pet keeping in Indigenous societies. In many hunter-gatherer societies, children keep numerous pets, most often birds, small rodents, and monkeys. These animals, often taken directly from the forest or wilderness area when they are still young, are considered valuable companions for children. Caring for the animals is thought to teach children to understand animals’ movements and personalities and help them develop a sense of stewardship for the natural world.
Animal ethicist James Serpell (1988) has found wide-ranging pet keeping throughout Indigenous societies in North and South America. The Waraõ in the Orinoco region of Venezuela keep birds, monkeys, sloths, rodents, ducks, dogs, and chickens as pets. The Kalapalo of central Brazil have a particular affection for birds and treat them as members of the family. The Barasana of eastern Colombia keep pet rodents, birds (especially parrots and macaws), peccaries (piglike mammals), and even young jaguars. And North American Indigenous groups are known to have tamed raccoons, moose, bison, wolves, bears, and especially dogs.
While many Native Americans are very affectionate with their dogs, their style of “keeping” these dogs as pets differs a great deal from what most American are familiar with. In a 2020 article titled “What Rez Dogs Mean to the Lakota,” Lakota tribal members Richard Meyers and Ernest Weston Jr. explain:
The roles of pets in human societies are very complex and depend on specific cultural traditions and ways of relating to animals, both wild and domesticated. It is important to note that pets play different roles across different cultures and cannot be easily defined.
### The Making of Pets
In Western societies, domesticated animals have increasingly been subjected to extreme genetic manipulation in order to manufacture ever more novel and attractive pet animals. In Europe, the earliest kennel clubs, designed to develop and maintain breeds and record pedigrees, began as dog show societies in England in 1859 and were later established as governing bodies and official institutions, starting in 1873. Although dog breeds now come from all over the world and continue to be developed—a recent addition to the list of breeds recognized by the American Kennel Club (AKC) is the Biewer terrier, first recognized in January 2021—the majority of modern pet breeds were first developed in Victorian England, where pet keeping flourished and was adopted by all social classes.
Sometimes, this selective breeding of pets is detrimental to the health of the animal breed. In the English bulldog, for example, 86 percent of litters must be delivered by cesarian section because the pups’ large heads and mothers’ narrow pelvises have made live, natural births very challenging (Evans and Adams 2010). In addition, as dog breeders create more and more specialized pets, the gene pool becomes narrowed and less diverse, producing animals that are more prone to conditions such as cancer, hip dysplasia, deafness, hereditary epilepsy, and allergies. In pedigreed cats, which are subject to the same selective pressures in breeding, there are both heart and kidney problems that are thought to be accelerated by selective breeding.
One of the most commonly sought set of characteristics by people selectively breeding animals for pets is the appearance of a permanent juvenile state. Neotony, the tendency for an animal to maintain both physical and behavioral juvenile characteristics into adulthood, has been highly sought after in many domesticated animals. Some of the most commonly desired juvenile physical traits are larger and wider-set eyes, a smaller snout (or nose), a more globular (or rounded) skull, and fewer and smaller teeth (which leaves many dogs with crowded teeth and dental problems). Social neotony involves a cluster of traits relating to a strong and submissive attachment to humans and increased attentiveness to human behavior.
The overall size of animals is also a consideration when breeding pets. Consider the range of miniature animals we have selected for today: miniature horses, mules, and pigs; pygmy goats and hedgehogs; and others. Of all animals kept as pets, dogs have been the most manipulated in size. Today, there is a proliferation of “teacup” breeds that can be carried in the owner’s pocket or purse. Small dogs offer many advantages to humans living in urban environments and small apartments, but there are few advantages for the dogs themselves. Most teacup versions are created by breeding the smallest animals in a litter. There are many health risks that accompany this process of extreme miniaturization, such as collapsing tracheas, digestive problems, heart defects, liver shunts, slipping kneecaps, and a host of dental challenges.
Pet keeping has deep roots in human societies and has changed over time. Interestingly, it has also been documented among some animals. Nonhuman animals have been known to form cross-species friendships and alliances and to take care of each other both in the wild and in captivity. One interesting example is the gorilla Hanabiko, called “Koko,” who was trained to understand spoken English and communicate using a form of American Sign Language that her keeper called Gorilla Sign Language. Koko became interested in cats and signed that she wanted a kitten for Christmas in 1983. Her keepers at first provided her with a stuffed cat, but Koko insisted that she wanted a living one. On her birthday the following July, her keepers allowed her to choose a rescue kitten, which she named “All Ball” because he had no tail and was very fluffy. The relationship between Koko and her kitten, documented in many articles and videos, was a nurturing one in which Koko treated All Ball like her baby and her pet. Pet keeping says a great deal about the human need to reach across species for companionship, dominance, and affection. Perhaps, though, this is not solely a human need. |
# Human-Animal Relationship
## Animal Industries and the Animal Trade
### Learning Outcomes
By the end of this section, you will be able to:
1. Describe the evolution of zoos.
2. Recognize the benefits of ecotourism.
3. Define the use value of animals in biomedical research today.
In the past two centuries, Western societies have increasingly taken the approach of treating animals as a commodity—a raw material or resource for human use, a thing instead of a being. When we consider the relationships that many Indigenous societies have with animals, we can better realize how different the Western idea of animals is. Approaching the world and nature primarily as consumers rather than coequals, Western cultures face increasing environmental, socio-emotional, and resource-related challenges in all areas of life.
### Zoos
Zoos have long been part of human societies. The earliest evidence of a zoo has been found in Hierakonpolis, the capital of Upper Egypt during the Predynastic period, today called Nekhen. Here, archaeologists have unearthed the mummified remains of a collection of wild and domesticated animals from about 5,000 years ago that included baboons, hippos, gazelles, crocodiles, a leopard, and cats and dogs. Some of the animals had injuries likely caused by being tied or enclosed in some way. Many of them were buried in the same way that humans were buried, and some were found inside human burials (Boissoneault 2015). Another famous historical zoo was that of the Aztec king Montezuma. When the Spaniards arrived in the Aztec capital of Tenochtitlán in 1519, they were surprised by the vast collection of animals housed in enclosures and rooms within the king’s palace complex, including jaguars, bears, eagles, deer, fowl, ocelots, and little dogs. According to the Spanish chroniclers, the zoo had some 300 keepers to care for the animals. Similar to early pet keeping, zoos were typically associated with wealth and status.
Modern zoos emerged in the late 18th century during the period known as the Enlightenment, characterized by the development of science and the expansion of colonial empires. European zoos were filled with wildlife from new colonies and “foreign” lands and were considered places to see strange and exotic animals. The first modern zoos opened in Paris in 1793, London in 1828, and Philadelphia in 1874. These were all very popular public institutions that exhibited animals for entertainment and observation. The zoos were laid out like public parks, with small animal enclosures that allowed people to get up close to see.
There have been many changes in zoos over the last 50 years. With the signing of the Convention on International Trade in Endangered Species of Wild Flora and Fauna (CITES) in 1973 and the passage of the Endangered Species Act in the United States the same year, wild animal imports to US zoos declined sharply. This coincided with the development of breeding and conservation programs at zoos, some of which involve breeding rare and endangered species to be released back into the wild as part of a sustainable population. One species for which breeding efforts are currently underway is the giant panda. Animals are commonly moved from one zoo site to another and shared for breeding purposes in an effort to fortify the breed. Animals that are endangered may be part of a zoo preservation program. In some cases, critically endangered animals are cared for by zoos when they are young and vulnerable to predators and then reintroduced into the wild. The website of the Association of Zoos and Aquariums (AZA) features a long list of animals whose populations have been preserved through the efforts of zoos, including the black-footed ferret, the California condor, the Ohio River basin freshwater mussel, the golden lion tamarin, and the Oregon spotted frog. Zoos also sponsor research programs with goals such as creating sustainable populations in the wild, conserving wildlife habitats, improving animal health, or even collecting endangered species’ genetic material (DNA) (DeMello 2012, 106).
What should be the role of zoos in contemporary Western societies? Should the zoo be closer to a theme park or a museum? Should the goal of a zoo be animal conservation or human recreation? These questions guide us as we continue to rethink the mission of zoos today.
### Ecotourism
Another way in which contemporary Western societies are attempting to address the damage caused by a commodified view of the natural world, including the animals living in it, is through ecotourism. This is tourism designed to be sustainable and to help preserve the flora and fauna of endangered natural environments. Often, the focus is on visiting threatened environments and observing wildlife in its natural habitat. Such tourism can earn money to aid in the conservation of these areas, provide employment for local residents, and raise awareness of the importance of biological, as well as cultural, diversity. Ideally, care is taken to ensure that tourists visiting natural areas do not disturb or damage the environment; however, there are no global standards for ecotourism, and some sites are more successful at protecting sensitive environments than others. The term is sometimes applied to sites that promote the natural environment as an attraction while engaging in exploitative and environmentally destructive behavior.
An example of effective and increasingly responsible ecotourism is provided by the Galápagos Islands. The Galápagos island chain was made famous by English naturalist Charles Darwin, who used his observations of the diversity of the ecosystem’s animals to develop the theory of natural selection. Located 563 miles west of the coast of Ecuador, the Galápagos were listed by UNESCO as a World Heritage Site in 1978. Prior to that, the islands were only partially protected. Some of the Galápagos Islands were designated as wildlife sanctuaries in 1934, and the island archipelago became an Ecuadorian national park in 1959. Around that time, a few wealthy tourists began to travel to the islands to view their extraordinary biodiversity. By the 1990s, tourism had become very popular and a tourist industry had developed, with hotels, restaurants, and transportation. Today, the Galápagos National Park Service, which manages 97 percent of the island lands (the other 3 percent are contained settlements where local people live), has strict policies limiting the daily number of visitors. Local people serve as employees in the park and teach the value of conservation to tourists. It is the hope of the Galápagos National Park Service and the local people that this island ecosystem and its living inhabitants—such as the Galápagos giant tortoise, the Galápagos penguin, the blue-footed booby, the flightless cormorant, and the waved albatross—will be preserved for future generations.
### Animals and the Medical Industry
In 2015, there were estimated to be some 192 million animals being used in biomedical laboratories across 179 countries worldwide (Taylor and Alvarez 2019). These animals are used for medical experiments, drug testing, product testing, and psychological research. The most commonly used animals in US labs are mice, rats, and birds, though a range of other animals—including rabbits, guinea pigs, hamsters, farm animals such as pigs and sheep, cats, dogs, and nonhuman primates—are used as well (Humane Society of the United States 2021). These animals come from various sources, including breeding programs within the biomedical labs themselves.
Although biologists, chemists, animal behaviorists, psychiatrists, and psychologists tend to be more frequently involved in medical research with animals, anthropologists—especially primatologists and linguistic anthropologists—also have a history of working with animals in laboratory settings. Primatologist Sue Savage-Rumbaugh carried out long-term cognitive studies of two bonobos, Kanzi and Panbanisha, from birth. Savage-Rumbaugh was interested in understanding how bonobos, which are closely related to humans, learn communication. She developed a computer-based language program using lexigrams, or symbols representing words, printed on a keyboard. Although lacking the vocal apparatus of a human, Kanzi and Panbanisha demonstrated advanced cognitive linguistic skills by responding to human speech and generating language by pressing lexigrams. In one study comparing Kanzi’s language competence with that of a two-year-old human child, Kanzi scored significantly higher: 74 percent accuracy, compared to 65 percent accuracy for the two-year-old human (Savage-Rumbaugh et al. 1993). Studies such as this one shed light not only on animals’ abilities but also on the continuities that exist between humans and animals.
There are two primary regulations in the United States that pertain to biomedical research animals: the Animal Welfare Act (AWA) and the Public Health Service Policy on Humane Care and Use of Laboratory Animals (PHS Policy). The AWA is a law passed by Congress in 1966 that originally covered the transport, sale, and handling of some animals and advocated for more humane animal practices in laboratories. The act has been amended several times (1970, 1976, 1985, 1990, 1991, 2002, 2007, 2008, 2014), including to add a requirement that researchers register their use of animals and also consider a database of alternatives if the procedure can cause any distress or pain. The act cover animals such as dogs, cats, rabbits, and nonhuman primates, but it does not cover those animals most commonly used in laboratory experiments: rats, mice, and birds. The PHS Policy applies to all research facilities that perform animal research and receive any type of federal funding; though not itself a law, its creation was mandated by the Health Research Extension Act, passed by Congress in 1985. This policy states that each institution conducting such research must have an institutional animal care and use committee (IACUC) that reviews all proposed animal research experiments. This committee must include at least five members, one of whom must be a veterinarian and another a person not affiliated with the institution. When reviewing research proposals, the IACUC is expected to evaluate whether (1) basic standards are met, (2) the use of animals is justified, (3) the research is not duplicated, and (4) pain and discomfort for the animals are minimized. The United Kingdom and the European Union have similar measures to regulate and oversee animal laboratory research.
Animal research has been critical to many advances in medicine, including the development of the first human vaccine to successfully eradicate smallpox, the polio vaccine, and treatments for HIV/AIDS, Alzheimer’s disease, hepatitis, and malaria. Animals have played a crucial role in the development of many new drugs and therapies, and a significant amount of research conducted on animals also benefits veterinary medicine and other animals as well. However, the use of living animals for experiments and testing raises many ethical issues and has inspired a great deal of conflict and controversy.
### Animals in Our Lives
Humans share their lives with animals in many ways, and how we think about ourselves as human beings rests primarily on the distinctions we see between ourselves and other species. English art critic and poet John Berger writes, “With their parallel lives, animals offer man a companionship which is different from any offered by human exchange. Different because it is a companionship offered to the loneliness of man as a species” ([1980] 1991, 6). Across cultures and across time, humans have looked toward animals as fellow participants in their lives. They actively participate in the ways we define ourselves. They feed us and accompany us. They work for us and protect us. They also serve as symbols and messengers that help us better understand our world. Our lives are intertwined in multiple ways.
What is an animal? What is the value of nonhuman animals in our lives? How do our attitudes about animals define who we are as human beings? Anthropologists and other researchers increasingly see the value of bringing animals into their research because animals are critical to understanding what it means to be human.
### Summary
Animals play essential roles in many areas of human life. While it may be difficult to define an animal, and sometimes controversial to speak the scientific truth that human are animals, too, the continuum between us and them is incontrovertible. In describing animals, anthropologist Claude Lévi-Strauss said that they are “good to think” of (1963, 89) because they show up prolifically in our cultures. Human-animal scholars often use a research approach known as multispecies ethnography as a way of understanding the symbiosis between humans and animals.
Of all animal species, the dog has played the most transformative role in human cultures historically. An early domesticate, dogs have served as guards, hunters, herders, transport, food, and (most commonly) companions in many different societies. Many human subsistence systems depend on animals; hunting, herding, fishing, and factory farming are the primary ways in which humans access meat. Indigenous hunters practice empathy and appreciation as ways of connecting as predators to prey, and many pastoralists have a symbiotic relationship with their herd animals, migrating periodically to provide pasture for their herds. Animals are also symbols. In totemic societies, animal species and relationships are used as ways of ordering human society; human groups have relationships of respect with their totemic emblem and identify with some of the qualities of the animal. Animals also play important roles in oral tradition and religious systems as teachers, messengers, and sacrificial tokens. Many religious systems reflect the awareness that life is not the exclusive domain of the human species and that our world is a shared community.
Animals are also pets and cultural artifacts. Domesticated animals have been genetically reconfigured to meet the needs of human societies. This includes selectively breeding for neotony, a tendency for an animal to maintain both physical and behavioral juvenile characteristics. While many Indigenous societies practice pet keeping as companionship and sometimes also as a way to teach young children about animal behaviors, in modern Western societies, pet keeping has become an industry.
There are also animal trades in Western societies, from zoos, aquariums, and circuses to wild animal reserves where ecotourism generates funds to preserve wild animal habitats. Often, these industries have both negative and positive attributes. In the medical industry, animals have long served as human stand-ins for research. Increasingly today, there are laws and regulations to improve the plight of animals in medical labs, but this continues to be a challenge, and the improvements are rarely adequate. Still, the contributions that animals have made to human health and welfare have been substantial, whether in labs, on farms, in forests, or in our homes. Animals have always mattered to human beings.
### Critical Thinking Questions
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### Suggested Films
Cave of Forgotten Dreams. 2010. Directed by Werner Herzog. Creative Differences.
Eduardo the Healer. 1978. Directed by Richard Cowan. Serious Business Company.
People of the Seal. 2009. Directed by Kate Raisz. NOAA Ocean Media Center. |
# Indigenous Anthropology
## Introduction
The author if this chapter, David Lewis, explains his deep connection to the material:
I, David Lewis, am the author of this chapter and a Native scholar—a member of the Confederated Tribes of the Grand Ronde Community of Oregon. I am a descendant of the original Santiam Kalapuya, Takelma, and Chinook tribes of western Oregon. I connect the real-world problems facing Indigenous peoples to the overwhelming lack of knowledge about Native peoples held by most non-Native people in American society. I have experience researching Indigenous peoples throughout the Pacific Rim, but in my PhD work, I have focused on the Native peoples of Oregon.
Scholars of Indigenous peoples will normally focus on one or a few Indigenous cultures in their work, but in any region, a cross section can be found of the sociopolitical themes present in a global context. Because of my research focus, this chapter contains mainly examples from Oregon and the Northwest Coast, with the inclusion of a few other case studies and examples from other regions. This chapter privileges North American subjects over global Indigenous subjects. Regardless of this focus, be aware that most of the topics discussed here exist in some form in all global Indigenous cultures, especially those that have undergone colonization and a struggle for sovereignty and rights, which include nearly all Indigenous peoples today. |
# Indigenous Anthropology
## Indigenous Peoples
### Learning Outcomes
By the end of this section, you will be able to:
1. Name different terms used for Indigenous peoples and describe the history and current connotations of each.
2. Explain what is meant by the statement that Indigenous peoples have become minorities in their own lands.
3. Define blood quantum and explain its current application.
4. Explain what is meant by the phrases “urban Indian” and “reservation Indian” and describe social and cultural characteristics associated with each.
5. Provide two examples of 20th-century challenges experienced by Native peoples in the United States.
6. Explain the need for Native perspectives in studies about Native peoples, using the debate over oral histories as an example.
Indigenous peoples are those peoples who are the original human populations of a land. They are also referred to as Native peoples, tribal peoples, tribes, First Nations peoples, and Aboriginal peoples. In the United States, they are often referred to as American Indians or Native Americans. The terms used to refer to Indigenous peoples are contextualized by the nation or territory they are a part of. For instance, in the United States as a whole, the more general term is currently Native Americans, but in the southwest portion of the United States, American Indians is quite common, while in Alaska and Canada these peoples refer to themselves as First Nations. Hawaiian Indigenous peoples prefer the term Hawaiian. In Mexico, Indigenous peoples are called la gente indígena de México. In Australia, the commonly accepted terms are Aboriginal peoples and Torres Strait Islander peoples, referring to two broad but distinct cultural groups, and Indigenous Australians, referring collectively to both.
Terms used for Indigenous peoples often reflect political, social, and economic systems. Indians is a term that was once very commonly used in the United States to describe the nation’s original inhabitants. The word is a significant part of the legal and political history of these peoples, appearing in hundreds of treaties and thousands of federal documents pertaining to legal rights. But many “Indian” people do not like the word because it was first imposed by Christopher Columbus, who mistakenly thought that his journey across the Atlantic Ocean had landed him in India. Pointing out that the term Indian is a case of mistaken identity, many Indigenous peoples prefer to be labeled by their specific tribal names. There is not one mind about which terms to use for Indigenous peoples. There are scholars who refuse to use words such as Indian and scholars who embrace the word. Some scholars advocate changing the use of the term Indian in history books and historical documents. However, changing historic texts alters the original expression and the meanings associated with it. To change terms in this context would literally change history and mislead students of this history.
There has been another tendency in American culture to misuse the term to refer to a single monoculture. The majority of Americans have never spent time with Native individuals or engaged in any studies of Native peoples and thus do not have any true knowledge of actual Indigenous cultures. Until recently, Native cultures and Native history have not been accurately covered in educational institutions. Only in the past decade has there been significant movement toward offering accurate characterizations of Native peoples in public schools in the United States. While this is a positive development, stereotyping of and even racism toward Native peoples remain. The most accepted and appropriate way to refer to any Indigenous person is to use their actual tribal association, if known, rather than a general term such as Native American.
The scholarly debate over these words is somewhat separate from the way the terms are used in Native communities. Many Indigenous communities have no issue with the word Indian and think the whole debate over word choice is a distraction from the real-world problems that affect their communities, such as poverty, substance use issues, poor health care, and inadequate education.
### Minorities in Their Own Lands
Indigenous peoples are thought of as minorities in most countries. Many colonizing peoples sought to eliminate Indigenous peoples and practiced various strategies to reduce their power to control land and natural resources and even to maintain their cultures and identities. Historically, adult Indigenous people, and even some young people, were forced to work for colonizers, often doing hard labor or other menial tasks, without any opportunities to accumulate wealth or claim a position of higher class. Christianity in various forms was forced on Indigenous peoples through government policies. Children were either not offered any education at all or forced into boarding schools where they were required to adopt the colonial culture. In this manner, many Indigenous people lost touch with their cultural heritage, and most Indigenous groups dwindled in number, some disappearing altogether. This trend was particularly pronounced in Latin American countries. Most people living in these countries today have some Indigenous ancestry, but as Indigenous identities have been so discouraged, few openly identify with this portion of their heritage, choosing to focus on their White and/or Spanish identities. It is evident that assimilation pressures, the process of changing the culture of a person or group of people to some other culture, through socialization or education, have largely succeeded when remaining peoples who identify as Indigenous become minorities within their own native territories.
Many Native Americans, along with members of other Indigenous groups such as the Maori of New Zealand, do not like to be categorized as minority groups in their own homelands. Native Americans in the United States and the Maori tribes of New Zealand have treaties and sovereign rights that accord them access to and ownership of resources that other immigrant minority groups do not have. Some federal funding for programs is allotted to “minority groups” as a whole, including Native peoples. The Native peoples meant to benefit from this funding have commented that this approach does not recognize the special relationships the treaty-bound Indigenous peoples have with the state. The Maori especially have asked not to be considered a minority group. Instead, they wish to claim rights granted them by the Treaty of Waitangi to the services and resources of the federal New Zealand government.
### Membership in a Tribal Community
Tribal relations among mixed-race Indigenous people in the United States are governed according to a series of rights first created through federal laws and policies, then later adopted by individual tribal nations. Tribal nations now have the right to manage their own membership laws and policies, with each tribe setting its own blood quantum rules for membership. Blood quantum refers to a genealogical relationship to one’s original tribal people. Full-blooded Native people issue from parents who are both full-blooded members of a tribe, while half-blooded Native people have parents or grandparents who have at least 50 percent Native blood. A person can even be a full-blooded Native, with parents from two tribes, but be considered half-blooded by the tribe they are enrolled in because the tribe only acknowledges the Indigenous blood from the enrollment tribe (Ellinghaus 2017). Some of the terms for people of mixed heritage in the Americas are mestizo (common in Latin America) and Métis (common in Canada). Some nations, such as Canada, assign different rights to people of mixed Indigenous heritage; Métis communities are accorded different rights from First Nations communities.
Although Indigenous heritage is preferred in most Native communities, the rate of outmarriage is such that pure Indigenous bloodlines are becoming rare. In the United States, most Native people have mixed heritage. An exception is the Navajo Nation, which has a significant number of full-blooded Navajo members due to its large population of more than 300,000 members.
Normally, individuals have to prove they have a blood quantum of a certain percentage to enroll in a tribe. Some tribal policies require a strict accounting of only the bloodlines that originate within that tribe. Other tribes allow for any Indigenous blood as counting toward membership requirements. The latter policy is closer to the cultural practices followed by many Native peoples before they became wards of the federal government. It was common for many tribes to adopt people who moved into their area and took up their culture. In addition, marriage customs of all tribes, which disallowed marriage between individuals too closely related, encouraged members to marry outside of their village or tribe. Spouses brought into a village would be adopted without discrimination. In tribes in Oregon, women would more commonly go to their husbands’ villages. In other cultures, such as that of the Seneca of the Northeast, men would move to their wives’ villages.
Some scholars view blood quantum as a means for the United States government to prevent people from claiming tribal heritage, ultimately causing tribes to self-terminate. This view is not shared by all tribal peoples. Blood quantum was written into most tribal constitutions in the 1930s as a means of determining tribal citizenships. This policy has caused numerous problems in contemporary communities, where tribal members sometimes attempt to marry their cousins in order to “marshal” their blood—that is, raise or maintain the percentage of blood quantum in their offspring (Nenemay 2005). Scholars have noted that most tribes will continue to lose members due to outmarriage unless membership requirements are changed, even though most blood quantum requirements are currently well below one-half. Many tribal communities are shifting policies so that individuals can claim tribal membership by establishing descent from an enrolled tribal member (Thornton 1997).
Membership in the Grand Ronde tribe of Oregon requires a 1/16 blood quantum of Grand Ronde blood and an ancestor or parent who was on a tribal roll or record in the past. The tribe counts only genealogical connection to original tribal residents of the reservation. Unfortunately, many people have moved on and off the reservation over the years, and records have not been accurately maintained. Proving past residence on the reservation is difficult. In addition, more restrictive changes to the membership requirements since 1999 have reduced the number of members. One controversial change made in 1999 requires that the parent of a potential new member must have been enrolled in the tribe at the time of the prospective member’s birth. This change denies membership to the children of those who became members after having children and the children of those born during the period between 1956 and 1983, when tribal rolls were not maintained. One result has been split families, in which younger children born when their parents were on the tribal roll are deemed members, while their older siblings are not eligible for enrollment.
The issue has become politicized at the reservation, with some enrolled members fearing that a flood of new enrollments would impact services and funds and others wanting to expand enrollment to allow more descendants into the tribe. These questions of identity, both political and social, will likely continue to excite debate in the coming decades, as many tribes acknowledge that unless they change membership requirements, they may cease to exist in the future.
### Tribal Groups and Communities
Most Indigenous communities are extremely poor and face a number of challenges resulting from centuries of colonization, settlement, and exploitation. In the United States, Canada, and Australia, Indigenous peoples were forcibly relocated to reservations, often marginal lands “set aside” for Native peoples after European settlers and colonists claimed their original homelands. Many North American reservation communities have been, and continue to be, kept in a state of perpetual poverty. Reservations typically have few employment opportunities, high substance addiction and alcoholism rates, and high morbidity rates caused by long-term persistent poverty. Some tribes have been successful in making good education available to young people through successes in casino development and effective management of federal education grants, but there is a significant disparity of completion rates at all levels of education. A 2011 report by the Higher Education Research Institute found that among those enrolled in four-year degree programs, approximately 17 percent of Native students completed the degree within four years, compared to 45 percent of Asian students, 43 percent of White students, 26 percent of Latinx/Latina/Latino students, and 21 percent of Black students (DeAngelo et al. 2011, 10; see also Al-Asfour and Abraham 2016).
In the United States, tribal reservations were historically prevented from developing their own industries by the Nonintercourse Act sections of the Trade and Intercourse Acts. This legislation made it illegal to sell products beyond the borders of a reservation, which were viewed in the same way as state borders. Tribes can petition Congress to approve a reservation-based industry, but the petition can take decades to be approved. Many reservations have languished for two centuries with few or no jobs or opportunities for Native peoples (Miller 2012). Those who leave reservations for jobs rarely return as full-time residents. Still, Indigenous people on reservations in the United States enjoy the comfort of living within their own cultures and face less discrimination in their communities than they would in White-dominated communities.
People of mixed Indigenous heritage who can “pass” as White have often done so, thus abandoning their Indigenous ancestry. Many took advantage of opportunities to move to cities and get jobs as “White” people, enjoying the pay and social benefits that went along with those jobs and social identities. This path was followed by many Native people in the United States beginning in the later 19th century. The exodus to the cities reached a peak in the 1950s and 1960s following the United States’ termination of the status of 109 tribes. Termination refers to a US federal policy adopted in 1953 that voided the treaty agreements between the federal government and Native peoples. The US government then repossessed and sold reservation property in a process called liquidation. Terminated tribal peoples were released from reservation lifeways with no money or resources. They were no longer federally recognized Native peoples and had no rights to ask for federal services or assistance. Most of the tribes that underwent termination were restored beginning in the 1970s.
Many of those who underwent termination moved to urban environments in search of work, resulting on populations of “ urban Indian” communities. During World War II, the Keiser Shipyards in Portland employed a number of Native people, many of them women, who left regional reservations for work. The twentieth century trend of Native peoples moving to cities creating has resulted in significant populations of “urban Indians.”
Today, the majority of Native people in the United States live in urban environments. This movement has created tensions within Indigenous communities. The phrase “urban Indian” has taken on negative connotations within some Indigenous contexts. Some “reservation Indians” accuse urban Natives of willingly giving up their status, land, and culture. While some urban Natives struggle with feeling disconnected from their tribal identities, many maintain a connection with reservation communities by visiting on weekends and holidays and participating in special events such as tribal government meetings.
Urban Native communities typically include groups to benefit Native people, such as educational and culture-based organizations and civic-minded business associations. Many of these groups include people from various tribes who work together to plan community spiritual activities such as powwows, support urban Indigenous food systems, or serve on culture-based committees. Tribal nations often have offices in urban communities that offer services to their citizens and serve as a site of sovereign activities of the tribe. Indigenous-language learning groups are now quite common in urban centers, especially at universities and tribal offices. Universities in many ways form cultural centers for urban Indigenous people, offering Native centers, employing Indigenous scholars, and funding cultural activities and events.
There are several tribal offices in Portland, Oregon, which has one of the largest concentrations of off-reservation Native people in the United States, with an estimated 40,000 people of Native descent. On the west side of town is the Portland-area office of the Confederated Tribes of the Grand Ronde. This office hosts weekly cultural education programs called Lifeways, which are free to tribal community members, along with classes in wood carving, drawing, storytelling, and the Chinuk Wawa language. Other services offered to tribal members living in the Portland metro area include jobs programs, food distributions, and a large boardroom equipped for hosting formal meetings. Also in Portland are the offices of the Confederated Tribes of Siletz Indians, the Native American Youth and Family Center education organization, the Oregon Native American Chamber of Commerce, and the Columbia River Intertribal Fish Commission. Portland is the site of community organizations such as the Bow and Arrow Culture Club, which hosts annual cultural gatherings and the large intertribal Delta Park Powwow. The radio station KBOO (90.7) consistently features Native programming.
The Native population of Portland is a broad mixture of enrolled tribal people and unenrolled descendant people from throughout the United States. There are also large numbers of Indigenous peoples from other countries, with concentrations of Latina/Latino and Pacific Islander peoples. In addition, the Hawaiian community has deep roots in the region due to the inclusion of Hawaiian labor in the 19th-century fur trade of the Pacific Northwest.
### 20th-Century Challenges
In the 20th century, some tribes grew self-sufficient or even wealthy by harvesting or extracting the natural resources on their reservations. The land of the Osage Nation of Oklahoma was found to contain vast reserves of underground oil. Members of the nation who had oil under their allotments became wealthy, so much so that some were among the wealthiest people on the planet during the height of the oil boom. But soon after acquiring this wealth, White neighbors began marrying into the tribe. Tribal members began being murdered, and authorities were slow to launch any investigations. Eventually, White relatives ended up owning much of the Osage lands. The story of the Osage murders is documented in several books, including Killers of the Flower Moon by David Grann, which was made into a motion picture directed by Martin Scorsese.
In a similar story, the Klamath tribe of Oregon established a very successful logging operation on their reservation in the early 20th century. The reservation included a million acres of ponderosa pine. The Klamath people established sawmills and sold the timber off the reservation, becoming quite wealthy. They even built an airfield on the reservation. But their prosperity did not last. The federal government had been serving as the bank administrator of the Klamath money and managing their profits. It became apparent that some money had gone missing and that the land was being poorly managed by federal agents. The tribe successfully sued the government for mismanagement, but they only received a percentage of the money they were owed.
In the 1940s, tribal liquidation/termination began to be discussed with the Klamath people. Some Klamath people initially liked the idea of termination because it would free them from control by the federal government. They were initially told they would receive their reservation land, but the government later told them the land would be sold. Termination began in 1954. In 1961, the remaining unsold reservation lands were turned into the Winema National Forest. Klamath members were forced to leave their homelands and find employment in regional cities. The result of termination was that the Klamath lost their land and many rights as Native people. Their population was dispersed, making it difficult to keep the culture alive. By the 1960s, most of the tribal languages were extinct, and many people had lost connections with their tribal past. In the 1970s, some of the tribal elders, many who had remained in the vicinity of the original reservation, began activating for restoration. The tribe was restored in 1983 (Lewis 2009).
An extreme example of the disenfranchisement of Native people is the movement of Indigenous peoples who were part of the Okie migration of the 1930s. The Okie migration was to the movement of people out of Oklahoma during the Dust Bowl crisis, in which agriculture yields collapsed due to drought and poor land management practices. Topsoil blew away in large clouds, and thousands lost their land and their jobs. These thousands included a large percentage of mixed-blood Native people. Those who could no longer earn a living farming the degraded land moved west in search of work in Arizona, California, Oregon, and other western states. These migrants led difficult lives, working at low-paying jobs and moving constantly in search of seasonal work. One result of this movement westward was a shift of Native populations to the West and a related collapse of tribal populations in Oklahoma. Among the artifacts of the Okie migration are photographs taken by federal workers who visited the migrant encampments. Likely the most famous of these images is the one now known as Migrant Mother, taken in 1936 by photographer Dorothea Lange. The subject of Lange’s photo has been identified as Florence Thompson, a Cherokee woman.
By the 1970s, most Indigenous people in the United States were still very poor. In this period, a number of laws were passed to help Native people. These laws gave tribes the rights to control their cultures, educate their people, and administer their own foster care. These rights were difficult to act on, however, without financial resources. In the 1980s, tribes began seeking new ways of making money to take care of their citizens. In 1988, Congress passed the Indian Gaming Regulatory Act. This law allowed Native peoples to establish casinos on their reservations. The caveat is that tribes must “compact” with the state they reside in to secure the right to operate a casino. Many Indigenous people have criticized this stipulation, stating that needing to ask permission places them at a lower level of sovereignty than the states. According to the federal government’s own laws, tribal reservations are federal trust lands with sovereignty on par of that of the states. Still, most tribes have compacted with the states they reside within, agreeing as part of the compact to cede a percentage of casino profits to the state to aid with funding for services such as education and road maintenance. Tribal casino profits have made it possible for many tribes to establish fully operational governments that offer services and programs for their members in areas such as health care, housing, education, and jobs.
There have been challenges to tribes’ rights to establish casinos, the most notable occurring in California during Arnold Schwarzenegger’s tenure as governor. Governor Schwarzenegger refused for years to meet with Native representatives to discuss a statewide casino compact, even after voters overwhelmingly approved tribal casinos twice. The tribes felt that Nevada casino operators, who could lose significant revenue from the competition, were influencing the California government. The tribes won a lawsuit in 1999, and many tribes subsequently signed compacts with the state. There have been continued lawsuits against California stating that the compacts require too large a portion of casino profits. Still, tribes in California now have the right to establish casinos, and the income is greatly improving services to tribal members.
### Perspectives
Indigenous peoples have undergone some five centuries of colonization. During this time, the societal structures of the colonial states have emphasized the perspectives of non-Indigenous peoples, broadly identified as White people. Histories have been written to benefit White people, to support their colonizing cultures and to legitimize their takeover of vast territories from Indigenous peoples. Minority perspectives, including Indigenous perspectives, have not been emphasized and have even been sometimes intentionally repressed. Indigenous peoples have struggled with disempowerment in their sovereign relations with state systems and in legal proceedings over their sovereign rights. Many Indigenous peoples still struggle to prove that they are part of a legitimate nation. State-sponsored erasure of Native culture and history has caused losses of and changes to tribal cultures and languages.
Beginning the later 20th century, both Indigenous and non-Indigenous scholars have noted that history has long been presented in a way that is biased toward a White perspective. This bias has been critiqued as a form of systemic racism. In most academic institutions, until relatively recently, most if not all professors were White. There were few opportunities for Indigenous people to establish positions of influence over the presentation and study of Indigenous history and culture. Native studies programs began to be developed at various universities in the United States in the 1970s, a movement that coincided with greater opportunities for Indigenous scholars to conduct research on their own peoples. Indigenous people are now actively working to write their own histories and describe their cultures and philosophies from Indigenous perspectives. Indigenous scholarship has made great strides, but there is still a hesitancy in academia to allow Indigenous people to establish positions of authority or introduce Indigenous ways of thinking. Among the academic disciplines, anthropology in particular has made strong progress in recognizing the value and validity of Indigenous perspectives.
An interesting example of recent changes in approaches to Indigenous perspectives is the ongoing debate over oral histories. For much of the 19th and 20th centuries, Indigenous “myth texts” were collected from tribes and studied by anthropologists, linguists, and folklorists. Studies of this material typically utilized a linguistic or philosophical framework. The texts were understood, much like Greek mythology, as supernatural stories with a special focus on the godlike animals appearing in them, such as Coyote, Raven, and Blue Jay. Also of interest to early scholars of such texts were their performative aspects and the metaphorical commentary they offered about human existence. A debate emerged between some scholars such as Dell Hymes, who noted that the texts were most valuable as “original texts” or direct ethnographic translations, and others such as Claude Levi-Strauss, who concluded that there was no original text and every version was plagiarized from a previous storyteller. In this authenticity debate, the texts were treated as literature, with little recognition of the historical events appearing in many of the stories (Hegeman 1989). This inability to see the historical value of these texts reflects a bias toward written material and against knowledge presented via oral tradition.
Read about how translations of oral histories are analyzed and updated in the online journal .
Many of these assumptions about myth texts have changed in the past 70 years. One study of Crater Lake in Oregon, conducted by geologists in the 1940s, determined that the lake was on the site of what once had been a large volcano, Mount Mazama, known as Moy Yaina by the Indigenous people of the area. When the volcano exploded, the top of the mountain fell inside the cone and formed a caldera, which in time filled with water, resulting in Crater Lake. This event happened some 7,000 years ago. This established geological event is reflected in Indigenous oral traditions. A Klamath tribal oral history tells the story of two mountains, Moy Yaina and Mlaiksi (Mount Shasta in California), having a fight. The Klamath oral history clearly delineates a double volcanic event, with Moy Yaina and Mlaiksi erupting at the same time, but Moy Yaina erupted with a larger explosion and therefore lost the fight. Geological evidence of the explosion spoken of in this myth indicates that Klamath oral history does indeed reflect actual history. Similar oral histories of thousands of Indigenous peoples are now acknowledged to reflect many natural events, especially those that significantly changed the earth in some manner. Oral histories of tsunamis, Ice Age floods, volcanic eruptions, catastrophic fires, and other events are now acknowledged in the stories of many peoples. New understandings of the legitimacy of Indigenous oral histories are leading to increased research into numerous areas of Indigenous knowledge systems. |
# Indigenous Anthropology
## Colonization and Anthropology
### Learning Outcomes
By the end of this section, you will be able to:
1. Articulate the contributions of Vine Deloria Jr. to the critique of anthropology and the growth of Native studies and Native scholarship.
2. Define the practice of “othering” and explain how it has affected and continues to affect Indigenous people in the United States.
3. Evaluate the historic issues related to anthropologists serving as cultural experts.
4. Relate how anthropology has aided colonialism and propose some ways these practices may be reversed.
Anthropology has been criticized by numerous anthropologists and other scholars as participating in the colonization of Indigenous societies. While settlers took land and resources from tribes and forced them to relocate to reservations, anthropologists gathered knowledge from Indigenous peoples for their own purposes. Another critique has focused on the right claimed by some anthropologists to speak for Indigenous peoples. Books written by early anthropologists have been viewed as disempowering Native peoples, claiming a place of greater legitimacy than the perspectives of Native people themselves. Some anthropologists in the late 19th and early 20th centuries collected images of Indigenous people posed and dressed to fit a stereotypical conception of “Indians.” Edward S. Curtis was one such anthropologist and photographer. Although his photos are rendered beautifully, they reflect his own conceptions rather than the realities of life for Native peoples at the time the photographs were taken. Curtis and many of his contemporaries are now critiqued for privileging their personal perspectives over the stark realities of Native peoples impoverished on reservations.
### Deloria’s Critique
These criticisms of anthropology gained strength in the 1960s, with several Native scholars questioning in particular the higher value assigned to academic scholarship than to the voices of Native peoples. These critiques caused many scholars to reassess the nature of anthropological research.
Vine Deloria Jr. was a Sioux scholar who gained fame in the 1960s. Deloria openly challenged the legitimacy of anthropology as a discipline, criticizing anthropologists for benefiting from their research projects, whether through selling books or achieving tenure at their universities, while those they studied rarely received any benefits. Deloria developed his evaluation over a long career consisting of five decades of scholarship. One focus of his scholarship was the biased nature of supposedly “objective” scientific research, which he called “an entrenched state religion” (1997, 211). He also accused Western academics of relying on notions of Native peoples that were biased by stereotypes and assumptions.
In many ways, Deloria inspired the growth of Native studies programs. His critical arguments resonated with tribal communities and were, and still are, an inspiration to generations of Indigenous scholars. His critiques have resonated with the discipline as a whole as well, resulting in adjustments and changes to anthropological methods and practices. There are now many more Indigenous and minority scholars in anthropology than ever before, in part aided by Deloria’s critique. Maori scholar Linda T. Smith describes the mission of these scholars in this way: “Telling our stories from the past, reclaiming the past, giving testimony to the injustices of the past are all strategies which are commonly employed by Indigenous peoples struggling for justice. . . . The need to tell our stories remains the powerful imperative of a powerful form of resistance” (2021, 38). Indigenous specialties have been developed in most areas of anthropology, including Indigenous anthropology and Indigenous archaeology. Deloria’s criticisms have also been influential in the creation of the fields of public anthropology, public archaeology, and applied anthropology, all of which seek to establish a closer relationship with research subjects and apply research findings to address current problems.
### The Othering of Indigenous Peoples
Othering, discussed earlier in this text, refers to viewing those from different cultures or backgrounds as “other,” or inherently and importantly different from oneself or one’s own “type” of people. Indigenous peoples have been particularly affected by a tendency to be viewed as other by White society. As Linda Smith writes, “A critical aspect of the struggle for self-determination has involved questions relating to our history as Indigenous peoples and a critique of how we, as the Other, have been represented or excluded from various accounts” (2021, 31). The “otherness” that Smith refers to reflects tendencies both to not think about Indigenous peoples at all and to deliberately deny Indigenous cultures an equal share of the history of their land. Indigenous histories and contexts are viewed as something “other” than White histories and contexts and are largely ignored. Othering happens in every conceivable context and affects almost all aspects of social existence, including social mobility, civil rights, getting a job, and applying for grants and funding. Othering figures strongly into sometimes subconscious determinations as to whether a person is the right type of person for a specific position or role. Othering is a form of discrimination and racism. Othering has played a large role in recent discussions of policing in the United States. Othering is influential in the ongoing issue of missing and murdered Indigenous women. Many police agencies are not investigating missing Indigenous women because they are the other—Indigenous—and the women are singled out by predators because they are clearly Indigenous.
### Cultural Experts and Authority
Anthropologists have noted the value of tribal cultural experts to their research projects. A cultural expert is immersed in the culture of their Indigenous community and has insight into the intricacies of their community. Cultural experts have been used by anthropologists since the beginnings of anthropology. However, when reporting information provided by cultural experts, anthropologists have too often taken a position of authority that somewhat disempowers these same cultural experts. Those learning about an Indigenous society will typically turn to the published ethnographic literature on the subject. This literature will most likely present an outsider’s understanding of that society, frozen in a specific time frame and based on a single research project. This gives the readers a warped understanding of the culture they are interested in, only completely valid within the time frame of the study.
Cultural experts, on the other hand, adapt and modify their insights and knowledge as they age. It is now common for researchers to seek out cultural experts to provide contemporary understandings of a culture and society. In addition, many researchers will now form collaborations with cultural experts that assign ownership and authorship to the cultural expert or the culture they are researching. Within this approach, the anthropologist becomes the compiler or editor of any publications, or perhaps the lead author of a team of authors. Many Indigenous scholars now conduct their own research, taking the roles of lead authors and editors of studies. Tribes are also taking control of research projects, contracting with anthropologists who agree to conduct the work with significant tribal input and review.
### Indigenous Societies as Colonial Societies
Indigenous societies are in many ways colonial societies. Most Indigenous people are of mixed heritage, and Indigenous cultures have changed in ways that make them more similar to the surrounding White communities. As just one example, many Indigenous peoples have adopted Christianity as their primary religion. But in most Indigenous communities, there is space for Indigenous traditions and spirituality as well. Sometimes, White and Indigenous cultures exist parallel to one another. Such hybrid societies are often criticized by Indigenous and non-Indigenous people as no longer being Native or Indigenous, but this criticism reflects an understanding of what it means to be Indigenous that is frozen in time. Many people envision Native cultures as they existed in the 19th century as being the “true” cultures, while the cultures of Native people living in urban suburbs with automobiles and ranch-style houses are viewed as tainted or inauthentic. Culture is not a static thing; it is dynamic, constantly changing to fit the context of the present. Native peoples continue to maintain a cultural core that is Indigenous while they adopt the technology and trappings of contemporary society.
### Decolonizing Anthropology
In the 1970s, a movement began to “decolonize anthropology.” This movement seeks to address anthropology’s role in collecting and taking ownership of Native knowledge and culture and to speak out against anthropological analyses and products that support colonialism. One aspect of anthropological practice that has been particularly criticized is a tendency to treat Native people purely as research subjects, without acknowledging their agency or their rights, such as the right to protect their buried ancestors or control their knowledge, stories, and even place names. As part of the “decolonizing” movement, scholars began developing research protocols to address these criticisms. The Indigenous perspective has begun to be recognized as valuable, and people from diverse backgrounds have been welcomed into the discipline.
In the 1990s, the Southwest Oregon Research Project (SWORP) was established to collect and return to those to whom it pertained knowledge collected by anthropologists and other researchers. The SWORP project began under the leadership of George Wasson of the Coquille Indian Tribe of Oregon. Wasson worked with Smithsonian Institution and University of Oregon administrations to copy and collect documents pertaining to some 60 western Oregon tribes and return the resultant collection to the university archives. The project eventually hosted three trips to Washington, DC, to collect more than 200,000 pages of anthropological and federal documents from the National Anthropological Archives and the National Archives and Records Administration. The collections were then organized and hosted in the University of Oregon Special Collections. In 1995 and 2001, copies of these documents were given to some 17 tribes in Oregon and the surrounding region. This project served in a very real sense to decolonize the anthropology of the past by returning Indigenous knowledge to tribal peoples.
Peoples receiving the SWORP collections have been free to access the knowledge collected from their ancestors over a 100-year time period, from the 1850s to 1950, and build on this knowledge with further projects to restore tribal culture. In one instance of a successful restoration, techniques for creating the traditional canoes of the Clackamas Chinook were studied in an effort to restore both the production and use of these canoes in the Northwest region. Scholars made use of a SWORP collection of files created by anthropologist Philip Drucker, which described traditional methods of construction and traditional designs. Since the 1990s, there has been a marked resurgence in traditional canoe construction on the Northwest Coast. Tribal nations along the Northwest Coast now undertake an annual canoe journey that involves hundreds of communities and thousands of tribal members. These developments have been aided by the preservation and return of cultural knowledge.
Some tribal scholars have raised concerns that many ethnographic and anthropological field notes are untrustworthy sources because they are the products of biased research practices and may reflect anthropologists’ efforts to confirm previously conceived ideas about tribal peoples. The critics rightly note that some anthropologists may have altered their findings to fit stereotypical notions. Tribal peoples have thus been wary of relying solely on field notes to reconstruct cultural practices, taking care to compare the field notes of anthropologists with elder knowledge to devise valid restoration projects for culture and language.
The existence of field notes themselves is somewhat controversial among Native communities. Some Indigenous people have criticized the act of writing down Indigenous stories, which were normally oral literatures. This same criticism calls into question the legitimacy of all field notes collected from peoples who rely on oral histories. Some Indigenous scholars thus refuse to use any ethnographic notes, viewing them as biased documents. However, another perspective is that many of these field notes were collected from tribal cultural experts who willingly participated in the collection of their stories and knowledge. Many of these cultural experts were elders in their communities who wanted to save their culture and language, not passive participants unaware of the outcomes of their work with anthropologists. From this perspective, these elders knew what they were doing and were aware that they may hold the last remaining knowledge of certain cultural practices or languages; therefore, their work and contributions need to be respected by all scholars today. |
# Indigenous Anthropology
## Indigenous Agency and Rights
### Learning Outcomes
By the end of this section, you will be able to:
1. Explain the significance of Indigenous peoples being declared “domestic dependent nations” in the United States.
2. Discuss Indigenous rights to natural resources and the degree to which Native nations have been successful in asserting these rights.
3. Describe some traditional techniques used by Indigenous peoples to create cultural objects as well as efforts to restore this knowledge.
4. Articulate two features of Indigenous philosophies and worldviews and explain how researchers access Indigenous philosophies and worldviews.
5. Describe political responses to federal government policies pertaining to Indigenous peoples in the United States.
6. Articulate Indigenous critiques of the use of Indigenous names and images as mascots for sports teams.
### Treaties and Removal
In the mid-19th century, the United States federal government shifted its approach toward purchasing tribal lands rather than conquering Indigenous nations. Many Native societies had already suffered greatly due to White settlement and were ready to sign treaties that would guarantee them protection on federal Indian reservations. Population loss caused by epidemic disease also played a role in many tribes’ decisions to sign treaties with the federal government. Those who signed treaties received payment for lands, money for schools, and support in establishing Western farming practices in addition to land allotments on a reservation where federal authorities were to guarantee their safety.
As White settlement expanded into the western United States, Indigenous peoples both on and off federal reservations were subject to waves of removal from their lands. Areas set aside for reservations that had once seemed undesirably remote for White settlement became increasingly desirable as the White population grew. In the 1830s, tribal peoples living on reservations east of the Mississippi River were forced to move to what is now Oklahoma, then called Indian Territory. The tribes were promised that they would be able to keep their new reservation lands in perpetuity. However, when political currents changed, largely due to the pressures of European immigrants moving westward who desired land for settlement, the land formerly designated Indian Territory was opened to White settlement, and reservations diminished.
The most famous Native removal was the Cherokee Trail of Tears in 1838. After President Andrew Jackson signed the Indian Removal Act in 1830, the US Army forced an estimated 16,000 Cherokee then living in the southeast United States to walk to Indian Territory. An estimated 5,000 of these people died on the trail. The Cherokee Trail of Tears was not the only removal. Each time the United States expanded its borders into Indian Territory, tribes were forced to move to smaller reservations with less desirable, resource-poor lands. The Choctaw were removed from Florida to Oklahoma in 1831, and the Creek were removed in 1836, leading to an estimated 3,500 of their 15,000 people dying. Twenty years later, the United States assumed sole title to the lands of the Oregon Territory and removed 4,000 Native people from some 60 different tribes onto two reservations, the Coast and Grand Ronde Reservations. During the western Oregon “Trails of Tears,” members of tribes then living on the temporary Table Rock and Umpqua Reservations were forced to walk more than 300 miles in the dead of winter to the Coast and Grand Ronde Reservations, with many dying from exposure. Once at the Coast and Grand Ronde Reservations, the tribes were made to live with many other tribes from five different language families and to join as one tribe on the reservations.
In all parts of the United States, life on the reservations was very challenging. Native peoples had to build their own houses and establish means of producing food and other necessities with limited resources. Federal aid, although guaranteed in the treaties, was slow to arrive and sometimes lost in transit or simply missing. For the first 20 years of the Grand Ronde Reservation, residents lived in poverty with inconsistent food and health care and poorly planned schools. On Oregon reservations, the tribal peoples did not receive their treaty rights of individual plots of farmland until at least 1873. While the government had guaranteed food, by 1860, it was clear that federal officials could not be counted on for regular food shipments. Thousands of Native people died at early ages in the first two decades due to malnutrition and newly introduced diseases. Similar stories can be told for all tribes in the United States. Problems were also caused by untrained, unqualified, and corrupt government officials who stole food, money, and supplies.
### Domestic Dependent Nations
The legal status of Native nations was greatly influenced by several paternalistic rulings by the US Supreme Court in the 1830s. Three rulings known as the Marshall court trilogy (Johnson v. M’Intosh, 1823; Cherokee Nation v. Georgia, 1831; Worcester v. Georgia, 1832) determined that tribal peoples were domestic sovereign nations within the United States and dependent on the federal government to guarantee their sovereignty. These rulings meant that all reservations were “federal lands,” not part of the states, with the federal government as the administrator. Native rights, therefore, must be given through federal authorities or named in treaties with the federal government.
This state of dependency has caused much consternation among Native peoples ever since. As “domestic dependent nations,” many aspects of tribal societies—including management of money, land, education, health care, and other programs—have been administered by the federal government. Beyond the question of the appropriateness of this arrangement, there have been innumerable documented cases of Native peoples not receiving the services or funds they were promised. Between 1910 and the 1980s, Native peoples filed hundreds of civil cases against the federal government for mismanagement of service, land, and money. By the 1940s, there were so many cases that the federal government established a special jurisdictional court, the Indian Claims Commission, to deal with the volume of lawsuits. Under the Indian Claims Commission, many cases were consolidated to make the process more efficient. Originally planned to exist for 10 years, the court was extended into the 1970s, as hundreds of cases had been filed and it was taking decades to decide many of them. The Klamath tribe, for example, filed seven Indian Claims lawsuits for mismanagement of the money they earned through logging operations. The Klamath cases were combined and decided in the 1950s, with some payouts from their lawsuits extending into the 1960s. The Indian Claims Commission ended in 1978, having cleared 546 dockets and named 342 awards totaling $818,172,606.64.
One example of a successful Indian Claims case (number K-344) involved California tribal members of groups called the Mission Indians and other tribes from Northern California. These tribes had signed 18 treaties with the federal government in 1851. The treaties were never ratified, and as such, the tribes were never paid for their lands. After the treaties were found hidden in the vast record collections of the National Archives in 1905, the California tribes began working on a case for payment for the lands, for which they filed suit in 1928. The first case was not decided until 1942, with the court declaring that “the Indians of California consist of wandering bands, tribes, and small groups, who had been roving over the same territory during the period under the Spanish and Mexican ownership, before the [1848] treaty between Mexico and the United States whereby California was acquired by the United States” (Indians of California ex rel. U. S. Webb v. United States, 98 Ct. Cl. 583, 1942) This decision meant that the tribes were determined not to have a case for the return of lands and could only ask for cash payments. A second case was decided in 1964. Payments from both cases did not come until 1969, when the court gave the tribes 47 cents per acre for the 64 million acres of California lands they had once occupied, a total of $29.1 million. Court awards were subject to political maneuvering and arbitration within the House of Representatives over how much the tribes would actually receive. In the case of K-344, the award amount was based on the value of the lands in 1851, which had skyrocketed in value over the more than a century that had passed. Many tribal members were very upset by the paltry sum awarded for the wealthy lands of California.
### Water, Fishing, and Agency
From the 1960s to the 1980s, an issue of particular concern to the tribes of the northwestern part of the United States was fishing rights. The “fishing wars” were a series of political and legal battles over whether Indigenous peoples had the right to fish in their usual and accustomed places, as promised in numerous treaties. Following the Belloni (Sohappy v. Smith/United States v. Oregon, 1969) and Boldt (United States v. Washington, 1974) court decisions, the tribes of Washington State, including those that had been terminated and not yet restored, maintained their rights to fish in their usual and accustomed ways—and their right to half the catch in the state of Washington.
These decisions affirmed tribal sovereignty rights promised in ratified treaties but had the negative consequence of causing delays in the restoration of other tribes from termination. Many sport fishermen’s organizations feared that an increase in restored tribes would impact fishing for non-Natives. Both the Siletz and Grand Ronde tribes experienced delays related to fears about fishing in their federal restorations in the 1970s and 1980s. Ultimately, both tribes were forced to give up fishing and hunting rights to become federally restored. Ironically, neither the Grand Ronde nor the Siletz have fishing or hunting rights in their ratified treaties. Both tribes concluded that restoration of the tribal governments was more important than holding out for fishing and hunting rights.
The Klamath tribe of Oregon was terminated in the 1950s, along with tribes in California, including the Karuk and Yurok, all of whom traditionally relied on fish from the Klamath River. In the 1970s and 1980s, these tribes were restored by the US federal government with their rights intact. The Klamath tribe of Oregon is the only tribe on the river with a ratified treaty that guaranteed fishing rights. During the termination period, the federal government had built numerous dams and water reclamation projects on the river and given away water resources to farmers and ranchers in the area. Dams such as the Shasta Dam had destroyed many salmon runs, and the water giveaways had taken much-needed in-stream flows out of the river, making the river warmer and less environmentally friendly to fish. When local tribes were restored, they began demanding rights to fish the river again. These rights were decided in a series of court decisions determining that the Klamath tribe’s water rights preceded those of farmers and municipalities, meaning that their rights to in-stream flows needed to be upheld. Numerous projects are underway to eliminate the dams on the Klamath River and return it to its original state.
Tribes with fishing rights in their treaties are now encroaching on the territories of tribes without such rights, leading to legal and political maneuvering between tribes. In Oregon, the Grand Ronde tribe was forced to purchase land at a key fishing location, Willamette Falls, and had to sidestep federal permissions, working with the state to gain “ceremonial” rights. Ultimately, the intertribal conflicts are caused by tribal adherence to federal bureaucratic processes that rely on legal or political channels to resolve problem rather than traditional tribal methods that bring people to the table to form agreements under traditional protocols.
### Culture and Language
Native languages are the most threatened part of the cultures of Native peoples. Many tribes now have only a handful of people who fluently speak the tribe’s language. Of the estimated 10,000 languages once spoken worldwide, at least half have now gone extinct with no speakers, and there are 3,018 Indigenous languages spoken worldwide that are today endangered. One assessment of the 115 Indigenous languages currently spoken in the United State rates two as healthy, 34 as in danger, and 79 likely to go extinct within a generation (Nagle 2019). The rate and severity of language loss is connected to the remaining population of the tribe, whether the tribe has a functioning cultural center, and whether the language continues to be spoken in the households of tribal members. In large part, tribal people of the United States are becoming English-only speakers (Crawford 1995).
Language recovery and revitalization have become a focus of many Indigenous peoples. Many tribal members consider knowledge of their language to be the true determinant of tribal identity. Complex understandings of philosophies and lifeways are embedded in language. In addition, tribes believe that their ancestors’ spirits visit members of the tribe to speak with and advise them, and if a person does not know the language, they will not be able to understand them. Tribes are now working to restore, preserve, stabilize, and teach their languages to the next generations to preserve their knowledge and cultural identities. The University of California, Berkeley, developed a master-apprentice program that is helping many Indigenous groups develop more language speakers by partnering fluent speakers with young tribal members. Even with this type of training, it can take years to learn to fluently speak the language. Another approach is the language immersion program, inspired by Hawaiian and Maori educational models. The immersion model places students in immersive classrooms for a period of several years, in which only the Native language is spoken. Evening classes are also offered for adult learners.
In addition to efforts to restore Native languages, many tribes and urban tribal organizations offer cultural education classes to teach traditional skills. Art and craft classes are quite popular. Classes offered by Native instructors teach traditional techniques for making bows and arrows, weaving baskets, drawing in traditional styles, beading, and making moccasins, among others. History is another area that is receiving some attention. As just one example, the Cherokee Nation has instituted a history program for tribal members and tribal government staff so that all people working with and for the tribe have a shared understanding of history. Finally, Native events and celebrations typically draw substantial crowds. Many tribes and organizations host events such as powwows and tribal dances annually. These events are free to attend and present many different styles of dance and drum music, along with the opportunity to shop for Native arts and crafts. Powwows are usually multi-tribal events, in part reflecting the origin of these events in intertribal boarding schools.
Tribal cultures and languages are a deep part of Native identity. There was a time in the United States when Native people were heavily exposed to assimilation pressures. During this time, many Native people stopped identifying as Native and did not teach their language or culture to their children or grandchildren. Acceptance of Native peoples has now shifted in most regions of the United States, and Indigenous peoples do not experience as much overt racism as they have in the past, although there are still some areas in the United States—many on the borders of tribal reservations—where overt racism against Indigenous peoples persists (Ashley 2015). Many of the descendants of once reservation-bound tribes are now actively seeking to reassociate themselves with their tribal cultures, recognizing this part of their heritage as a central part of their identity.
### Traditional Material Culture
The traditional material cultures of Indigenous peoples showcase an impressive array of styles and skills. Native art was heavily collected by individuals and museums in the 19th century, when there were fears that Indigenous cultures were disappearing. Native art remains popular today. While many Indigenous artists continue to work in traditional styles, some are also incorporating contemporary styles and techniques. Native material cultures embed much cultural philosophy. As anthropologist and museum director Nancy Parezo says, “To anthropologists, Native American/First Nation arts are windows to understanding other cultures and societies. They can be specimens used to support evolutionary theories or explain the maker’s cultural concepts of beauty—to show universal concepts and cultural differences, shared meanings, and modes of communication” (1990, 12).
Artistic styles such as petroglyphs, in which images are carved into stone, and pictographs, or drawings, can be appreciated as both historic and spiritual statements. The petroglyph site in Cascadia Cave, near Sweet Home, Oregon, has hundreds of carvings. The most easily recognizable are the bear paws on the wall of the cave. There are also numerous lines, zigzags, and holes carved out of the cave wall. Willamette Forest Service archaeologist Tony Farque noted that people had long thought that the place was used to gain “bear power” for Native shamans. However, when one steps back, it is apparent that the decorated area of the wall is bordered by a large relief of a salmon, with one hole as its eye and the carved lines creating gills. The cave is now understood as a site where Indigenous peoples—Kalapuya, Molala, and other tribes in the region—sought to gain power when fishing in the nearby South Fork Santiam River, where salmon were known to spawn.
Cultural sites such as Cascadia Cave are in danger of being destroyed by too much attention from archaeologists and the public. For more than a century, Cascadia Cave has been visited by thousands of tourists who have touched the walls, dug in the ground in search of artifacts, taken rubbings of the carvings, and sometimes even carved their initials or painted over petroglyphs to make them stand out more. All these activities degrade the site. Early archaeologists did much the same, digging into the ground and moving many yards of dirt, which has caused rainfall to pool at the walls of the cave. The pooling moisture accelerates the growth of mosses and other plants, which also degrade the walls of the cave. Digging also destroys the archaeological context of the site. It is important to note that in many countries, including the United States, it is illegal to dig up and remove archaeological materials. Those who continue to dig up materials for private collection or for sale are conducting illegal activities. Many of the sites illegally dug are cemetery sites, containing the remains of people and cultural artifacts that are related to descendant tribal populations today.
Weaving arts are another significant aspect of material culture for many Indigenous peoples. Basketry techniques were and still are used to construct vessels used for regular household and resource-gathering activities. Indigenous groups developed various techniques for weaving, such as right twist, left twist, overlay, and false embroidery. These techniques result in decorative styles unique to individual tribes. Weaving techniques make use of many natural materials. Large objects such as mats were typically made with cattail and tule, while baskets could be made from a wide variety of materials, including juncus, hazel branches, cedar bark, bear grass, spruce roots, willow, and maidenhair fern. Some materials were chosen for their stability and durability, others for their flexibility, and still others for their color and luster. Dyeing weaving materials created complex color variations. Baskets were even used for cooking. The technique for boiling water in a basket is similar across many cultures: the basket would be tightly woven, normally with a double weave, and then filled with water. The fibers of the basket and the tight weave created a watertight exterior; additionally, some traditions coated the fibers with grease or pitch. Hot rocks, heated in a fire, would be placed in the basket to make the contained liquid boil. In this manner, food could be cooked without destroying the basket.
Many tribes now offer classes to teach people the basic techniques and styles particular to their tribal heritage. The Confederated Tribes of Grand Ronde offer classes in carving, weaving arts, beading, regalia making, drum making, and other arts associated with the 27 tribes that make up the confederation. Arts and crafts are intermixed with education about Native philosophy, spirituality, and language. Some people attend classes for years to master the art style they enjoy, and tribal members may apprentice with master artisans to learn more advanced techniques. Many artisans are creating works of art that are inspired by deep feelings of Native identity, using their art to define themselves and their people within the contexts of both the present and the past. Several artists have become professionals and are producing work for galleries, exhibits, exterior monuments, and contracted sales. The artists employ traditional arts as well as contemporary sculptures and artistic traditions such as painting, drawing, and illustration. Many traditional three-dimensional artworks, such as cedar statues, are now rendered in metal, stone, or even glass so that they are more durable and can survive the rigors of contemporary tourism.
### Indigenous Philosophy and Worldviews
A shared element of Indigenous philosophy across various cultures is the conception of humans existing in relationship to the world around them. Native peoples believe they are deeply connected to the natural world; animals are viewed as relatives, and plants, rocks, and mountains are all understood to have animistic spirits. Rivers, lakes, and even the seasons themselves are also understood as having spirits. Many Native American peoples believe that animals were once their brothers and sisters. It is believed that from the actions of some of the godlike animals, such as Coyote, Beaver, and Raven, much of the world was made. Many Native peoples gain shamanic powers by forming close relationships with certain animals. These powers might include the ability to heal, to poison, to call salmon, to call weather, to fish, or to communicate with animals. Typically, these abilities are gained through ceremonies designed to familiarize people with their spirit helpers at a young age. Ceremonies differ, but a common format involves a youth going off by themselves into a special natural area—such as a forest, hilltop, or mountain cave—and fasting and meditating until they hear their helper spirit. In this manner, many Native peoples are connected to spiritual powers; the most powerful may become a shaman or spiritual leader of their tribe. Details of these types of ceremonies are kept secret within each tribe. One reason for this secrecy is a concern that non-Native people might attempt the same ceremonies without guidance and perhaps hurt themselves or the world around them in the process.
Native philosophy is understood to be embodied in the elders of the tribes. By living a full life within their particular cultural context, tribal elders gain wisdom about their people and culture. Many maintain tribal languages, too. Elders are honored and supported by younger members of their societies, who in turn learn about tribal traditions and philosophies from the elders. Elders come to their position partly through age, but normally they are recognized by their tribes when they exhibit great wisdom. Certain elders may have greater status than others depending on how well versed they are in their traditions and how respected they are by the community.
Native philosophy can also be gleaned through the study of oral histories. Many oral histories relate to subjects such as how the world was formed, how humans relate to animals, and how to acquire food, offering moral and ethical lessons. Oral histories may also be records of historic events, such as when the tribe was removed to a reservation, when many people died from disease, when a tsunami forced the people to escape to a mountain, when the land was changed by geological activity, or when there was a war. Oral histories are often full of metaphors and symbols of powerful spiritual forces that caused the event. One example is the story told by the Wasco people of when Coyote and Wishpoosh (Beaver) fought on the Columbia River and created the Columbia Gorge. This oral history reflects Native explanations of a series of flood events that occurred when rushing floodwaters carved out the Columbia Gorge in Oregon. The Missoula floods occurred from 18,000 to 15,000 years ago during the large Ice Age. The floods, perhaps as many as 90 of them, are noted by geologists to have been caused by the breaking of glacial ice dams behind which was Lake Missoula. During fluctuations in the warming period, the ice dams burst, and millions of hectares of water from the glacial lake flooded down the Columbia to carve out the Columbia River Gorge. The dams would refreeze and burst again, perhaps hundreds of times, to scour the lands east of the Columbia of topsoil and carve out the gorge. The topsoil would be deposited in the Willamette Valley (Allen, Burns, and Burns 2009). It is remarkable that Native peoples maintained oral histories documenting this event for at least 15,000 years. The Wasco oral history of Wishpoosh and Coyote is only one such story of this event. All tribes in the region have a story that mentions a flood of this magnitude.
Indigenous worldviews are embedded in ceremonies as well. The Tolowa Nation of Northern California practices Nee-dash, their world renewal ceremony, also called the Feather Dance, on the winter and summer solstices. This ceremony lasts as long as 10 days and is meant to showcase the wealth of the tribe. Dancers, both men and women, wear regalia and dance continuously for the 10 days of the ceremony. Each day, they increase the number of necklaces they wear and the wealth displayed in their regalia. When the dancers become “wealthier,” it is a metaphor for the growth of food, understood as the wealth of the land, that begins in the spring of each year. Dancers move in a semicircle, men on one side and women on the other, as a leader sings Native ceremonial songs and stamps out a beat on the hard-packed earthen floor with a tall stamper stick. Dancers take turns “coming out” and dancing, individually or in twos, threes, or larger groups, understood to be displaying their ceremonial power in hunting, fishing, or gathering. An audience of tribal people is normally situated around the benches of the dance house, men on one side and women on the other. The dances are meant to renew the earth to ensure strong returns of seasonal fish runs, good hunting opportunities, and rich yields of acorns or berries. The ceremony honors the land, the animals, and the plants that sustain the people. This ceremony establishes a spiritual relationship in which people are not separate from nature but a part of it, with the responsibility to act as stewards of its great wealth.
Most Indigenous cultures have ceremonies similar to this, centered on events such as the first salmon catch, the first hunt, or the first gathering of any important food. First salmon ceremonies for the Takelma peoples of the Rogue River Valley in Oregon involve a young man taking the bones of the first salmon caught that year down to the bottom of the Rogue River. These ceremonies are an important way for Native peoples to acknowledge and recommit themselves to a responsibility to steward the natural world in order to sustain its health and vibrancy so that the people who rely on it may thrive into the future.
### Indigenous Critique: Rights, Activism, Appropriation, and Stereotypes
In the contemporary era, the publications of academics have had a great deal of influence on how tribes have been treated by the federal government and other groups. A 1997 essay, titled “Anthropology and the Making of Chumash Tradition,” included the authors’ opinion that the Coast Chumash tribe were descendants of Mexican people, and not Native people of North America at all (Haley and Wilcoxon 1997). The essay relied in part on rumors that were later refuted as unproven by archaeologist Jon Erlandson (1998). These claims, even disproven, aided other Native peoples in accusing the Coast Chumash of not being Native, resulting in many social and political problems for the community. Scholarly publications such as these can affect the ability of tribal nations in the United States to gain federal recognition status because all applicants for federal recognition must establish continuous culture and governance. Public and scholarly opinions can have a huge effect on whether tribes get recognized and are able to restore their culture and sovereignty after centuries of colonization.
Responses to the disempowering effects of colonialism have sometimes been overtly political. In the 1960s, the American Indian Movement (AIM) took actions to bolster tribal sovereignty throughout the United States. AIM was involved with several highly public activities, including an occupation at Mount Rushmore in 1971 in protest over the illegal taking of Sioux lands and the carving of presidents’ faces in a mountain sacred to the Sioux. AIM also participated in the occupation of Wounded Knee in 1973, the site of a historic battleground, in protest over the failure to impeach Oglala Sioux president Richard Wilson; the resulting standoff with federal law enforcement lasted 71 days. Public awareness of the federal government’s oppression of Native peoples grew when a large military force was deployed during a second occupation of Wounded Knee, an event called Wounded Knee 2. AIM’s work was part of a larger civil rights movement that involved Black, Latina/Latino, and women activists as well as the growing anti–Vietnam War movement. This larger movement created political shifts in the United States that benefited Native communities (Johansen 2013).
Beginning in the 1970s, several laws were passed by Congress to empower tribes. These included policies pertaining to education (Indian Education Act, 1972), child foster care (Indian Child Welfare Act, 1978), college education (Tribally Controlled Colleges and Universities Assistance Act, 1978), freedom of religion (American Indian Religious Freedom Act, 1978), and rights to archaeological sites and remains (Archaeological Resources Protection Act, 1979, and Native American Graves and Repatriation Act, 1990). This period also saw the end of the national policy of termination and a turn toward allowing tribes that had been terminated to be restored, with self-determination becoming standard federal policy.
### Stereotypes
Native peoples have also become vocal in confronting stereotypes about them. The first Western stereotypes of Native peoples in North American depicted them in primitivist terms as noble savages, living in harmony with nature, with no notions of laws, time, or money. Implicit in this view was the idea that Indigenous peoples were not fully civilized and did not deserve the same rights as White, Christian people. Their land could thus be taken away. This stereotype has been described by writer Albert Memmi “as a series of negations: they were not fully human, they were not civilized enough to have systems, they were not literate, their languages and modes of thought were inadequate” (Smith 2021, 31). Throughout the history of the United States, these stereotypes have been used to progressively take more and more away from Native peoples. When reservations were first established, they were said to be permanent homes, but as White settlers began to see these lands as attractive places, the notion was again raised that Native peoples were not using the land appropriately.
Additional stereotypes originated with early anthropological research. Notions that Native peoples could not digest alcohol, were lazy and would not work, were not intelligent enough to become civilized, or were dying off as a population because they did not have a civilized culture have all been perpetuated by scholars who embraced social evolutionary theories about human societies. The idea that societies and civilizations existed in competition with one another, and that Native peoples were not competitive because they were savages or barbarians, was inspired by Lewis Henry Morgan’s proposal of a hierarchy of civilizations. These ideas have been heavily refuted, but the stereotypes persist and continue to affect Native peoples in prejudicial ways.
Recently, the issue of Indian mascots has received a lot of attention. In the early 20th century, private and professional sports teams and franchises begin to name their athletic teams after Native groups or some characteristic words referring to Native peoples. Common names include the Warriors, Chiefs, Indians, Reds, Redskins, and Braves. Some of these names may have been chosen to honor the strength and resilience of people who had survived centuries of war with colonizing peoples. Regardless of the original intention, as time went on, fans of many of these teams developed practices that disparaged Indigenous peoples. Many mascots were cartoonish or savage caricatures. These mascots may have been the only exposure many American people had to Native peoples, at a time when there was no valid education about Native peoples offered in public schools.
The first significant challenge to the use of such mascots was led by Charlene Teters, a student at the University of Illinois, against the university’s mascot, Chief Illiniwek, in the 1980s. Teters criticized various aspects of the chief’s presentation, including the headdress, regalia, and dance style, the latter of which was the invention of students who took the role of mascot each year. The campaign against this mascot continued for some 20 years, with many fans and alumni of the university countering that the mascot was meant to honor the Illiniwek people. The mascot was finally dropped by the university in 2007.
Much opposition to mascots is connected not to the use of the figure itself but to the behavior of fans. Practices such as dressing in red paint, wearing outfits of fake feathers and fake headdresses, and using arm motions such as the “tomahawk chop” to show team spirit have offended Native groups. Names might also carry meanings not fully understood by fans. Controversy around the Washington Redskins’ name and mascot lasted for some 30 years. Many fans weren’t aware that the term redskins was used in states such as California and Oregon to refer to Native scalps collected by White American militia members. These scalps, or redskins, could be returned to the state government for a bounty. At certain periods in U.S. history, hundreds of Native people were killed, and whole villages sometimes destroyed, by militia seeking redskins to collect these bounties. In 2020, the Washington Redskins dropped the name, becoming known as the Washington Football Team until a replacement name was chosen. Similarly, in 2019, the Cleveland Indians dropped its “Chief Wahoo” mascot, and in 2021, the team changed its name to the Cleveland Guardians.
In some cases, tribal nations have collaborated with universities to develop more respectful mascot images. The University of Utah has collaborated with the Ute tribe in designing its mascot image featuring a feather, and Florida State University has worked with the Seminole tribe to develop its Appaloosa horse rider and spear imagery. There remains a political divide in the debate about mascots, with some Native activists believing there should be no Indian mascots, while others think that sovereign tribal nations, as sovereign governments, should be able to decide how their people are characterized by organized athletic organizations. |
# Indigenous Anthropology
## Applied and Public Anthropology and Indigenous Peoples
### Learning Outcomes
By the end of this section, you will be able to:
1. Explain how tribal cultures are using anthropology to secure rights to sites of cultural significance.
2. Describe how anthropologists and Native scholars aid Indigenous peoples using anthropology.
3. Discuss how Indigenous peoples create networks to help one another.
Applied anthropology, which applies anthropological research and methods to contemporary problems, addresses much of the critique of anthropology offered by Vine Deloria Jr. and others. Many Indigenous peoples have become active participants in applied anthropological research, both seeking out and collaborating with anthropologists to work on projects that they themselves have defined. Many tribes now take a directive approach with researchers, offering contracts and funding for anthropologists who will work on issues that the tribes think are important. As tribes develop their reservation infrastructure, many have established archaeology programs to protect their rights to sites of importance. Many have asked scientists to create GIS (geographic information system) products, which feature layers depicting various resources and characteristics on a map, to manage their lands and help them effectively consult with states, the federal government, and private agencies. The layering of information in the GIS can create deeply immersive maps and models that include information about types of vegetation, the environmental history of lands, changes to lands, and any other information than can be captured and mapped. Layered information can be activated or removed from a map to meet specific aims. Tribes can now reference both the information available through scholarly studies and information about their lands and peoples from their own internal studies, which they do not typically share outside of the tribe. In many ways, tribes are now more knowledgeable about the archaeology of their territory than most institutions and are making plans to protect and preserve cultural sites and resources.
Public anthropologists aim to engage with communities and involve the general public in their work as much as possible. In doing so, they empower communities to address their own problems. Many public anthropologists publish their research in readily accessible formats, such as newspapers and popular magazines. The Internet offers many ways for public anthropologists to reach a broader audience. Blogs and digital journals make it possible for anthropologists to make information broadly available in order to benefit the greatest number of people.
The author of this chapter, David Lewis, describes his own efforts to make anthropological research more readily available:
I produce a blog, the
### Summary
This chapter addresses many issues involving Native peoples that are a result of the colonization of Indigenous peoples, the effects of a long history of governmental administration, and the manipulation of Native history and cultures in public spheres. Indigenous peoples in the United States today have lived through a long period of cultural collapse and are subject to extreme competition for land, rights, and resources. This chapter focuses primarily on the Indigenous peoples of Oregon within the United States. The issues faced by these people are similar to those faced by Indigenous peoples around the world, including a history of colonization, removal from traditional lands to reservations, signing away land and rights in treaties, and forced education in boarding schools. Disempowerment of tribal sovereignty, disenfranchisement from lands and resources, and forced assimilation have significantly affected Native peoples.
In addition, Indigenous peoples of the United States face significant problems adjusting to contemporary society. The general lack of education about Indigenous peoples has caused a lack of knowledge about Native history and culture in society. Within this culture, mascots and stereotypes are challenging to Native peoples, who face racism in society. Contemporary tribal nations struggle to restore cultures and governance systems. Native peoples must adjust to the cross-culturalism of modern society while they seek to maintain tribal identities and memberships in tribal nations. Scholarly studies of Native peoples are also addressed, as the studies and perceptions of anthropologists have significantly affected how tribes are perceived today.
### Critical Thinking Questions
### Suggested Readings
Biolsi, Thomas, and Larry J. Zimmerman, eds. 1997. Indians and Anthropologists: Vine Deloria, Jr., and the Critique of Anthropology. Tucson: University of Arizona Press.
Deloria, Vine, Jr. (1969) 1988. Custer Died for Your Sins: An Indian Manifesto. Norman: University of Oklahoma Press.
Deloria, Vine, Jr. (1970) 2007. We Talk, You Listen: New Tribes, New Turf. Lincoln: University of Nebraska Press.
Deloria, Vine, Jr. (1995) 1997. Red Earth, White Lies: Native Americans and the Myth of Scientific Fact. Golden, CO: Fulcrum.
Deloria, Vine, Jr. 1999. Spirit & Reason: The Vine Deloria, Jr., Reader. Edited by Barbara Deloria, Kristen Foehner, and Sam Scinta. Golden, CO: Fulcrum.
Deloria, Vine, Jr. 2003. God Is Red: A Native View of Religion. 3rd ed. Golden, CO: Fulcrum.
Harrison, Faye V., ed. 2011. Decolonizing Anthropology: Moving Further toward an Anthropology for Liberation. 3rd ed. Arlington, VA: American Anthropological Association.
Ngũgĩ wa Thiong’o. 1986. Decolonising the Mind: The Politics of Language in African Literature. Portsmouth, NH: Heinemann.
Said, Edward W. 1978. Orientalism. New York: Pantheon Books.
Smith, Linda Tuhiwai. 2021. Decolonizing Methodologies: Research and Indigenous Peoples. 3rd ed. London: Zed Books.
### Bibliography
Al-Asfour, Ahmed, and Marry Abraham. 2016. “Strategies for Retention, Persistence and Completion Rate for Native American Students in Higher Education.” Tribal College and University Research Journal 1 (1): 46–56. https://issuu.com/collegefund/docs/tcurj_v1_1_full_journal_high-resolu.
Albers, Patricia, and Beatrice Medicine. 1983. The Hidden Half: Studies of Plains Indian Women. Washington, DC: University Press of America.
Allen, John Eliot, Marjorie Burns, and Scott Burns. 2009. Cataclysms on the Columbia: The Great Missoula Floods. Rev. 2nd ed. Portland, OR: Ooligan Press.
Ashley, Jeremy. 2015. “Native American and Multi-ethnic Experiences with Racial Discrimination in Indian Reservation Border Towns.” PhD diss., Northern Arizona University.
Brayboy, Bryan McKinley Jones, K. Tsianina Lomawaima, and Malia Villegas. 2007. “The Lives and Work of Beatrice Medicine and Vine Deloria Jr.” Anthropology & Education Quarterly 38 (3): 231–238. https://www.jstor.org/stable/25166623.
Crawford, James. 1995. “Endangered Native American Languages: What Is to Be Done, and Why?” Bilingual Research Journal 19 (1): 17–38.
DeAngelo, Linda, Ray Franke, Sylvia Hurtado, John H. Pryor, and Serge Tran. 2011. Completing College: Assessing Graduation Rates at Four-Year Institutions. Los Angeles: Higher Education Research Institute, University of California, Los Angeles. https://heri.ucla.edu/DARCU/CompletingCollege2011.pdf.
Deloria, Vine, Jr. (1969) 1988. Custer Died for Your Sins: An Indian Manifesto. Norman: University of Oklahoma Press.
Deloria, Vine, Jr. (1995) 1997. Red Earth, White Lies: Native Americans and the Myth of Scientific Fact. Golden, CO: Fulcrum.
Deloria, Vine, Jr. 1997. “Anthros, Indians, and Planetary Reality.” In Indians and Anthropologists: Vine Deloria, Jr., and the Critique of Anthropology, edited by Thomas Biolsi and Larry J. Zimmerman, 209–221. Tucson: University of Arizona Press.
Ellinghaus, Katherine. 2017. Blood Will Tell: Native Americans and Assimilation Policy. Lincoln: University of Nebraska Press.
Erlandson, Jon McVey. 1998. “The Making of Chumash Tradition: Replies to Haley and Wilcoxon.” Current Anthropology 39 (4): 477–510. https://doi.org/10.1086/204760.
Haley, Brian D., and Larry R. Wilcoxon. 1997. “Anthropology and the Making of Chumash Tradition.” Current Anthropology 38 (5): 761–794. https://doi.org/10.1086/204667.
Hegeman, Susan. 1989. “Native American ‘Texts’ and the Problem of Authenticity.” American Quarterly 41 (2): 265–283. https://www.jstor.org/stable/2713025.
Hinton, Leanne. (2001) 2013. “The Master-Apprentice Language Learning Program.” In The Green Book of Language Revitalization in Practice, edited by Leanne Hinton and Ken Hale, 217–226. Leiden: Brill.
Johansen, Bruce E. 2013. Encyclopedia of the American Indian Movement. Santa Barbara, CA: Greenwood.
Lewis, David Gene. 2002. “Native Experience and Perspectives from Correspondence in the SWORP Archive.” In Changing Landscapes: “Sustaining Traditions”; Proceedings of the 5th and 6th Annual Coquille Cultural Preservation Conferences, edited by Donald B. Ivy and R. Scott Byram, 25–39. North Bend, OR: Coquille Indian Tribe.
Lewis, David Gene. 2009. “Termination of the Confederated Tribes of the Grand Ronde Community of Oregon: Politics, Community, Identity.” PhD diss., University of Oregon. http://hdl.handle.net/1794/10067.
McNickle, D’Arcy. 1968. “The Sociocultural Setting of Indian Life.” American Journal of Psychiatry 125 (2): 219–223.
Medicine, Beatrice. 2007. Drinking and Sobriety among the Lakota Sioux. Lanham, MD: AltaMira Press.
Memmi, Albert. (2003) 2010. The Colonizer and the Colonized. Translated by Howard Greenfield, with an introduction by Nadine Gordimer. New York: Earthscan.
Miller, Robert J. 2012. Reservation “Capitalism” Economic Development in Indian Country. Santa Barbara,CA: Praeger.
Nagle, Rebecca. 2019. “The US Has Spent More Money Erasing Native Languages Than Saving Them.” High Country News, November 5, 2019. https://www.hcn.org/issues/51.21-22/indigenous-affairs-the-u-s-has-spent-more-money-erasing-native-languages-than-saving-them.
Nenemay, Kimberly Alice. 2005. “An Exploratory Study of Tribal Enrollment, Blood Quantum and Identity among the Confederated Salish and Kootenai Tribe of Western Montana.” PhD diss., Rutgers University. ProQuest (AAT 3180991).
Parezo, Nancy J. 1990. “The Challenge of Native American Art and Material Culture.” Museum Anthropology 14 (4): 12–29. https://doi.org/10.1525/mua.1990.14.4.12.
Smith, Linda Tuhiwai. 2005. “Imperialism, History, Writing, and Theory.” In Postcolonialisms: An Anthology of Cultural Theory and Criticism, edited by Gaurav Desai and Supriya Nair, 94–115. New Brunswick, NJ: Rutgers University Press.
Smith, Linda Tuhiwai. 2021. Decolonizing Methodologies: Research and Indigenous Peoples. 3rd ed. London: Zed Books.
Thornton, Russell. 1997. “Tribal Membership Requirements and the Demography of ‘Old’ and ‘New’ Native Americans.” Population Research and Policy Review 16 (1–2): 33–42. https://doi.org/10.1023/A:1005776628534. |
# Anthropology on the Ground
## Introduction
In “Waddling In,” a provocative essay published in 1985, interpretive anthropologist Clifford Geertz proposed that among the various academic disciplines, anthropology was uniquely capable of leading into the future. He pointed out the fundamental changes anthropology faced as it headed into the 21st century—changes in its traditional subject focus, its traditional field sites, and its wide, holistic perspective, which Geertz referred to as “walking barefoot through the Whole of Culture” (1985, 623):
In our confusion is our strength. For Geertz, this confusion reflects anthropology’s flexibility as a science and a humanity and its acknowledgment that we do not yet know everything about who we are as a species. Our ongoing mission is to be open to what comes next, open to the potential of what it means to be human. This is especially important at this moment in history when global challenges remind us of how much remains to be done for every person to have a life of dignity. Instead of predicting the end of anthropology, “Waddling In” challenges anthropologists to discover an ever-widening relevance and importance for the discipline, in a world of ongoing cultural change.
Anthropology is both an academic and an applied discipline. What anthropology reveals about human culture and human biology can be used to improve lives today. Anthropology is deeply relevant to contemporary lives in many ways. Museums are a common way in which anthropological knowledge is presented to the public, interpreting cultural and biological diversity and inspiring new generations of scholars and a broader public. The Museum of Anthropology at the University of British Columbia, shown in , is an example of one way anthropologists share their knowledge in a public space. But there are many other ways in which anthropologists interact with and influence our global community. |
# Anthropology on the Ground
## Our Challenging World Today
### Learning Outcomes
By the end of this section, you will be able to:
1. Identify some of the most critical global challenges.
2. Define ethnosphere.
3. Analyze the importance of the ethnosphere today.
### Critical Global Challenges
Today humanity faces a growing number of global problems, most of them linked to one another and to long-standing historical inequities and injustice. Many of the problems people experience in their daily lives derive from major global issues, which intersect with and affect cultural traditions and contemporary social behaviors. In other words, our global problems are deeply connected to the ways we live locally. Local and global problems connect and reinforce each other.
In 2021, the United Nations (UN) identified 22 critical global issues, several worsened by the COVID-19 pandemic. These are challenges that “transcend national boundaries and cannot be resolved by any one country acting alone” (United Nations 2021). Many of these challenges, which affect all nations, are particularly harmful to those facing discrimination, environmental and social racism, and economic poverty. As you read through these “global issues,” notice how many of these challenges are linked together (e.g., Africa, decolonization, democracy, poverty, global health, etc.). Go through this list and note which of these impact you and which might have affected your ancestors. Consider such things as cost of goods and services, possible effects on health and welfare, and even the political instability that might result from these issues, creating global ripple effects. Also, consider how populations suffering various injustices might experience greater impacts than those in otherwise stable communities.
1. Africa: promoting democratic institutions, supporting economic and social development, and protecting human rights.
2. Aging: responding to the growth of aging populations (ages 60 and over) worldwide.
3. AIDS: continuing to reduce infection and death rates in the global fight against AIDS.
4. Atomic energy: promoting the safe, secure, and peaceful operation of more than 440 nuclear reactors generating electricity worldwide.
5. Big data for sustainable development: monitoring inclusiveness and fairness in the application of new data sources, technologies, and analyses.
6. Children: protecting the rights of every child to health, education, and protection and expanding children’s opportunities.
7. Climate change: responding to the unprecedented challenges of shifting weather patterns that threaten food production and create climate emergencies.
8. Decolonization: continuing to monitor and encourage self-determination among former colonies, which the UN refers to as a “sacred trust.” When the UN was founded in 1945, approximately 750 million people were living in colonies and dependencies; today, fewer than two million live under colonial rule.
9. Democracy: strengthening democracy, “a universally recognized ideal” and a core value of the UN, as a way of strengthening human rights.
10. Ending poverty: reducing global poverty rates, which could increase by as much as 8 percent of the world’s population during the COVID-19 pandemic.
11. Food: working toward food security and increasing nutrition for the most vulnerable population groups, especially during COVID-19.
12. Gender equality: promoting gender equality as both a fundamental human right and a critical factor in achieving peaceful and sustainable societies.
13. Health: monitoring, promoting, and protecting health concerns worldwide. Much of the leadership in this area is provided by the World Health Organization (WHO).
14. Human rights: continuing the ongoing effort to guarantee human rights around the globe. This is a central focus of the UN’s work, as set out in the UN Charter and the Universal Declaration of Human Rights.
15. International law and justice: continuing to promote international law and justice across the three pillars of international peace and security, socioeconomic development and progress, and respect for fundamental human rights and freedoms.
16. Migration: ensuring the orderly and humane management of migration, finding practical solutions to migration problems, and providing humanitarian assistance to refugees and internally displaced persons.
17. Oceans and the law of the sea: ensuring peaceful, cooperative usage of the oceans and seas to the common benefit for humanity and combating the rising threat of pollution and waste from transport vessels and oil tankers.
18. Peace and security: helping restore peace and preventing disputes from escalating into war.
19. Population: promoting sexual and reproductive health and individuals’ ability to manage the size of their families.
20. Refugees: providing aid and safe haven to the millions of people forcibly displaced worldwide. In 2019, an estimated 79.5 million people were refugees, 26 million of them under the age of 18.
21. Water: managing the competition between individual and commercial needs for access to water, which is critical for all human populations.
22. Youth: providing for a more just, equitable, and progressive future for persons between the ages of 15 and 24, including ensuring access to health, education, and employment and working toward gender equality.
Private philanthropists have been working on some of these same problems as well. In 2020, the Bill and Melinda Gates Foundation, founded in 2000 to work collaboratively with governments to solve critical global health issues, expanded their focus by naming three major action areas for their multibillion-dollar foundation, in addition to ongoing educational priorities:
1. Climate change: increasing clean energy, providing zero-emissions energy to low-income countries, and developing innovative approaches to food production.
2. Gender inequality and gender-based violence: expanding access to education to improve women’s lives and increasing women’s leadership positions in government, finance, and health.
3. Global health: sponsoring initiatives to deliver vaccinations and otherwise combat major global diseases, such as AIDS and malaria. (Bass and Bloomberg 2020)
These lists represent only the beginning of the challenges that face us as human beings living on one shared planet. Underpinning these challenges are many others, none more important than the loss of diversities. We face devastating losses in three major areas of diversity: biological diversity, as species are increasingly endangered or become extinct; cultural diversity, as Indigenous peoples, minorities, and smaller populations in more isolated areas, such as rural areas, face encroachments on their lands and their lives, including their right to exist as diverse cultures; and linguistic diversity, with thousands of languages already extinct and many more facing imminent extinction. As diversity declines, our species has fewer options and less flexibility. When we consider that most innovation builds on preexisting forms—whether of biology, culture, or language—the loss of anything that once existed is also a loss of potential, of what could have been.
But all is not doom and gloom. Hope is offered by disciplines, such as anthropology, that work to value and preserve diversities. Anthropology has taken a lead role in bringing positive change to our global world. Projects in which anthropological knowledge and insight is applied to current challenges include language reclamation and revitalization, primate conservation and habitat enrichment, revitalization of traditional foodways and technologies, and other projects to revive, restore, and encourage cultural, biological, and linguistic diversity.
### The Ethnosphere
When considering the many challenges facing us as a global community, we must also acknowledge our assets—the tools and conditions we can harness to increase value and effect positive change. We do not enter our future empty-handed. To some extent, our challenges and assets have evolved together, hand in hand. As we face concerns about another possible global health pandemic, for example, we bring with us a depth of scientific knowledge based on earlier experiences, having learned and retooled our responses to be better prepared for those things we have experienced before. As we begin to combat overwhelming climate crises after decades of abusing our environment, we have knowledge and tools to make positive changes while continuing to educate people about our physical world, pollution, and global warming. We understand the causes of most of our challenges, and we have the ability to harness large groups of people globally to work together to address them, with an impressive array of technology at our fingertips. We are not a helpless species. We are not necessarily smarter or wiser than our ancestors were, but we do have one great treasure—we have what our ancestors left to us. We have the accumulation of all their cultural wisdom, ingenuity, and humanity.
In 2001, Canadian cultural anthropologist Wade Davis coined the term ethnosphere to refer to the sum total of all of human knowledge across time:
The diverse ways in which humans have solved or managed the challenges of our lives, many of them challenges that we have inflicted on ourselves because of greed and ignorance, is a rich storehouse for our future. Too often, contemporary people feel there is little to learn from those who are different from us or who came before us, but the solutions to our current problems are founded upon this legacy.
Humans have faced grave environmental challenges more than once in our species’ history. Our ancestors also faced global climate challenges. The last glacial period occurred between 120,000 and 11,500 years ago. During that time, alternating periods of global cooling and warming displaced human populations and forced them to adapt to new plants and animals as they migrated and ultimately peopled the globe. One of the notable consequences of the last years of the glacial period was the extinction of some 177 species of megafauna (large mammals), including woolly mammoths, giant deer, and saber-toothed cats. There have been two primary theories about these extinctions, which occurred worldwide (in Europe, Africa, Asia, and North and South America). Did the animals go extinct due to climate change and habitat loss or to overkilling by human big-game hunters? Recently, researchers at Aarhus University in Denmark studied the extinction of megafauna species through global mapping techniques that compared timelines of human occupation and of animal extinction (Sandom et al. 2014). In about one-third of the animal extinctions, the correlation of the dates of the earliest arrival of human hunters and the extinction of the animals was clear and consistent. While the majority of cases were not consistent, they did not present contrary evidence to the theory of human overkill and environmental exploitation. It appears that humans were involved in mass extinctions and environmental changes even in these early periods.
And yet people have also been involved in animal reintroductions and species conservation. Today, U.S. National Parks have reported a variety of species reintroduction success stories. In several national parks across the United States, native animal species have been reintroduced to better manage habitats, conserve endangered species, and support a healthy ecosystem. Among the most successful reintroduced species are California condors, Pacific fishers, black-footed ferrets, gray wolves, bald eagles, desert pupfish, bighorn sheep, elk, and nēnē, a species of goose native to Hawaii (Errick 2015).
Entomologist Edward O. Wilson has devoted his life to studying and working to protect biodiversity, the astounding variety of plants and animals on our planet that together form a healthy ecosystem. As part of the biological web of life, humans are important actors. Within the ethnosphere lies the wisdom of generations of human interactions with other species for food, medicines, clothing, shelter, protection, companionship, and economic exploitation. Many of the tools related to this valuable knowledge are found within Indigenous cultures, too many of them also endangered or extinct today. By preserving and valuing the ethnosphere and its diversity, we preserve ourselves, our children’s futures, and the hopes we have for our planet.
Anthropology plays a major role in preserving, valuing, and teaching about the ethnosphere. In this critical role, anthropology makes an important difference in how well we encounter the future—whether we will adapt and thrive or face ever-increasing threats to our survival. Whether you are a practicing anthropologist, a student of anthropology, or someone who enjoys learning about our diverse world, including its diverse peoples and cultures, you have a role to play in bringing about a more hopeful future. |
# Anthropology on the Ground
## Why Anthropology Matters
### Learning Outcomes
By the end of this section, you will be able to:
1. Explain the characteristics of anthropology that make it uniquely relevant today.
2. Describe and give an example of anthropological values.
3. Analyze the importance of anthropological skills.
### A Uniquely Relevant Discipline
As you learned in What is Anthropology?, anthropology is a unique discipline. Not only does it study all aspects of what it means to be human across time, with a focus on evolution and how changes occur in our bodies and cultures, but it also examines the ways in which we adapt to different social and physical environments. This process of adaptation is a primary source of cultural and biological diversity. Anthropology is also holistic, examining the context of and interconnections between many parts of our lives and weaving together our biology, our traditions, and the diverse social and physical environments in which we live. The anthropological approach views humans as part of a wider system of meaning, as actors and change-makers within a dynamic environment populated by others. Across cultures, those others can include other species (plant and animal) and spirits as well as other human beings. It is the human ability to imagine and construct the universe in which we live that most interests anthropologists.
In most four-field introductory classes, students are surprised at the breadth of anthropology, but this wide lens is the cornerstone of the discipline. Today, anthropologists increasingly approach the study of humans as a dynamic construct. We see humans as agents in motion, undergoing change as a normal state of being, rather than as objects in a petri dish, preserved and inert. This means that anthropological studies are by necessity messy and in flux, as our subject matter makes change. Because holism, adaptation, and adjustment are critical to anthropological studies, we bring an especially powerful lens to attempts to understand complex, large-scale global problems.
Few of our challenges today are simple. Solving the climate crisis requires changes not just to our use of fossil fuels but also to the ways in which we produce food, bathe, heat and cool our houses, and travel. Each culture and each community must be aware of its power and potential to enact positive change. Both a scientific and a humanistic approach are needed to solve our current global challenges.
### Anthropological Values
The anthropological perspective is grounded by principles and standards of behavior considered important to understanding other people and their ways of life. These include the value of all cultures; the value of diversities, biological and cultural; the importance of change over time; and the importance of cultural relativism and acknowledging of the dignity of all human beings. These anthropological values undergird our discipline.
The study of culture intersects with each of the four subfields and highlights the importance of diversity. From the beginning, humans have used ingenuity to tackle problems and provide solutions to challenging circumstances. Anthropologists study and value this extraordinary process of human creativity, documenting it in living and past cultures, in our languages and symbol systems, and even in our bones, through cultural procedures such as elongating women’s necks (as is practiced by the Kayan people of Myanmar) or flattening/elongating people’s heads (practiced by the Chinookan peoples of North America). Even our diets, which are cultural artifacts of adaptation, are written on our bones. The consumption of corn, for example, is measurable as carbon isotopes in human bone. Anthropology celebrates this human uniqueness and diversity, understanding that different ways of being are humanity’s greatest legacy—a foundation embodied in the concept of the ethnosphere.
Anthropological studies produce documentation of immeasurable worth. Through anthropological research, we collect, preserve, and share the stories of living humans as well as human artifacts, sites, and bodies. Together, these documents form a valuable database. Field notes and artifacts from the earliest anthropologists document diversity that has since disappeared. Franz Boas taught his students how to make life masks of the people they were studying to document the physical diversity of different groups of people (A. Singer 1986). This vast collection of some 2,000 life masks is now preserved at the Smithsonian Institution as an archival resource for understanding environment, culture, and biological adaptations. Many masks document ethnic groups that are now extinct. Anthropology collections are of inestimable value for future research.
The Council for the Preservation of Anthropological Records, or CoPAR, works with anthropologists, librarians, and archivists to obtain and preserve anthropological records and make them available both for the study of human diversity and as a record of the history of the discipline. The organization has two primary goals. The first is to educate anthropologists on the value and urgency of saving documents. The second is to help train archivists and information specialists in best practices for handling the sometimes very sensitive information within these documents while also facilitating them in making sure that the information is available to scholars anywhere (Silverman and Parezo 1995).
Diversity is a product of adaptation and change over time. As cultural groups encountered different challenges in their environments, they used ingenuity and innovation to address these challenges, sometimes borrowing other cultures’ solutions when applicable. In the high Andes of South America, the steep mountainous inclines mean that there is little flat ground for growing food. In response to this challenge, Inca farmers used terrace farming, building steplike terraces into the hillside to create areas of flatter surfaces for growing crops (see ). Forms of terrace farming are found all over Asia and in parts of Africa, with cultures in each area adapting the use of terraces to meet specific climatic conditions and crop requirements (e.g., paddy rice cultivation requires small earthwork borders to allow for flooding). In short, there is no one way to do something; every solution is calibrated to particular needs. Today, with increasing urgency to minimize our carbon footprints, architects are designing homes to meet clients’ demands for net-positive houses—that is, houses that produce more energy than they consume through solar power and lower-energy appliances (Stamp 2020). As we work toward reducing our dependence on fossil fuels, the architectural and construction industries are beginning to adapt to these changing needs and demands.
Besides culture and diversity, anthropology is also about the human power to change. Through adaption, evolution, and even acclimatization (short-term adaptation to environmental change), the human body has evolved alongside human cultures to make us a species uniquely capable of adapting to almost any environmental or social conditions. Humans can survive even in such inhospitable environments as outer space (thanks to the human-designed technology that makes up the International Space Station) and the polar regions (where human-built structures and protective gear make habitation possible at McMurdo Station in Antarctica). And humans have survived health crises such as the COVID-19 pandemic and historical tragedies such as slavery and warfare. The ability to change, redirect, reassess, reimagine, and innovate has sustained our species across time.
Diversity matters more today than ever. Where diversity is valued, there is greater potential for innovation and collaboration. A central value of anthropology, evident in both research and applied work across communities, is anthropologists’ focus not only on understanding other cultures and different ways of living but also on translating them—that is, communicating what is learned across cultures in order to share it more broadly.
The most important anthropological value, however, is cultural relativism, or suspending judgment about other cultures until one gains a clear understanding of the meaning and significance of what those cultures do and believe. Cultural relativism requires us to understand the rationale, purpose, and meaning of cultural traditions and knowledge before we decide on their validity. And it provides significant advantages in better understanding others:
1. It allows us to see the worth, dignity, and respect of all persons, allowing for initial exchange and collaboration between “us” and “them.”
2. It reminds us to approach the study of other cultures without automatically judging them as inferior, thus minimizing ethnocentrism.
3. It helps us keep an open mind about the potentials and possibilities inherent in our species.
First formally introduced by Franz Boas, cultural relativism laid the groundwork for the discipline of anthropology, a science that would study what it means to be human in all its diverse forms. Boas and his students worked to apply cultural relativism across racial, ethnic, linguistic, and socioeconomic boundaries, documenting the rich cultural traditions of Indigenous peoples, minority communities, and immigrants. The concept, though, has undergone a great deal of debate since the 1948 Universal Declaration of Human Rights by the United Nations. Is anything okay if a culture decides it is? Are there any boundaries to cultural relativism? Do we have to accept everything that a group does, or can an anthropologist ultimately judge that a practice is damaging, harmful, and not deserving of being respected and upheld?
While these debates remain, anthropologists still value cultural relativism (and the worthiness of other peoples and cultures), although perhaps in a modified form that anthropologist Michael Brown calls cultural relativism 2.0. As Brown states, cultural relativism 2.0 is “a call to pause before judging, to listen before speaking, and to widen one’s views before narrowing them” (2008, 380). In other words, first give people a chance.
Anthropology is important today, perhaps even more than when it formally began some 150 years ago. As French anthropologist Maurice Godelier says: |
# Anthropology on the Ground
## What Anthropologists Can Do
### Learning Outcomes
By the end of this section, you will be able to:
1. Describe the primary areas where the anthropological approach is relevant.
2. Identify the ways that anthropologists are specifically trained for today’s challenges.
3. Explain how anthropological skills can help address contemporary problems.
### What Anthropologists Do Today
Anthropologists are at work now to make a difference in our lives. There are various ways in which anthropologists and those utilizing an anthropological lens or framework contribute critically needed skills and resources in the 21st century.
1.
Many of the chapters in this text feature stories about anthropological research and its importance in understanding what it means to be human. Each of the subfields engages in distinct types of field research as ways to test theories and advance our knowledge of human beings. Theoretical research is the backbone of academic anthropology.
2.
Cultural anthropologist Genevieve
In a TED Salon talk titled “
Bell left Intel in 2017 to serve as a distinguished professor at the Australian National University College of Engineering and Computer Science, where she serves as the director of the School of Cybernetics and continues to research the interface between culture and technology.
3.
The
One of the challenges that anthropologists face is better educating governments and corporations about the skills they can bring to understanding and addressing contemporary problems. Working collaboratively within and beyond the discipline is important for advancing an awareness of the possibilities that anthropologists offer as public policy advocates.
1.
In 2014, the WHO reached out to sociocultural anthropologists to help address an outbreak of the Ebola virus in Mali. They sought the help of these anthropologists as liaisons to connect with the local people and lessen their anxieties about the disease, help those recovering cope with the stigma of having had Ebola, and build a bridge between the community and the health system. They also sought anthropological direction on how best to interact with local people while respecting their culture and traditions. The WHO described some of the roles of the anthropologists who aided in this project:
The global emergency of COVID-19 mobilized a number of anthropologists, especially those in the applied field of medical anthropology. Medical anthropologist Mark Nichter (2020), who has studied emerging diseases and global health for much of his career, was returning from fieldwork in India and Indonesia when COVID-19 cases started being diagnosed in the United States. He traveled from Asian countries, where people were wearing masks and showing a high level of concern for the disease, into Europe and then the United States, where there seemed to be little concern. These different attitudes prompted him to think about other pandemics he had experienced as a medical anthropologist and about how complex these global events can be. Deeply aware of issues of social inequality, he worried about the poor infrastructure conditions in so many countries and the dense populations in refugee camps. What would happen in water-insecure areas where accessing any kind of water, especially clean water for handwashing, was difficult? He wondered just how bad this was going to be as a global event.
During lockdown in the United States, Nichter used his training as a medical anthropologist to create positive change within his community. He first developed a COVID-19 primer, explaining health concepts about COVID-19 and methods of slowing and preventing transmission in everyday terms to help professors and teachers educate themselves and their students. The primer quickly began circulating on campuses in the United States and around the world. Nichter also worked with fellow anthropologists in a special working group supported by the American Anthropological Association to identify research areas of critical need. Many of these research areas concerned structural threats and areas where mortality data were revealing disparities, indicating that certain populations were more vulnerable than others. Third, Nichter began advocating and working for COVID-19 testing resources, the development of contact tracing, and symptom monitoring to better contain outbreaks within communities. Lastly, he helped develop a health care worker support network with both online and grassroots resources, knowing that frontline workers would be those most taxed by the pandemic. Nichter advocates for what he calls anticipatory anthropology. In the context of medical anthropology, anticipatory anthropology acts to shore up the fault lines that have emerged in the global health system, working toward creating stronger resistance to the next health care emergency. “COVID-19 provides an opportunity to build alliances and momentum for significant health care reform” (Nichter 2020).
Anthropological skills are increasingly vital to developing and communicating culturally relevant messages. While global health initiatives are very prominent within the field of applied and practicing anthropology, the range of interventions is wide. Applied anthropology projects might involve improved farming techniques and heirloom seed banks, better educational services, and even work on the front lines with persons displaced by war, migration, or climate emergencies.
### Anthropological Skills and Resources
Anthropologists are trained to look at the larger context and understand how smaller, local environments fit into overarching forces. They aim to hold a multicultural perspective that represents various constituencies and to interact with people around them with the goal of better understanding where they are coming from and what things mean to them. Anthropologists gather and analyze data that reflects real life on the ground and in the streets. The central anthropological specialty is an unfettered interest in human beings.
In 2020, career research and employment website Zippia interviewed a group of teaching and practicing anthropologists about the anthropological skills they believe are most valuable in today’s job market. The two quotes below illustrate the breadth of career preparation that anthropology provides:
Anthropologists and anthropology students, undergraduate and graduate, fit into a wide array of careers and contribute valuable skills and resources to their communities everywhere. As people specialists, anthropologists understand how to approach diverse peoples, elicit information about and from them, and work with that information to understand broader situations. Some of the broadly applicable skills that different anthropologists have include interviewing; excavating; mapping; analyzing data using various types of methodologies, including mixed methods (combining qualitative and quantitative methods); applying ethics in difficult, emerging situations; and engaging with new technologies in the sciences. All of these are 21st-century skills and resources. However, the most advantageous of an anthropologist’s skills is an attitude of respect and dignity toward diverse peoples everywhere. In our global world, this may be the most important asset of all. As anthropologist Tim Ingold says, anthropologists “study ... with people” and “learn from them, not just about them” (2018, 32).
### How Anthropology Can Lead in the Future
Career and employment trends today align with what anthropologists do, whether or not one is a full-time practicing anthropologist. Students heading into any fields that address the human condition, past or present, will benefit from studies in anthropology. Within colleges and universities across the world, there is a reemergence of transdisciplinary approaches that utilize methods and perspectives from multiple disciplines to study and propose solutions to complex problems. This educational model, sometimes called the (National Academy of Sciences, National Academy of Engineers, and Institute of Medicine 2005), has resulted in the development of new interdisciplinary degree programs such as the biomedical informatics program at Stanford University; the Indigenous food, energy, and water systems program at the University of Arizona; and the science, medicine, and technology in culture program at Union College. Training in anthropological holism is the ideal foundation for working in teams with multiple interests and a shared focus on the larger context. Specifically, the four-field approach in anthropology prepares researchers to apply a keen perception of the ways in which biology and culture interact and influence each other.
With the increasing prominence of social media and grassroots communication across cultures, it is important that emerging leaders have the ability to interview people, elicit relevant information from them, and analyze what they think, do, and desire. Anthropologists are trained to interact with others, seek connections and patterns in what they observe, and analyze the symbolic significance of what they find.
Anthropologists are also trained to work in the field, wherever and whatever the field may be, taking their offices and research labs into the communities in which they work and live. Accustomed to being flexible and adaptable to the needs of the situation and letting the field dictate how best to accomplish their work, anthropologists have the skills, technology, and experience to work well in a global community.
In the 20th century, academia sought to become ever more specialized, constructing departments, specialties, and subspecialties to home in on very particular subjects such as a disease, a genre of literature, or a type of religion. This approach was an advance over the more generalist approach that was common in the 19th century, in which academics were trained in very broad fields such as medicine, ancient history, or culture. Now, in the 21st century, the shift is toward a more complex and multifaceted understanding of how we live and the challenges we face. Many anthropology programs today provide vocational skills and workplace training. There is a growing awareness that we need to develop the ability to think both generally and systematically (such as in an ecosystemic approach) while also seeking to understand the particularities of specific challenges. Anthropology, with its holistic approach, mixed methodology analyses, and deep, abiding appreciation of diversity and the dignity of all people, is situated at the crossroads of what comes next. This is how anthropology can guide us as we move into the future.
As Geertz said, “We have turned out to be rather good at waddling in” (1985, 624). Anthropological skills are based on flexibility and adaptation to a changing world, open-mindedness and openness to new ideas, and a willingness to engage with complex issues in order to find solutions to problems facing our world today. The anthropological skillset is critical in the 21st century.
You can read more about the important work of anthropologists today in the Profile features in each chapter. Through research and work such as the examples featured there, anthropologists are changing the world.
### Summary
As a discipline, anthropology includes academic and applied aspects that focus on, respectively, developing new theories and solving practical problems. Today, we face a growing number of global problems, most of them linked to one another and to long-standing historical inequities and injustice. Many of the problems we experience in our local lives derive from these major issues, and every one of them intersects with and affects cultural traditions and contemporary social behaviors. In 2021, the United Nations identified 22 critical global issues that transcend national boundaries and affect people everywhere, with those who suffer various forms of injustice typically experiencing greater effects from these challenges than those living in more stable communities. Three of the challenges are major actions areas for philanthropic organizations such as the Bill and Melinda Gates Foundation: climate change, gender inequality and gender-based violence, and global health. Intersecting with these global issues are the devastating losses we face in terms of biological, cultural, and linguistic diversity.
The term ethnosphere, first coined by Canadian cultural anthropologist Wade Davis, refers to the sum total of all human knowledge across time—the human cultural legacy. The diverse ways in which we humans have solved or managed the challenges of our lives are a rich storehouse for our future. Too often, contemporary people feel we have little to learn from those who are different from us or who came before us, but the solutions to our current problems are founded upon this legacy. As globalization proceeds, conjoining our lives in myriad ways, it is important to remember that diversity is a storehouse of critical knowledge from the generations before us and the cultures around us, many of which are fighting today to survive. By preserving and valuing the ethnosphere’s diversity, we preserve ourselves, our children’s futures, and the hopes we have for our planet.
The anthropological approach views humans as part of a wider system of meaning, as actors and change-makers within a dynamic environment populated by others. Across cultures, those others can include other species, plant and animal, and spirits as well as other human beings. It is the human ability to imagine and construct the universe in which we live that most interests anthropologists. The anthropological perspective is grounded by principles and standards of behavior considered important to understanding other people and their ways of life. These include the value of all cultures; the value of diversities, biological and cultural; the importance of change over time; the importance of cultural relativism; and an acknowledgment of the dignity of all human beings. These anthropological values undergird our discipline.
Anthropological studies produce documentation of immeasurable worth. Through anthropological research, we collect, preserve, and share the stories of living humans as well as human artifacts, sites, and bodies. Today, anthropologists and those using an anthropological lens contribute to the 21st century in various ways, including through research, research and development, public policy, and applied or practicing anthropology. Career and employment trends today align with what anthropologists do, whether or not one is a full-time practicing anthropologist. Students heading into any field that addresses the human condition, past or present, will benefit from studies in anthropology.
### Critical Thinking Questions
### Bibliography
Bass, Dina, and Bloomberg. 2020. “Bill and Melinda Gates Add Climate Change and Gender Equality to Their Foundation’s Focus.” Fortune, February 10, 2020. https://fortune.com/2020/02/10/bill-melinda-gates-foundation-climate-change-gender-equality-focus/.
Bell, Genevieve. 2020. “6 Big Ethical Questions about the Future of AI.” Filmed October 2020. TED video, 14:39. https://www.ted.com/talks/genevieve_bell_6_big_ethical_questions_about_the_future_of_ai.
Boss, Shira J. 2001. “Anthropologists on the Job.” Christian Science Monitor, January 2, 2001. https://www.csmonitor.com/2001/0102/p9s1.html.
Brown, Michael F. 2008. “Cultural Relativism 2.0.” Current Anthropology 49 (3): 363–383.
City Eye. 2017. “Genevieve Bell: A Cultural Anthropologist Studying Technological Innovations.” WeAreTheCity. September 22, 2017. https://wearethecity.com/genevieve-bell-anthropologist-technology/.
Davis, Wade. 2001. Light at the Edge of the World: A Journey through the Realm of Vanishing Cultures. Vancouver, BC: Douglas & McIntyre.
Davis, Wade. 2003. “An Interview with Anthropologist Wade Davis.” By Alex Chadwick. NPR. May 27, 2003. https://legacy.npr.org/programs/re/archivesdate/2003/may/mali/davisinterview.html.
Errick, Jennifer. 2015. “9 Wildlife Success Stories.” Park Advocate, National Parks Conservation Association. November 2, 2015. https://www.npca.org/articles/880-9-wildlife-success-stories.
Geertz, Clifford. 1985. “Waddling In.” Times Literary Supplement, June 7, 1985, 623–624.
Godelier, Maurice. 2016. “In Today’s World, Anthropology Is More Important Than Ever.” AIBR: Revista de Antropologia Iberoamericana 11 (1): 59–76. https://doi.org/10.11156/aibr.110104e.
Harrell-Bond, B. E., and E. Voutira. 1992. “Anthropology and the Study of Refugees.” Anthropology Today 8 (4): 6–10.
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Nichter, Mark. 2020. “Engaging the Pandemic.” Anthropology News, June 19, 2020. https://anthropology-news.org/articles/engaging-the-pandemic/.
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Stark, Miriam, Brian Bates, John Ziker, Suzanne Morrissey, Amber VanDerwarker, Jeremy Spoon, Douglas Wilson, et al. 2020. “Experts Weigh In on Current Job Market Trends.” Zippia. December 13, 2020. https://www.zippia.com/anthropologist-jobs/trends/.
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World Health Organization. 2015. “Anthropologists Work with Ebola-Affected Communities in Mali.” January 2015. https://web.archive.org/web/20210121202145/https://www.who.int/features/2015/anthropologists-ebola-mali/en/. |
# Transitioning to College
## Introduction
### Student Survey
How do you feel about your ability to meet the expectations of college? These questions will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.”
Don’t be concerned with the results. If your score is low, you will most likely gain even more from this book.
1. I am fully aware of the expectations of college and how to meet them.
2. I know why I am in college and have clear goals that I want to achieve.
3. Most of the time, I take responsibility for my learning new and challenging concepts.
4. I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.
You can also take the Chapter 2 survey anonymously online.
### About This Chapter
In this chapter, you will learn about what you can do to get ready for college. By the time you complete this chapter, you should be able to do the following:
1. Recognize the purpose and value of college.
2. Describe the transitional experience of the first year of college.
3. Discuss how to handle college culture and expectations.
4. List the benefits of adopting a learning mindset.
While Reginald and Madison have had different experiences before and certainly have different motivations for enrolling in college, they have quite a bit in common. They are both committed to this new chapter in their lives, and they are both connected to their families in ways that can influence their commitment to this pursuit. What they don’t know just yet—because they haven’t started their classes—is that they will have even more in common as they move through each term, focus on a major, and plan for life after graduation. And they have a lot in common with you as well because you are in a similar position—starting the next chapter of the rest of your life.
In this chapter, you will first learn more about identifying the reason you are in college. This is an important first step because knowing your why will keep you motivated. Next, the chapter will cover the transitions that you may experience as a new college student. Then, the chapter will focus on how you can acclimate to the culture and meet the expectations—all of which will make the transition to a full-fledged college student easier. Adopting a learning mindset is covered next and will provide you with research-based information that can help you develop the beliefs and habits that will result in success. Finally, the chapter will provide you with strategies for overcoming the challenges that you may face by providing information about how to find and access resources. |
# Transitioning to College
## Why College?
Questions to Consider:
1. Why are you in college?
2. What are the rewards and value of a college degree?
This chapter started with the profiles of two students, Reginald and Madison, but now we turn to who you are and why you are going to college. Starting this chapter with you, the student, seems to make perfect sense. Like Reginald and Madison, you are probably full of emotions as you begin a journey toward a degree and the fulfillment of a dream. Are you excited about meeting new people and finally getting to take classes that interest you? Are you nervous about how you are going to handle your courses and all the other activities that come along with being a college student? Are you thrilled to be making important decisions about your future? Are you worried about making the right choice when deciding on a major or a career? All these thoughts, even if contradictory at times, are normal. And you may be experiencing several of them at the same time.
### Why Are You in College?
We know that college is not mandatory—like kindergarten through 12th grade is—and it is not free. You are making a choice to commit several years of hard work to earn a degree or credential. In some cases, you may have had to work really hard to get to this point by getting good grades and test scores in high school and earning money to pay for tuition and fees and other expenses. Now you have more at stake and a clearer path to achieving your goals, but you still need to be able to answer the question.
To help answer this question, consider the following questioning technique called “The Five Whys” that was originally created by Sakichi Toyoda, a Japanese inventor, whose strategy was used by the Toyota Motor Company to find the underlying cause of a problem. While your decision to go to college is not a problem, the exercise is helpful to uncover your underlying purpose for enrolling in college.
The process starts with a “Why” question that you want to know the answer to. Then, the next four “Why” questions use a portion of the previous answer to help you dig further into the answer to the original question. Here is an example of “The Five Whys,” with the first question as “Why are you in college?” The answers and their connection to the next “Why” questions have been underlined so you can see how the process works.
While the example is one from a student who knows what she wants to major in, this process does not require that you have a specific degree or career in mind. In fact, if you are undecided, then you can explore the “why” of your indecision. For example, you may consider the following “Why” questions: Is it because you have lots of choices, or is it because you are not sure what you really want out of college?
Do you see how this student went beyond a standard answer about the degree that she wants to earn to connect her degree to an overall purpose that she has to help others in a specific way? Had she not been instructed to delve a little deeper with each answer, it is likely that she would not have so quickly articulated that deeper purpose. And that understanding of “why” you are in college—beyond the degree you want or the job you envision after graduation—is key to staying motivated through what will most likely be some challenging times.
How else does knowing your “why,” or your deeper reason for being in college, help you? According to Angela Duckworth (2016), a researcher on grit—what it takes for us to dig in deep when faced with adversity and continue to work toward our goal—knowing your purpose can be the booster to grit that can help you succeed.Duckworth, A. (2016). Other research has found that people who have a strong sense of purpose are less likely to experience stress and anxiety (Burrow, 2013)Burrow, A.L. & Hill, P.L. (2013). Derailed by diversity? Purpose buffers the relationship between ethnic composition on trains and passenger negative mood. and more likely to be satisfied in their jobs (Weir, 2013).Weir, K. (2013). More than job satisfaction: Psychologists are discovering what makes work meaningful--and how to create value in any job. Therefore, being able to answer the question “Why are you in college?” not only satisfies the person asking, but it also has direct benefits to your overall well-being. But don’t worry if you don’t know your purpose, or why, for being in college just yet. You can use your time taking classes and developing relationships to figure it out.
### What Are the Rewards and Value of a College Degree?
Once you have explored your “why” for enrolling in college, it may be worth reviewing what we know about the value of a college degree. There is no doubt you know people who have succeeded in a career without going to college. Famous examples of college dropouts include Bill Gates (the cofounder and CEO of Microsoft) and Ellen DeGeneres (comedian, actor, and television producer, among her many other roles).
These are two well-known, smart, talented people who have had tremendous success on a global scale. They are also not the typical profile of a student who doesn’t finish a degree. For many students, especially those who are first-generation college students, a college degree helps them follow a career pathway and create a life that would not have been possible without the credential. Even in this time of rapid change in all kinds of fields, including technology and education, a college degree is still worth it for many people.
Consider the following chart that shows an average of lifetime earnings per level of education. As you can see, the more education you receive, the greater the increase in your average lifetime earnings. Even though a degree costs a considerable amount of money on the front end, if you think about it as an investment in your future, you can see that college graduates receive a substantial return on their investment. To put it into more concrete terms, let’s say you spend $100,000 for a four-year degree (Don’t faint! That is the average sticker cost of a four-year degree at a public university if you include tuition, fees, room, and board). The return on investment (ROI) over a lifetime, according to the information in the figure below, is 1,500%! You don’t have to be a financial wizard to recognize that a 1,500% return is fantastic.
Making more money over time is not the only benefit you can earn from completing a college degree. College graduates are also more likely to experience the following:
1. Greater job satisfaction. That’s right! College graduates are more likely to get a job that they like or to find that their job is more enjoyable than not.
2. Better job stability. Employees with college degrees are more likely to find and keep a job, which is comforting news in times of economic uncertainty.
3. Improved health and wellness. College graduates are less likely to smoke and more likely to exercise and maintain a healthy weight.
4. Better outcomes for the next generation. One of the best benefits of a college degree is that it can have positive influences for the graduate’s immediate family and the next generations.
One last thing: There is some debate as to whether a college degree is needed to land a job, and there are certainly jobs that you can get without a college degree. However, there are many reasons that a college degree can give you an edge in the job market. Here are just a few reasons that graduating with a degree is still valuable:
1. More and more entry-level jobs will require a college degree. According to Georgetown University’s Center on Education and the Workforce, in 2020, 35% of jobs will require a college degree.Carnevale, A.P., Smith, N., & Strohl, J. (2013). Recover: Job growth and education requirements through 2020. Georgetown University's Center on Education and the Workforce. Retrieved from https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education- requirements-through-2020/.
2. A credential from a college or university still provides assurance that a student has mastered the material. Would you trust a doctor who never went to medical school to do open-heart surgery on a close relative? No, we didn’t think so.
3. College provides an opportunity to develop much-needed soft skills. The National Association of Colleges and Employers has identified eight career-readiness competencies that college students should develop: critical thinking/problem solving, oral/written communication, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/intercultural fluency.National Association of Colleges and Employers. (2019). Career readiness defined. Retrieved from https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/. There are few occasions that will provide you the opportunity to develop all these skills in a low-stakes environment (i.e., without the fear of being fired!). You will learn all of this and more in your classes. Seems like a great opportunity, doesn’t it? If you find yourself asking the question “What does this course have to do with my major?” or “Why do I have to take that?” challenge yourself to learn more about the course and look for connections between the content and your larger educational, career, and life goals. |
# Transitioning to College
## The First Year of College Will Be an Experience
Questions to Consider:
1. How will you adjust to college?
2. What are the common college experiences you will have?
### Adjustments to College Are Inevitable
College not only will expand your mind, but it may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. It is hard to truly learn anything without getting messy. This is what education does: it transforms us. For that to happen, however, means that we will need to be open to the transformation and allow the changes to occur. Flexibility, transition, and change are all words that describe what you will experience. Laurie Hazard and Stephanie Carter (2018)Hazard, L., & Carter, S. (2018). A framework for helping families understand the college transition. use the word adjustment. Hazard and Carter (2018) believe there are six adjustment areas that first-year college students experience: academic, cultural, emotional, financial, intellectual, and social. Of course, you won’t go through these adjustments all at once or even in just the first year. Some will take time, while others may not even feel like much of a transition. Let’s look at them in brief as a way of preparing for the road ahead:
1. Academic adjustment. No surprises here. You will most likely—depending on your own academic background—be faced with the increased demands of learning in college. This could mean that you need to spend more time learning to learn and using those strategies to master the material.
2. Cultural adjustment. You also will most likely experience a cultural adjustment just by being in college because most campuses have their own language (syllabus, registrar, and office hours, for example) and customs. You may also experience a cultural adjustment because of the diversity that you will encounter. Most likely, the people on your college campus will be different than the people at your high school—or at your workplace.
3. Emotional adjustment. Remember the range of emotions presented at the beginning of the chapter? Those will likely be present in some form throughout your first weeks in college and at stressful times during the semester. Knowing that you may have good days and bad—and that you can bounce back from the more stressful days—will help you find healthy ways of adjusting emotionally.
4. Financial adjustment. Most students understand the investment they are making in their future by going to college. Even if you have all your expenses covered, there is still an adjustment to a new way of thinking about what college costs and how to pay for it. You may find that you think twice about spending money on entertainment or that you have improved your skills in finding discounted textbooks.
5. Intellectual adjustment. Experiencing an intellectual “a-ha!” moment is one of the most rewarding parts of college, right up there with moving across the graduation stage with a degree in hand. Prepare to be surprised when you stumble across a fascinating subject or find that a class discussion changes your life. At the very least, through your academic work, you will learn to think differently about the world around you and your place in it.
6. Social adjustment. A new place often equals new people. But in college, those new relationships can have even more meaning. Getting to know professors not only can help you learn more in your classes, but it can also help you figure out what career pathway you want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.
provides a succinct definition for each of the areas as well as examples of how you can demonstrate that you have adjusted. Think about what you have done so far to navigate these transitions in addition to other things you can do to make your college experience a successful one. |
# Transitioning to College
## College Culture and Expectations
Questions to Consider:
1. What language and customs do you need to know to succeed in college?
2. What is the hidden curriculum?
3. What is your responsibility for learning in college?
4. What resources will you use to meet these expectations?
5. What are the common challenges in the first year?
### College Has Its Own Language and Customs
Going to college—even if you are not far from home—is a cultural experience. It comes with its own language and customs, some of which can be confusing or confounding at first. Just like traveling to a foreign country, it is best if you prepare by learning what words mean and what you are expected to say and do in certain situations.
Let’s first start with the language you may encounter. In most cases, there will be words that you have heard before, but they may have different meanings in a college setting. Take, for instance, “office hours.” If you are not in college, you would think that it means the hours of a day that an office is open. If it is your dentist’s office, it may mean Monday through Friday from 8 a.m. to 5 p.m. In college, “office hours” can refer to the specific hours a professor is in her office to meet with students, and those hours may be only a few each day: for example, Mondays and Wednesdays from 1 p.m. until 3 p.m.
“Syllabus” is another word that you may not have encountered, but it is one you will soon know very well. A syllabus is often called the “contract of the course” because it contains information about what to expect—from the professor and the student. It is meant to be a roadmap for succeeding in the class. Understanding that office hours are for you to ask your professor questions and the syllabus is the guide for what you will be doing in the class can make a big difference in your transition to college. The table on Common College Terms, below, has a brief list of other words that you will want to know when you hear them on campus (see ).
In addition to its own language, higher education has its own way of doing things. For example, you may be familiar with what a high school teacher does, but do you know what a professor does? It certainly seems like they fulfill a very similar role as teachers in high school, but in college, professors’ roles are often much more diverse. In addition to teaching, they may also conduct research, mentor graduate students, write and review research articles, serve on and lead campus committees, serve in regional and national organizations in their disciplines, apply for and administer grants, advise students in their major, and serve as sponsors for student organizations. You can be assured that their days are far from routine. See the table below for just a few differences between high school teachers and college professors.
The relationships you build with your professors will be some of the most important ones you create during your college career. You will rely on them to help you find internships, write letters of recommendation, nominate you for honors or awards, and serve as references for jobs. You can develop those relationships by participating in class, visiting during office hours, asking for assistance with coursework, requesting recommendations for courses and majors, and getting to know the professor’s own academic interests. One way to think about the change in how your professors will relate to you is to think about the nature of relationships you have had growing up. In You and Your Relationships Before College you will see a representation of what your relationships probably looked like. Your family may have been the greatest influencer on you and your development.
In college, your networks are going to expand in ways that will help you develop other aspects of yourself. As described above, the relationships you will have with your professors will be some of the most important. But they won’t be the only relationships you will be cultivating while in college. Consider , You and Your Relationships During College, and think about how you will go about expanding your network while you are completing your degree.
Your relationships with authority figures, family, and friends may change while you are in college, and at the very least, your relationships will expand to peer networks—not friends, but near-age peers or situational peers (e.g., a first-year college student who is going back to school after being out for 20 years)—and to faculty and staff who may work alongside you, mentor you, or supervise your studies. These relationships are important because they will allow you to expand your network, especially as it relates to your career. As stated earlier, developing relationships with faculty can provide you with more than just the benefits of a mentor. Faculty often review applications for on-campus jobs or university scholarships and awards; they also have connections with graduate programs, companies, and organizations. They may recommend you to colleagues or former classmates for internships and even jobs.
Other differences between high school and college are included in , Differences between High School and College. Because it is not an exhaustive list of the differences, be mindful of other differences you may notice. Also, if your most recent experience has been the world of work or the military, you may find that there are more noticeable differences between those experiences and college.
### Some of What You Will Learn Is “Hidden”
Many of the college expectations that have been outlined so far may not be considered common knowledge, which is one reason that so many colleges and universities have classes that help students learn what they need to know to succeed. The term hidden curriculum, which was coined by sociologists,P.P. Bilbao, P. I. Lucido, T. C. Iringan and R. B. Javier. (2008). describes unspoken, unwritten, or unacknowledged (hence, hidden) rules that students are expected to follow that can affect their learning.
Situation: According to your syllabus, your history professor is lecturing on the chapter that covers the stock market crash of 1929 on Tuesday of next week.
Sounds pretty straightforward. Your professor lectures on a topic and you will be there to hear it. However, there are some unwritten rules, or hidden curriculum, that are not likely to be communicated. Can you guess what they may be?
1. What is an unwritten rule about what you should be doing before attending class?
2. What is an unwritten rule about what you should be doing in class?
3. What is an unwritten rule about what you should be doing after class?
4. What is an unwritten rule if you are not able to attend that class?
Some of your answers could have included the following:
The expectations before, during, and after class, as well as what you should do if you miss class, are often unspoken because many professors assume you already know and do these things or because they feel you should figure them out on your own. Nonetheless, some students struggle at first because they don’t know about these habits, behaviors, and strategies. But once they learn them, they are able to meet them with ease.
### Working Within the Hidden Curriculum
The first step in dealing with the hidden curriculum is to recognize it and understand how it can influence your learning. After any specific situation has been identified, the next step is to figure out how to work around the circumstances to either take advantage of any benefits or to remove any roadblocks. Let’s review some other ways that you may encounter the hidden curriculum.
Prevailing Opinions. Simply put, you are going to encounter instructors and learning activities that you sometimes agree with and sometimes do not. The key is to learn from them regardless. In either case, take ownership of your learning and even make an effort to learn about other perspectives, even if it is only for your own education on the matter. There is no better time to expose yourself to other opinions and philosophies than in college. In fact, many would say that this is a significant part of the college experience. With the right mindset, it is easy to view everything as a learning opportunity.
Classroom Circumstances. These kinds of circumstances often require a more structured approach to turn the situation to your advantage, but they also usually have the most obvious solutions. In a large class, you might find yourself limited in the ability to participate in classroom discussions because of so many other students. The way around that would be to speak to several classmates and create your own discussion group. You could set up a time to meet, or you could take a different route by using technology such as an online discussion board, a Zoom session, or even a group text. Several of the technologically-based solutions might even be better than an in-class discussion since you do not all have to be present at the same time. The discussion can be something that occurs all week long, giving everyone the time to think through their ideas and responses.
Again, the main point is to first spot those things in the hidden curriculum that might put your learning at a disadvantage and devise a solution that either reduces the negative impact or even becomes a learning advantage.
### Learning Is Your Responsibility
As you may now realize by reviewing the differences between high school and college, learning in college will be your responsibility. Before you read about the how and why of being responsible for your own learning, complete the Activity below.
Taking responsibility for your learning will take some time if you are not used to being in the driver’s seat. However, if you have any difficulty making this adjustment, you can and should reach out for help along the way.
### What to Expect During the First Year
While you may not experience every transition within your first year, there are rhythms to each semester of the first year and each year you are in college. Knowing what to expect each month or week can better prepare you to take advantage of the times that you have more confidence and weather through the times that seem challenging. Review the table on First-Year College Student Milestones. There will be milestones each semester you are in college, but these will serve as an introduction to what you should expect in terms of the rhythms of the semester.
The first few weeks will be pretty exhilarating. You will meet new people, including classmates, college staff, and professors. You may also be living in a different environment, which may mean that a roommate is another new person to get to know. Overall, you will most likely feel both excited and nervous. You can be assured that even if the beginning of the semester goes smoothly, your classes will get more challenging each week. You will be making friends, learning who in your classes seem to know what is going on, and figuring your way around campus. You may even walk into the wrong building, go to the wrong class, or have trouble finding what you need during this time. But those first-week jitters will end soon. Students who are living away from home for the first time can feel homesick in the first few weeks, and others can feel what is called “imposter syndrome,” which is a fear some students have that they don’t belong in college because they don’t have the necessary skills for success. Those first few weeks sound pretty stressful, but the stress is temporary.
After the newness of college wears off, reality will set in. You may find that the courses and assignments do not seem much different than they did in high school (more on that later), but you may be in for a shock when you get your graded tests and papers. Many new college students find that their first grades are lower than they expected. For some students, this may mean they have earned a B when they are used to earning As, but for many students, it means they may experience their first failing or almost-failing grades in college because they have not used active, effective study strategies; instead, they studied how they did in high school, which is often insufficient. This can be a shock if you are not prepared, but it doesn’t have to devastate you if you are willing to use it as a wake-up call to do something different.
By the middle of the semester, you’ll likely feel much more confident and a little more relaxed. Your grades are improving because you started tutoring and using better study strategies. You are looking ahead, even beyond the first semester, to start planning your courses for the next term. If you are working while in college, you may also find that you have a rhythm down for balancing it all; additionally, your time management skills have likely improved.
By the last few weeks of the semester, you will be focused on the increasing importance of your assignments and upcoming finals and trying to figure out how to juggle that with the family obligations of the impending holidays. You may feel a little more pressure to prepare for finals, as this time is often viewed as the most stressful period of the semester. All of this additional workload and need to plan for the next semester can seem overwhelming, but if you plan ahead and use what you learn from this chapter and the rest of the course, you will be able to get through it more easily.
### Don’t Do It Alone
Think about our earlier descriptions of two students, Reginald and Madison. What if they found that the first few weeks were a little harder than they had anticipated? Should they have given up and dropped out? Or should they have talked to someone about their struggles? Here is a secret about college success that not many people know: successful students seek help. They use resources. And they do that as often as necessary to get what they need. Your professors and advisors will expect the same from you, and your college will have all kinds of offices, staff, and programs that are designed to help. This bears calling out again: you need to use those resources. These are called “help-seeking behaviors,” and along with self-advocacy, which is speaking up for your needs, they are essential to your success. As you get more comfortable adjusting to life in college, you will find that asking for help is easier. In fact, you may become really good at it by the time you graduate, just in time for you to ask for help finding a job! Review the table on Issues, Campus Resources, and Potential Outcomes for a few examples of times you may need to ask for help. See if you can identify where on campus you can find the same or a similar resource.
### Common Challenges in the First Year
It seems fitting to follow up the expectations for the first year with a list of common challenges that college students encounter along the way to a degree. If you experience any—or even all—of these, the important point here is that you are not alone and that you can overcome them by using your resources. Many college students have felt like this before, and they have survived—even thrived—despite them because they were able to identify a strategy or resource that they could use to help themselves. At some point in your academic career, you may do one or more of the following:
1. Feel like an imposter. There is actually a name for this condition: imposter syndrome. Students who feel like an imposter are worried that they don’t belong, that someone will “expose them for being a fake.” This feeling is pretty common for anyone who finds themselves in a new environment and is not sure if they have what it takes to succeed. Trust the professionals who work with first-year college students: you do have what it takes, and you will succeed. Just give yourself time to get adjusted to everything.
2. Worry about making a mistake. This concern often goes with imposter syndrome. Students who worry about making a mistake don’t like to answer questions in class, volunteer for a challenging assignment, and even ask for help from others. Instead of avoiding situations where you may fail, embrace the process of learning, which includes—is even dependent on—making mistakes. The more you practice courage in these situations and focus on what you are going to learn from failing, the more confident you become about your abilities.
3. Try to manage everything yourself. Even superheroes need help from sidekicks and mere mortals. Trying to handle everything on your own every time an issue arises is a recipe for getting stressed out. There will be times when you are overwhelmed by all you have to do. This is when you will need to ask for and allow others to help you.
4. Ignore your mental and physical health needs. If you feel you are on an emotional rollercoaster and you cannot find time to take care of yourself, then you have most likely ignored some part of your mental and physical well-being. What you need to do to stay healthy should be non-negotiable. In other words, your sleep, eating habits, exercise, and stress-reducing activities should be your highest priorities.
5. Forget to enjoy the experience. Whether you are 18 years old and living on campus or 48 years old starting back to college after taking a break to work and raise a family, be sure to take the time to remind yourself of the joy that learning can bring. |
# Transitioning to College
## It’s All in the Mindset
Questions to Consider:
1. What is a growth mindset, and how does it affect my learning?
2. What are performance goals versus learning goals?
In the previous sections in this chapter, you learned about the differences between high school and college and what to expect from your course work, professors, and classmates. There is one more element of the experience that will improve your ability to meet the expectations and new challenges: Your belief in your abilities to learn, grow, and change. No doubt that you have enrolled in college because you want to do those very things, but it is easy to get discouraged and revert to old ways of thinking about your abilities if you are not mindful of what kinds of thoughts you have about yourself. This section covers the concept of a fixed mindset, or the belief that you are born with certain unchangeable talents, and growth mindset, or the belief that with effort you can improve in any area. Understanding the role that your beliefs play in the eventual outcomes of your learning can help you get through those challenges that you may encounter.
### Performance vs. Learning Goals
Much of our ability to learn is governed by our motivations and goals. Sometimes hidden goals or mindsets can impact the learning process. In truth, we all have goals that we might not be fully aware of, or if we are aware of them, we might not understand how they help or restrict our ability to learn. An illustration of this can be seen in a comparison of a student that has performance-based goals with a student that has learning-based goals.
If you are a student with strict performance goals, your primary psychological concern might be to appear intelligent to others. At first, this might not seem to be a bad thing for college, but it can truly limit your ability to move forward in your own learning. Instead, you would tend to play it safe without even realizing it. For example, a student who is strictly performance-goal-oriented will often only say things in a classroom discussion when they think it will make them look knowledgeable to the instructor or their classmates. Likewise, a performance-oriented student might ask a question that they know is beyond the topic being covered (e.g., asking about the economics of Japanese whaling while discussing the book Moby Dick in an American literature course). Rarely will they ask a question in class because they actually do not understand a concept. Instead they will ask questions that make them look intelligent to others or in an effort to “stump the teacher.” When they do finally ask an honest question, it may be because they are more afraid that their lack of understanding will result in a poor performance on an exam rather than simply wanting to learn.
If you are a student who is driven by learning goals, your interactions in classroom discussions are usually quite different. You see the opportunity to share ideas and ask questions as a way to gain knowledge quickly. In a classroom discussion you can ask for clarification immediately if you don’t quite understand what is being discussed. If you are a person guided by learning goals, you are less worried about what others think since you are there to learn and you see that as the most important goal.
Another example where the difference between the two mindsets is clear can be found in assignments and other coursework. If you are a student who is more concerned about performance, you may avoid work that is challenging. You will take the “easy A” route by relying on what you already know. You will not step out of your comfort zone because your psychological goals are based on approval of your performance instead of being motivated by learning.
This is very different from a student with a learning-based psychology. If you are a student who is motivated by learning goals, you may actively seek challenging assignments, and you will put a great deal of effort into using the assignment to expand on what you already know. While getting a good grade is important to you, what is even more important is the learning itself.
If you find that you sometimes lean toward performance-based goals, do not feel discouraged. Many of the best students tend to initially focus on performance until they begin to see the ways it can restrict their learning. The key to switching to learning-based goals is often simply a matter of first recognizing the difference and seeing how making a change can positively impact your own learning.
What follows in this section is a more in-depth look at the difference between performance- and learning- based goals. This is followed by an exercise that will give you the opportunity to identify, analyze, and determine a positive course of action in a situation where you believe you could improve in this area.
### Fixed vs. Growth Mindset
The research-based model of these two mindsets and their influence on learning was presented in 1988 by Carol Dweck. In Dweck’s work, she determined that a student’s perception about their own learning accompanied by a broader goal of learning had a significant influence on their ability to overcome challenges and grow in knowledge and ability. This has become known as the Fixed vs. Growth Mindset model. In this model, the performance-goal-oriented student is represented by the fixed mindset, while the learning-goal- oriented student is represented by the growth mindset.
In the following graphic, based on Dr. Dweck’s research, you can see how many of the components associated with learning are impacted by these two mindsets.
### The Growth Mindset and Lessons About Failing
Something you may have noticed is that a growth mindset would tend to give a learner grit and persistence. If you had learning as your major goal, you would normally keep trying to attain that goal even if it took you multiple attempts. Not only that, but if you learned a little bit more with each try you would see each attempt as a success, even if you had not achieved complete mastery of whatever it was you were working to learn.
With that in mind, it should come as no surprise that Dweck found that those people who believed their abilities could change through learning (growth vs. a fixed mindset) readily accepted learning challenges and persisted despite early failures.
### Improving Your Ability to Learn
As strange as it may seem, research into fixed vs. growth mindset has shown that if you believe you can learn something new, you greatly improve your ability to learn. At first, this may seem like the sort of feel-good advice we often encounter in social media posts or quotes that are intended to inspire or motivate us (e.g., believe in yourself!), but in looking at the differences outlined between a fixed and a growth mindset, you can see how each part of the growth mindset path can increase your probability of success when it comes to learning.
### Friends & Family Matter
Ana is the first in her family to go to college and they have been mostly supportive of her decision to go to college. She enjoys texting and calling them almost every day, and they like hearing what she is doing. She especially likes video-chatting with her younger brother. He had a hard time when she left, because he relied on her to help him with his homework.
Because she is having a hard time during the first few weeks of class, she has shared with her parents that she doesn’t feel like she fits in and feels like she has made a bad decision. At first her parents encouraged her to stay and join an organization to meet other people. “It will take some time to get used to being away, but it will get better,” they assured her. After some time, Ana began to feel better about being away and started making friends in her classes.
When Ana calls to check on her brother at mid-term, her parents tell her that her father has been very sick, and has had to take time off work. Her mother has not been able to care for him and her little brother at the same time as her father needs daily treatments and weekly doctor’s appointments. Between his being off work and the mounting costs of his treatment, the family is concerned about being able to pay for Ana’s college expenses. They ask Ana if she can come home for a few weeks to take her brother to school and help around the house, and want to talk to her about what to do next semester.
### Let’s Think About It
Ana has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Ana goes home immediately and stays with her family until they no longer need her, even if that means she misses her classes and does not complete any work.
2. Ana meets with her professors and asks if she can stay on top of her work until she gets back, and then she heads home with her books and laptop.
3. Ana explains to her parents that if she leaves during the middle of the semester, she may jeopardize her progress so far, earn bad grades, and lose her scholarship, so she tells them she cannot do that.
### Let’s Talk About It
Ana’s situation—having to make a choice about whether to continue her studies or focus on a personal matter—is not unusual. You may also experience tension pulling you in different directions. Here are some strategies for communicating what you need to make the best choice based on Ana's dilemma:
1. “I know that this is important to our family, and I want to be there to help, but I need to check with my professors about what they will allow me to do. The work I have done so far may be wasted if I just leave without sharing my plans and figuring out a way to stay on top of my work.”
2. “I am worried about dad’s health, and I would like to come home over the weekend to check in with everyone and see what I can do to help find additional support when I have to go back to school.”
3. “What kind of compromise can we make so that you get the support you need and I can stay focused on the work I have to do before the end of the semester?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps to College Success
This chapter provides an introduction to the transition to college by first asking “Why are you in college?” Understanding your “why” and what a college degree can do for you is the foundation of making a smooth transition. These experiences are part of being in college, and this chapter provides you with information about what to expect and how to handle the changes you will go through.
Now that you have read and reflected on the main ideas of the chapter, consider developing a plan to help you achieve college success by considering what you want to know more about that could help you? Review the list below and commit to working on one or more of the concepts this term and beyond.
1. Research the long-term value of your college major or degree. Look at potential careers associated with your major and reflect on what you will learn during college that will help you with your career.
2. Identify the hidden curriculum or unwritten rules at your institution. What do your professors expect but don’t explicitly state? What are your strategies for uncovering the hidden curriculum during your college experience?
3. Create a list of resources to help you in college. Choose one or more to use this term to engage and determine how well the resource helped you with a challenge.
4. Reflect on the occasions in which you have exhibited a fixed mindset. What will you commit to doing that would help you exhibit a growth mindset?
### Checking In: Your College Readiness Checklist
### Fall
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# Managing Your Time and Priorities
## Introduction
### Student Survey
How do you feel about your time management abilities? Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time.
1. I regularly procrastinate completing tasks that don't interest me or seem challenging.
2. I use specific time management strategies to complete tasks.
3. I find it difficult to prioritize tasks because I am not sure what is really important.
4. I am pleased with my ability to manage my time.
You can also take the Chapter 3 survey anonymously online.
### About This Chapter
In this chapter you will learn about two of the most valuable tools used for academic success: prioritizing and time management. By the time you complete this chapter, you should be able to do the following:
1. Outline the reasons and effects of procrastination and provide strategies to overcome it.
2. Describe ways to evaluate your own time management skills.
3. Discuss the importance and the process of prioritization.
4. Detail strategies and specific tactics for managing your time. |
# Managing Your Time and Priorities
## Time Management in College
Questions to Consider:
1. Is time management different in college from what I am used to?
2. How different is college schoolwork from high school or on-the-job work?
You may find that time management in college is very different from anything you have experienced previously. For high school students, almost all school time is managed by educators and parents. In many cases, even after-school time may be set by scheduled activities (such as athletics) and by nightly homework that is due the next day.
In the workplace, the situation is not very different, with activities and time on task being monitored by the company and its management. An employee may also not have much say in what needs to be done and when. This is so much a part of the working environment that many companies research how much time each task should take, and they hold employees accountable for the time spent on these job functions. In fact, having good time and task management skills will help you stand out on the job and in job interviews. See the table below for a comparison of high school students and college students with regard to time and task management.
In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.
As an example of how this works, think about an assignment that involves giving a classroom presentation. To complete the assignment, you are given time to research and reflect on the information found. As a part of the assignment, you must reach your own conclusions and determine which information that you have found is best suited for the presentation. While the date of the actual presentation and how long it will last are usually determined by the instructor, how much time you spend gathering information, the sources you use, and how you use them are left to you.
### You Have Lots of Time to Manage
For college-level learning, this approach is important enough that you can expect to spend much more time on learning activities outside the classroom than you will in the classroom. In fact, the estimated time you should spend will be at least two hours of outside learning for every one hour of lecture. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. If those hours are multiplied over several courses in a given session, you can see how there is a significant amount of time to manage. Unfortunately, many students do not always take this into consideration, and they spend far less time than is needed to be successful. The results of poor time management are often a shock to them.
### The Nature of What You Have to Do Has Changed
Returning to our example of the classroom-presentation assignment, you can see that the types of learning activities in college can be very different from what you have experienced previously. While there may have been similar assignments in high school, such as presentations or written papers, the level of expectation with length and depth is significantly different in college. This point is made very clear when comparing facts about the requirements of high school work to the type of work students produce in college. A study conducted by the Pew Research Center, found that 82 percent of teens report that their typical high school writing assignments were only a single paragraph to one page in length.Pew Research Center. (2008).“Writing, Technology, and Teens. http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/ This is in stark contrast to a number of sources that say that writing assignments in lower-level college courses are usually 5–7 pages in length, while writing assignments in upper-level courses increase to 15–20 pages.
It is also interesting to note that the amount of writing done by a college student can differ depending on their program of study. The table below indicates the estimated average amount of writing assigned in several disciplines. To estimate the number of pages of assigned writing, the average number of writing assignments of a given page length was multiplied by an approximate number of pages for the assignment type (see for time on task estimates.)
High school homework often consists of worksheets or tasks based on reading or classroom activities. In other words, all the students are doing the same tasks, at relatively the same time, as directed by their teachers.
Using the earlier example of the presentation assignment, not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered in previous assignments. This is because there are greater expectations required of college graduates in the workplace. Nearly any profession that requires a college degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning. An often-cited example of this is the healthcare professional. The learning requirements for that profession are strict because we depend on those graduates for our health and, in some cases, our lives. While not every profession may require the same level of study needed for healthcare, most do require that colleges maintain a certain level of academic rigor to produce graduates who are competent in their fields. |
# Managing Your Time and Priorities
## Procrastination: The Enemy Within
Questions to Consider:
1. Why do we procrastinate?
2. What are the effects of procrastination?
3. How can we avoid procrastination?
We all know about procrastination, the act of delaying some task that needs to be completed, because most of us have procrastinated at some point in our lives. For most people, a little procrastination is not a cause for great concern. But there are situations where procrastination can become a serious problem with a lot of risk. These include when it becomes a chronic habit, when there are a number of tasks to complete and little time, or when the task being avoided is very important. In college, students who procrastinate often report that they feel more stress and are more likely to do poorly than those who have learned to manage their time and their projects effectively.
Because we all procrastinate from time to time, we usually do not give it much thought, let alone think about its causes or effects. Ironically, many of the psychological reasons for why we avoid a given task also keep us from using critical thinking to understand why procrastination can be extremely detrimental, and in some cases difficult to overcome.
To succeed at time management, you must understand some of the hurdles that may stand in your way. Procrastination is often one of the biggest. What follows is an overview of procrastination with a few suggestions on how to avoid it.
### The Reasons Behind Procrastination
There are several reasons we procrastinate, and a few of them may be surprising. On the surface we often tell ourselves it is because the task is something we do not want to do, or we make excuses that there are other things more important to do first. In some cases this may be true, but there can be other contributors to procrastination that have their roots in our physical well-being or our own psychological motivations.
### Lack of Energy
Sometimes we just do not feel up to a certain task. It might be due to discomfort, an illness, or just a lack of energy. If this is the case, it is important to identify the cause and remedy the situation. It could be something as simple as a lack of sleep or improper diet. Regardless, if a lack of energy is continually causing you to procrastinate to the point where you are beginning to feel stress over not getting things done, you should definitely assess the situation and address it.
### Lack of Focus
Much like having low physical energy, a lack of mental focus can be a cause of procrastination. This can be due to mental fatigue, being disorganized, or allowing yourself to be distracted by other things. Again, like low physical energy, this is something that may have farther-reaching effects in your life that go beyond the act of simply avoiding a task. If it is something that is recurring, you should properly assess the situation.
### Fear of Failure
This cause of procrastination is not one that many people are aware of, especially if they are the person avoiding tasks because of it. To put it in simple words, it is a bit of trickery we play on ourselves by avoiding a situation that makes us psychologically uncomfortable. Even though they may not be consciously aware of it, the person facing the task is afraid that they cannot do it or will not be able to do it well. If they fail at the task, it will make them appear incompetent to others or even to themselves. Where the self-trickery comes in is by avoiding the task. In the person’s mind, they can rationalize that the reason they failed at the task was because they ran out of time to complete it, not that they were incapable of doing it in the first place.
It is important to note that a fear of failure may not have anything to do with the actual ability of the person suffering from it. They could be quite capable of doing the task and performing well, but it is the fear that holds them back.
### The Effects of Procrastination
In addition to the causes of procrastination, you must also consider what effects it can have. Again, many of these effects are obvious and commonly understood, but some may not be so obvious and may cause other issues.
### Loss of Time
The loss of time as an effect of procrastination is the easiest to identify since the act of avoiding a task comes down to not using time wisely. Procrastination can be thought of as using the time you have to complete a task in ways that do not accomplish what needs to be done.
### Loss of Goals
Another of the more obvious potentially adverse effects of procrastination is the loss of goals. Completing a task leads to achieving a goal. These can be large or small (e.g., from doing well on an assignment to being hired for a good job). Without goals you might do more than delay work on a task—you may not complete it at all. The risk for the loss of goals is something that is very impactful.
### Loss of Self-Esteem
Often, when we procrastinate we become frustrated and disappointed in ourselves for not getting important tasks completed. If this continues to happen, we can begin to develop a low opinion of ourselves and our own abilities. We begin to suffer from low self-esteem and might even begin to feel like there is something wrong with us. This can lead to other increasingly negative mental factors such as anger and depression. As you can see, it is important for our own well-being to avoid this kind of procrastination effect.
### Stress
Procrastination causes stress and anxiety, which may seem odd since the act of procrastination is often about avoiding a task we think will be stressful in itself! Anyone who has noticed that nagging feeling when they know there is something else they should be doing is familiar with this.
On the other hand, some students see that kind of stress as a boost of mental urgency. They put off a task until they feel that surge of motivation. While this may have worked in the past, they quickly learn that procrastinating when it comes to college work almost always includes an underestimation of the tasks to be completed— sometimes with disastrous results.
### Strategies for Psyching Ourselves Out and Managing Procrastination
Now that you understand a few of the major problems procrastination can produce, let’s look at methods to manage procrastination and get you on to completing the tasks, no matter how unpleasant you think they might be.
### Get Organized
Much of this chapter is dedicated to defining and explaining the nature of time management. The most effective way to combat procrastination is to use time and project management strategies such as schedules, goal setting, and other techniques to get tasks accomplished in a timely manner.
### Put Aside Distractions
Several of the methods discussed in this chapter deal specifically with distractions. Distractions are time-killers and are the primary way people procrastinate. It is too easy to just play a video game a little while longer, check out social media, or finish watching a movie when we are avoiding a task. Putting aside distractions is one of the primary functions of setting priorities.
### Reward Yourself
Rewarding yourself for the completion of tasks or meeting goals is a good way to avoid procrastination. An example of this would be rewarding yourself with the time to watch a movie you would enjoy after you have finished the things you need to do, rather than using the movie to keep yourself from getting things done.
### Be Accountable
A strong motivational tool is to hold ourselves accountable by telling someone else we are going to do something and when we are going to do it. This may not seem like it would be very effective, but on a psychological level we feel more compelled to do something if we tell someone else. It may be related to our need for approval from others, or it might just serve to set a level of commitment. Either way, it can help us stay on task and avoid procrastination—especially if we take our accountability to another person seriously enough to warrant contacting that person and apologizing for not doing what we said we were going to do. |
# Managing Your Time and Priorities
## How to Manage Time
Questions to Consider:
1. How can I use time-on-task estimates to improve time management?
2. What behaviors can help or hinder when it comes to managing time?
In this next section you will learn about managing time and prioritizing tasks. This is not only a valuable skill for pursuing an education, but it can become an ability that follows you through the rest of your life, especially if your career takes you into a leadership role.
### How to Manage Time
The simplest way to manage your time is to accurately plan for how much time it will take to do each task, and then set aside that amount of time. How you divide the time is up to you. If it is going to take you five hours to study for a final exam, you can plan to spread it over five days, with an hour each night, or you can plan on two hours one night and three hours the next. What you would not want to do is plan on studying only a few hours the night before the exam and find that you fell very short on the time you estimated you would need. If that were to happen, you would have run out of time before finishing, with no way to go back and change your decision. In this kind of situation, you might even be tempted to “pull an all-nighter,” which is a phrase that has been used among college students for decades. In essence it means going without sleep for the entire night and using that time to finish an assignment. While this method of trying to make up for poor planning is common enough to have a name, rarely does it produce the best work.
Of all the parts of time management, accurately predicting how long a task will take is usually the most difficult—and the most elusive. Part of the problem comes from the fact that most of us are not very accurate timekeepers, especially when we are busy applying ourselves to a task. The other issue that makes it so difficult to accurately estimate time on task is that our estimations must also account for things like interruptions or unforeseen problems that cause delays.
When it comes to academic activities, many tasks can be dependent upon the completion of other things first, or the time a task takes can vary from one instance to another, both of which add to the complexity and difficulty of estimating how much time and effort are required.
For example, if an instructor assigned three chapters of reading, you would not really have any idea how long each chapter might take to read until you looked at them. The first chapter might be 30 pages long while the second is 45. The third chapter could be only 20 pages but made up mostly of charts and graphs for you to compare. By page count, it might seem that the third chapter would take the least amount of time, but actually studying charts and graphs to gather information can take longer than regular reading.
To make matters even more difficult, when it comes to estimating time on task for something as common as reading, not all reading takes the same amount of time. Fiction, for example, is usually a faster read than a technical manual. But something like the novel Finnegan’s Wake by James Joyce is considered so difficult that most readers never finish it.
### Knowing Yourself
While you can find all sorts of estimates online as to how long a certain task may take, it is important to know these are only averages. People read at different speeds, people write at different speeds, and those numbers even change for each individual depending on the environment.
If you are trying to read in surroundings that have distractions (e.g., conversations, phone calls, etc.), reading 10 pages can take you a lot longer than if you are reading in a quiet area. By the same token, you may be reading in a quiet environment (e.g., in bed after everyone in the house has gone to sleep), but if you are tired, your attention and retention may not be what it would be if you were refreshed.
In essence, the only way you are going to be able to manage your time accurately is to know yourself and to know how long it takes you to do each task. But where to begin?
Below, you will find a table of common college academic activities. This list has been compiled from a large number of different sources, including colleges, publishers, and professional educators, to help students estimate their own time on tasks. The purpose of this table is to both give you a place to begin in your estimates and to illustrate how different factors can impact the actual time spent.
You will notice that beside each task there is a column for the unit, followed by the average time on task, and a column for notes. The unit is whatever is being measured (e.g., pages read, pages written, etc.), and the time on task is an average time it takes students to do these tasks. It is important to pay attention to the notes column, because there you will find factors that influence the time on task. These factors can dramatically change the amount of time the activity takes.
Again, these are averages, and it does not mean anything if your times are a little slower or a little faster. There is no “right amount of time,” only the time that it takes you to do something so you can accurately plan and manage your time.
There is also another element to look for in the table. These are differentiations in the similar activities that will also affect the time you spend. A good example of this can be found in the first four rows. Each of these activities involves reading, but you can see that depending on the material being read and its complexity, the time spent can vary greatly. Not only do these differences in time account for the different types of materials you might read (as you found in the comparative reading exercise earlier in this chapter), but also they also take into consideration the time needed to think about what you are reading to truly understand and comprehend what it is saying. |
# Managing Your Time and Priorities
## Prioritization
Questions to Consider:
1. Why is prioritization important?
2. What are the steps involved in prioritization?
3. How do I deal with situations where others’ priorities are not the same as my own?
4. What do I do when priorities conflict?
5. What are the best ways to make sure I complete tasks?
Another key component in time management is that of prioritization. Prioritization can be thought of as ordering tasks and allotting time for them based on their identified needs or value.
This next section provides some insight into not only helping prioritize tasks and actions based on need and value, but also how to better understand the factors that contribute to prioritization.
### How to Prioritize
The enemy of good prioritization is panic, or at least making decisions based on strictly emotional reactions. It can be all too easy to immediately respond to a problem as soon as it pops up without thinking of the consequences of your reaction and how it might impact other priorities. It is very natural for us to want to remove a stressful situation as soon as we can. We want the adverse emotions out of the way as quickly as possible. But when it comes to juggling multiple problems or tasks to complete, prioritizing them first may mean the difference between completing everything satisfactorily and completing nothing at all.
### Make Certain You Understand the Requirements of Each Task
One of the best ways to make good decisions about the prioritization of tasks is to understand the requirements of each. If you have multiple assignments to complete and you assume one of those assignments will only take an hour, you may decide to put it off until the others are finished. Your assumption could be disastrous if you find, once you begin the assignment, that there are several extra components that you did not account for and the time to complete will be four times as long as you estimated. Or, one of the assignments may be dependent on the results of another—like participating in a study and then writing a report on the results. If you are not aware that one assignment depends upon the completion of the other before you begin, you could inadvertently do the assignments out of order and have to start over. Because of situations like this, it is critically important to understand exactly what needs to be done to complete a task before you determine its priority.
### Make Decisions on Importance, Impact on Other Priorities, and Urgency
After you are aware of the requirements for each task, you can then decide your priorities based on the importance of the task and what things need to be finished in which order.
To summarize: the key components to prioritization are making certain you understand each task and making decisions based on importance, impact, and urgency.
### Who Is Driving Your Tasks?
Another thing to keep in mind when approaching time management is that while you may have greater autonomy in managing your own time, many of your tasks are being driven by a number of different individuals. These individuals are not only unaware of the other things you need to do, but they often also have goals that are in conflict with your other tasks. This means that different instructors, your manager at work, or even your friends may be trying to assert their needs into your priorities. An example of this might be a boss who would like for you to work a few hours of overtime, but you were planning on using that time to do research for a paper.
Just like assessing the requirements and needs for each priority, doing the same with how others may be influencing your available time can be an important part of time management. In some cases, keeping others informed about your priorities may help avert possible conflicts (e.g., letting your boss know you will need time on a certain evening to study, letting your friends know you plan to do a journal project on Saturday but can do something on Sunday, etc.).
It will be important to be aware of how others can drive your priorities and for you to listen to your own good judgment. In essence, time management in college is as much about managing all the elements of your life as it is about managing time for class and to complete assignments.
### Making the Tough Decision When It Is Needed
Occasionally, regardless of how much you have planned or how well you have managed your time, events arise where it becomes almost impossible to accomplish everything you need to by the time required. While this is very unfortunate, it simply cannot be helped. As the saying goes, “things happen.”
Finding yourself in this kind of situation is when prioritization becomes most important. You may find yourself in the uncomfortable position of only being able to complete one task or another in the time given. When this occurs with college assignments, the dilemma can be extremely stressful, but it is important to not feel overwhelmed by the anxiety of the situation so that you can make a carefully calculated decision based on the value and impact of your choice.
### What Do You Do When Faced with Priority Conflicts?
As an illustration, imagine a situation where you think you can only complete one of two assignments that are both important and urgent, and you must make a choice of which one you will finish and which one you will not. This is when it becomes critical to understand all the factors involved. While it may seem that whichever assignment is worth the most points to your grade is how you make the choice, there are actually a number of other attributes that can influence your decision in order to make the most of a bad situation. For example, one of the assignments may only be worth a minimal number of points toward your total grade, but it may be foundational to the rest of the course. Not finishing it, or finishing it late, may put other future assignments in jeopardy as well. Or the instructor for one of the courses might have a “late assignment” policy that is more forgiving—something that would allow you to turn in the work a little late without too much of a penalty.
If you find yourself in a similar predicament, the first step is to try to find a way to get everything finished, regardless of the challenges. If that simply cannot happen, the next immediate step would be to communicate with your instructors to let them know about the situation. They may be able to help you decide on a course of action, or they may have options you had not thought of. Only then can you make the choices about prioritizing in a tough situation.
The key here is to make certain you are aware of and understand all the ramifications to help make the best decision when the situation dictates you make a hard choice among priorities.
### Completing the Tasks
Another important part of time management is to develop approaches that will help you complete tasks in a manner that is efficient and works for you. Most of this comes down to a little planning and being as informed about the specifics of each task as you can be.
### Knowing What You Need to Do
As discussed in previous parts of this chapter, many learning activities have multiple components, and sometimes they must occur in a specific order. Additionally, some elements may not only be dependent on the order they are completed, but can also be dependent on how they are completed. To illustrate this we will analyze a task that is usually considered to be a simple one: attending a class session. In this analysis we will look at not only what must be accomplished to get the most out of the experience, but also at how each element is dependent upon others and must be done in a specific order. The below shows the interrelationship between the different activities, many of which might not initially seem significant enough to warrant mention, but it becomes obvious that other elements depend upon them when they are listed out this way.
As you can see from the graphic above, even a task as simple as “going to class” can be broken down into a number of different elements that have a good deal of dependency on other tasks. One example of this is preparing for the class lecture by reading materials ahead of time in order to make the lecture and any complex concepts easier to follow. If you did it the other way around, you might miss opportunities to ask questions or receive clarification on the information presented during the lecture.
Understanding what you need to do and when you need to do it can be applied to any task, no matter how simple or how complex. Knowing what you need to do and planning for it can go a long way toward success and preventing unpleasant surprises.
### Knowing How You Will Get It Done
After you have a clear understanding of what needs to be done to complete a task (or the component parts of a task), the next step is to create a plan for completing everything.
This may not be as easy or as simple as declaring that you will finish part one, then move on to part two, and so on. Each component may need different resources or skills to complete, and it is in your best interest to identify those ahead of time and include them as part of your plan.
A good analogy for this sort of planning is to think about it in much the same way you would preparing for a lengthy trip. With a long journey you probably would not walk out the front door and then decide how you were going to get where you were going. There are too many other decisions to be made and tasks to be completed around each choice. If you decided you were going by plane, you would need to purchase tickets, and you would have to schedule your trip around flight times. If you decided to go by car, you would need gas money and possibly a map or GPS device. What about clothes? The clothes you will need are dependent on how long you will be gone and what the climate will be like. If it is far enough away that you will need to speak another language, you may need to either acquire that skill or at least come with something or someone to help you translate.
What follows is a planning list that can help you think about and prepare for the tasks you are about to begin.
### What Resources Will You Need?
The first part of this list may appear to be so obvious that it should go without mention, but it is by far one of the most critical and one of the most overlooked. Have you ever planned a trip but forgotten your most comfortable pair of shoes or neglected to book a hotel room? If a missing resource is important, the entire project can come to a complete halt. Even if the missing resource is a minor component, it may still dramatically alter the end result.
Learning activities are much the same in this way, and it is also important to keep in mind that resources may not be limited to physical objects such as paper or ink. Information can be a critical resource as well. In fact, one of the most often overlooked aspects in planning by new college students is just how much research, reading, and information they will need to complete assignments.
For example, if you had an assignment in which you were supposed to compare and contrast a novel with a film adapted from that novel, it would be important to have access to both the movie and the book as resources. Your plans for completing the work could quickly fall apart if you learned that on the evening you planned to watch the film, it was no longer available.
### What Skills Will You Need?
Poor planning or a bad assumption in this area can be disastrous, especially if some part of the task has a steep learning curve. No matter how well you planned the other parts of the project, if there is some skill needed that you do not have and you have no idea how long it will take to learn, it can be a bad situation.
Imagine a scenario where one of your class projects is to create a poster. It is your intent to use some kind of imaging software to produce professional-looking graphics and charts for the poster, but you have never used the software in that way before. It seems easy enough, but once you begin, you find the charts keep printing out in the wrong resolution. You search online for a solution, but the only thing you can find requires you to recreate them all over again in a different setting. Unfortunately, that part of the project will now take twice as long.
It can be extremely difficult to recover from a situation like that, and it could have been prevented by taking the time to learn how to do it correctly before you began or by at least including in your schedule some time to learn and practice.
### What Deadlines Will You Create?
Of course, the best way to approach time management is to set realistic deadlines that take into account which elements are dependent on which others and the order in which they should be completed. Giving yourself two days to write a 20- page work of fiction is not very realistic when even many professional authors average only 6 pages per day. Your intentions may be well founded, but your use of unrealistic deadlines will not be very successful.
Setting appropriate deadlines and sticking to them is very important—so much so that several sections in the rest of this chapter touch on effective deadline practices.
### How Will You Be Flexible?
It is ironic that the item on this list that comes just after a strong encouragement to make deadlines and stick to them is the suggestion to be flexible. The reason that being flexible has made this list is because even the best-laid plans and most accurate time management efforts can take an unexpected turn. The idea behind being flexible is to readjust your plans and deadlines when something does happen to throw things off. The worst thing you could do in such a situation is panic or just stop working because the next step in your careful planning has suddenly become a roadblock. The moment when you see that something in your plan may become an issue is when to begin readjusting your plan.
Adjusting a plan along the way is incredibly common. In fact, many professional project managers have learned that it seems something always happens or there is always some delay, and they have developed an approach to deal with the inevitable need for some flexibility. In essence, you could say that they are even planning for problems, mistakes, or delays from the very beginning, and they will often add a little extra time for each task to help ensure an issue does not derail the entire project or that the completion of the project does not miss the final due date.
### The Importance of Where You Do Your Work
A large part of ensuring that you can complete tasks on time comes to setting up conditions that will allow you to do the work well. Much of this has to do with the environment where you will do your work. This not only includes physical space such as a work area, but other conditions like being free from distractions and your physical well-being and mental attitude.
### What Space Will You Use?
Simple things, like where you are set up to do your work, can not only aid in your efficiency but also affect how well you can work or even if you can get the work completed at all. One example of this might be typing on a laptop. While it might seem more comfortable to lie back on a couch and type a long paper, sitting up at a desk or table actually increases your typing speed and reduces the number of mistakes. Even the kind of mouse you use can impact how you work, and using one you are comfortable with can make a big difference.
There are a host of other factors that can come into play as well. Do you have enough space? Is the space cluttered, or do you have the room to keep reference materials and other things you might need within arm’s reach? Are there other ways you could work that might be even more efficient? For example, buying an inexpensive second monitor—even secondhand—might be the key to decreasing the amount of time you spend when you can have more than one document displayed at a time.
The key is to find what works for you and to treat your work space as another important resource needed to get the task finished.
### How Will You Eliminate Distractions?
Few things are more frustrating than trying to do work while distractions are going on around you. If other people are continually interrupting you or there are things that keep pulling your attention from the task at hand, everything takes longer and you are more prone to mistakes.https://en.calameo.com/read/00009178915b8f5b352ba
Many people say they work better with distractions—they prefer to leave the television or the radio on—but the truth is that an environment with too many interruptions is rarely helpful when focus is required. Before deciding that the television or talkative roommates do not bother you when you work, take an honest accounting of the work you produce with interruptions compared to work you do without.
If you find that your work is better without distractions, it is a good idea to create an environment that reduces interruptions. This may mean you have to go to a private room, use headphones, or go somewhere like a library to work. Regardless, the importance of a distraction-free environment cannot be emphasized enough.
### What Are the Best Times for You to Work?
Most people are subject to their own rhythms, cycles, and preferences throughout their day. Some are alert and energetic in the mornings, while others are considered “night owls” and prefer to work after everyone else has gone to sleep. It can be important to be aware of your own cycles and to use them to your advantage. Rarely does anyone do their best work when they are exhausted, either physically or mentally. Just as it can be difficult to work when you are physically ill, it can also be a hindrance to try to learn or do mental work when you are tired or emotionally upset.
Your working environment definitely includes your own state of mind and physical well-being. Both have a significant influence on your learning and production ability. Because of this, it is not only important to be aware of your own condition and work preferences, but to actually try to create conditions that help you in these areas. One approach is to set aside a specific time to do certain kinds of work. You might find that you concentrate better after you have eaten a meal. If that is the case, make it a habit of doing homework every night after dinner. Or you might enjoy reading more after you are ready for bed, so you do your reading assignments just before you go to sleep at night. Some people find that they are more creative during a certain time of the day or that they are more comfortable writing with subtle lighting. It is worth taking the time to find the conditions that work best for you so that you can take advantage of them. |
# Managing Your Time and Priorities
## Enhanced Strategies for Time and Task Management
Questions to Consider:
1. What strategy helps me prioritize my top tasks?
2. How do I make the best use of my time when prioritizing?
3. How do I make sure I tackle unpleasant tasks instead of putting them off?
4. What’s the best way to plan for long-term tasks?
5. How do I find time in a busy schedule?
Over the years, people have developed a number of different strategies to manage time and tasks. Some of the strategies have proven to be effective and helpful, while others have been deemed not as useful.
The good news is that the approaches that do not work very well or do not really help in managing time do not get passed along very often. But others, those which people find of value, do. What follows here are three unique strategies that have become staples of time management. While not everyone will find that all three work for them in every situation, enough people have found them beneficial to pass them along with high recommendations.
### Daily Top Three
The idea behind the daily top three approach is that you determine which three things are the most important to finish that day, and these become the tasks that you complete. It is a very simple technique that is effective because each day you are finishing tasks and removing them from your list. Even if you took one day off a week and completed no tasks on that particular day, a daily top three strategy would have you finishing 18 tasks in the course of a single week. That is a good amount of things crossed off your list.
### Pomodoro Technique
The Pomodoro Technique was developed by Francesco Cirillo. The basic concept is to use a timer to set work intervals that are followed by a short break. The intervals are usually about 25 minutes long and are called pomodoros, which comes from the Italian word for tomato because Cirillo used a tomato-shaped kitchen timer to keep track of the intervals.
In the original technique there are six steps:
1. Decide on the task to be done.
2. Set the timer to the desired interval.
3. Work on the task.
4. When the timer goes off, put a check mark on a piece of paper.
5. If you have fewer than four check marks, take a short break (3–5 minutes), then go to Step 1 or 2 (whichever is appropriate).
6. After four pomodoros, take a longer break (15–30 minutes), reset your check mark count to zero, and then go to Step 1 or 2.
There are several reasons this technique is deemed effective for many people. One is the benefit that is derived from quick cycles of work and short breaks. This helps reduce mental fatigue and the lack of productivity caused by it. Another is that it tends to encourage practitioners to break tasks down to things that can be completed in about 25 minutes, which is something that is usually manageable from the perspective of time available. It is much easier to squeeze in three 25-minute sessions of work time during the day than it is to set aside a 75- minute block of time.
### Eat the Frog
Of our three quick strategies, eat the frog probably has the strangest name and may not sound the most inviting. The name comes from a famous quote, attributed to Mark Twain: “Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.” Eat the Frog is also the title of a best- selling book by Brian Tracy that deals with time management and avoiding procrastination.
How this applies to time and task management is based on the concept that if a person takes care of the biggest or most unpleasant task first, everything else will be easier after that.
Although stated in a humorous way, there is a good deal of truth in this. First, we greatly underestimate how much worry can impact our performance. If you are continually distracted by anxiety over a task you are dreading, it can affect the task you are working on at the time. Second, not only will you have a sense of accomplishment and relief when the task you are concerned with is finished and out of the way, but other tasks will seem lighter and not as difficult.
### Breaking Down the Steps and Spreading Them Over Shorter Work Periods
Above, you read about several different tried-and-tested strategies for effective time management—approaches that have become staples in the professional world. In this section you will read about two more creative techniques that combine elements from these other methods to handle tasks when time is scarce and long periods of time are a luxury you just do not have.
The concept behind this strategy is to break tasks into smaller, more manageable units that do not require as much time to complete. As an illustration of how this might work, imagine that you are assigned a two-page paper that is to include references. You estimate that to complete the paper—start to finish—would take you between four and a half and five hours. You look at your calendar over the next week and see that there simply are no open five-hour blocks (unless you decided to only get three hours of sleep one night). Rightly so, you decide that going without sleep is not a good option. While looking at your calendar, you do see that you can squeeze in an hour or so every night. Instead of trying to write the entire paper in one sitting, you break it up into much smaller components and schedule them over the week as shown in the two tables below:
While this is a simple example, you can see how it would redistribute tasks to fit your available time in a way that would make completing the paper possible. In fact, if your time constraints were even more rigid, it would be possible to break these divided tasks down even further. You could use a variation of the Pomodoro Technique and write for three 25-minute segments each day at different times. The key is to look for ways to break down the entire task into smaller steps and spread them out to fit your schedule.
### Friends & Family Matter
JT has worked many different jobs over the past few years to cover his living expenses and save up for college. Because he didn’t earn a scholarship and doesn’t want to take out loans, he knows he needs to continue to work to pay for school. In fact, JT has calculated how much he needs to earn each month to graduate on time. He doesn’t have much wiggle room—a few missed hours a week, and he will struggle to pay all his bills.
At the beginning of the semester, JT has picked up extra shifts. In addition to wanting to earn extra money, he also has a hard time saying no even when he could use that time to study. His boss really values JT’s work ethic and has started expecting that JT will fill in whenever his co-workers ask for time off or, in some cases, just don’t show up. And JT feels that going the extra mile will help him get a promotion and raise, which would allow him to earn more without working more.
In a few weeks, JT has several group projects and comprehensive exams coming up. This is also the busiest season at work and their boss sent a message to all the staff that they cannot ask for time off. JT is already concerned that he will be scheduled to work overtime, and won’t have much flexibility. JT is already stressed about getting all his work done and meeting his boss’s needs for covering shifts.
### Let’s Think About It
JT has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. JT quits the current job and finds something that offers more flexibility even if it takes a few weeks to find it.
2. JT explains to his boss that he needs to earn enough hours to pay his expenses but not be overworked; in other words, JT asks for better control over his schedule even if this means the boss will struggle to find others to cover the shifts.
3. JT works the schedule he is given and spends what little time and energy he has to complete his course work.
### Let’s Talk About It
JT’s dilemma is common for students who must work while in college. You may also experience a situation when you have two very important responsibilities that conflict with one another. Here are some suggestions for communicating with others about the dilemma that JT is facing:
1. “I appreciate your giving me the opportunity to earn extra money by picking up additional shifts, but I need to reduce my hours in a few weeks because I need to spend time completing class projects and studying for my finals. Can we find a solution that works for both of us?”
2. “While I need to work enough each week to pay my bills, I also need time in the next few weeks to focus on my course work. I am not sure how to balance my commitment to the job with my commitment to college. Can we talk about it?”
3. “I want to be a valuable worker, and I am appreciative of the opportunities I have had to take on extra shifts and help the company meet its goals. The next few weeks will be challenging for me as I need to both work and spend more time on my course work. Would it be possible to reduce my hours during that time?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
This chapter began by presenting why time management is important. Then, sections of the text covered how time management for college can be different from what students may have experienced before. Following this, the chapter contained several sections on how to effectively manage time (including predicting time on task), how to use technology to your advantage, and how to prioritize tasks. Other topics included specific strategies for time and task management and avoiding procrastination.
Refining your time management skills based on an honest assessment is something that should never stop. The benefits of good time management skills are something that will apply to the rest of your life, and you will no doubt be working on improving those skills for years to come. Now that you have read and reflected on the main ideas of the chapter, consider developing a plan to help you achieve college success by considering what you want to know more about that could help you. Review the list below and commit to working on one or more of the concepts this term and beyond:
1. Develop better self-awareness about the psychological reasons for procrastinating and create a plan to reduce your procrastination.
2. Learn to predict accurately the time needed to complete tasks in college.
3. Eliminate technology and social media as distractions by setting specific times of the day you will engage in them.
4. Try out additional time management strategies to supplement what you already do. Choose one to use this week and reflect on what worked or not and why. |
# Reading and Note-Taking
## Introduction
### Student Survey
How confident are you in reading actively and critically and taking good notes? Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time.
1. I am reading on a college level.
2. I take good notes that help me study for exams.
3. I understand how to manage all the reading I need to do for college.
4. I recognize the need for different note-taking strategies for different college subjects.
You can also take the Chapter 4 survey anonymously online.
### About This Chapter
In this chapter we will explore two skills you probably think you already perform well—reading and note-taking. But first we will discuss what learning is and why the processes of reading and taking notes are integral to the learning process. The goal of this chapter, and your continued improvement on these skills, is to make sure you’ve honed them well enough to lead you to success in college. By the time you finish this chapter, you should be able to do the following:
1. Describe the learning process and how reading and note-taking are an important part of it.
2. Discuss the way reading differs in college and how to successfully adapt to that change.
3. Demonstrate the usefulness of strong note-taking while reading and during a lecture.
Reading and consuming information are increasingly important today because of the amount of information we encounter. Not only do we need to read critically and carefully, but we also need to read with an eye to distinguishing fact from opinion and identifying solid sources. Reading helps us make sense of the world—from simple reminders to pick up milk to complex treatises on global concerns, we read to comprehend, and in so doing, our brains expand. An interesting study from Emory University in Atlanta, Georgia, used MRI scans to track the brain conductivity while participants were reading. The researchers assert that a biological change to your brain actually happens when you read, and it lingers. If you want to read the study, published in the journal Brain Connectivity, you can find it online at https://openstax.org/l/brainconnectivity.
In academic settings, as we deliberately work to become stronger readers and better notetakers, we are both helping our current situation and enhancing our abilities to be successful in the future. Seems like a win-win. Take advantage of all the study aids you have at hand, including human, electronic, and physical resources, to increase your performance in these crucial skill sets.
Why? You need to read. It improves your thinking, your vocabulary, and your ability to make connections between disparate parts, which are all parts of critical thinking. Educational researchers Anne Cunningham and Keith Stanovich discovered after extensive study with college students that “reading volume [how much you read] made a significant contribution to multiple measures of vocabulary, general knowledge, spelling, and verbal fluency.”
Research continues to assess and support the fact that one of the most significant learning skills necessary for success in any field is reading. You may have performed this skill for decades already, but learning to do it more effectively and practicing the skill consistently is critical to how well you do in all subjects. If reading isn’t your thing, strive to make that your challenge. Your academic journey, your personal well-being, and your professional endeavors will all benefit from your reading. Put forth the effort and make it your thing. The long-term benefits will far outweigh the sacrifices you make now. |
# Reading and Note-Taking
## The Learning Process
Questions to Consider:
1. What are the steps to learning something new?
2. How is the brain affected by learning?
3. What kinds of learning are expected in college?
Have you ever thought about how we learn something new? Think back on a skill you have learned. Did you start with an interest in the topic or skill? Then, did you start practicing the skill or deepening your understanding of the topic? Perhaps you received feedback using the skill or sharing your knowledge and then you worked on refining that skill or understanding. If you participated in that process, then you did what Rita Smilkstein (2011) calls “The Natural Learning Process.”Smilkstein, R. (2011). We’re born to learn: Using the brain’s natural learning process to create today’s curriculum. Thousand Oaks, CA: Corwin Press. Here are the steps that she says we go through any time we learn:
(1) motivation;
(2) beginning practice;
(3) advanced practice to build a foundation upon which control, creativity, and critical and abstract thinking can be applied;
(4) skillfulness;
(5) refinement; and
(6) mastery.
Another way to look at learning is through the biological lens. When we go through the learning process outlined above, our brains actually change. This is called neuroplasticity, or the brain’s ability to form or reorganize neural pathways in reaction to the learning process. This means that when you learn something new, and especially if you practice it and fail at getting it right the first time, your brain is changing. When you get better at a skill such as throwing a curve ball or learning how to solve for X, your brain is actually reorganizing itself so that you can perform those tasks more quickly.
So what does this have to do with reading and note-taking? Your learning process has to begin somewhere before you can claim mastery of a concept. Too many students try to move quickly through reading or take only partial notes because they think that just by scanning a text or listening to a lecture and jotting down a few key ideas, they have adequately learned something. True, your brain is changing during those initial processes, but it will take much more practice (also known as studying) to help you recall that information at a later date. Moreover, your goal in college classes is not just to remember the information for a test, but it is to build on that foundational knowledge to learn different levels of thinking, which we will talk about in the next section.
### Bloom’s Taxonomy
One aspect of learning in college is that different professors and different courses expect different types of learning from you. Figuring out how you need to learn the material and how you will be tested on it is part of learning the (sometimes) hidden curriculum.
If you want some insight into the types of learning you will do in college, you will want to get to know the work of Dr. Benjamin Bloom, an educational psychologist best known for his classification of different levels of learning, and the concept called Bloom's TaxonomyBloom, B.S. (1980). All our children learning. NY: McGraw-Hill.. See for a list of the levels as well as verbs that demonstrate what you would do at each level. The bottom two levels, Remember and Understand, are called "lower levels” of Bloom's because they often take less effort than the others, and they are seen as foundational to the learning process.
The remaining levels are considered "higher levels” of Bloom's because they often require you not only understand the information, but also do something with it: apply it to a new situation, analyze its components, evaluate its strengths and weaknesses, or create something new from your knowledge. Not all of your learning in college and the workplace will be at the higher levels of Bloom’s Taxonomy, but as you gain more knowledge and develop more sophisticated academic and workplace skills, you will move beyond merely remembering information.
Let’s break down the different levels so you have a better understanding of them. The first and lowest level is “Remember.” At this level, you are attempting to recall information, such as definitions of terms or steps in a process. You don’t have to really understand (that will come next) the concepts at this level. For example, you may be able to memorize the steps of the Krebs Cycle by naming them in order, but that doesn’t mean you truly understand the processes involved and the effects of each step.
The second level is “Understand.” This is the stage in which you can explain or describe a concept in your own words. Usually, if you have restated a term, concept, or process in your own words, you have a basic understanding of it. Again, these are lower levels of Bloom’s Taxonomy and are the fundamental first steps if you want to move higher up on the taxonomy. The next level is “Apply,” which indicates that you know the concept well enough to use it in a new context. Math classes often ask you to remember and understand the steps of a formula and the reason you would use it, but then ask that you use that formula in a new problem.
The levels in which you “Analyze” and “Evaluate” require that you be able to examine the concepts in depth and be able to, for example, compare and contrast a concept with another concept (Analyze) or choose the best concept among others (Evaluate). The final level is “Create,” which, according to Bloom, is the pinnacle of learning: If you can create (or recreate) something new based on what you have learned, you have demonstrated understanding of a concept, idea, or skill.
We will revisit Bloom’s Taxonomy in the chapter on studying, but it is worth introducing in relation to reading and note-taking because students who read texts and take notes on their readings or the professor’s lectures are often capturing information to remember it later. This is a good first step to the learning process, but as you will see later, that is not the only or final step to learning. |
# Reading and Note-Taking
## The Nature and Types of Reading
Questions to Consider:
1. How can distinguishing between reading types help you academically and personally?
2. How can you best prepare to read for college?
Research supports the idea that reading is good for you. Students who read at or above reading level throughout elementary and secondary school have a higher chance of starting—and more importantly, finishing—college. Educational researchers convincingly claim that reading improves everything from grades to vocabulary.Cunningham, A. and Stanovich, K. (1998). “What reading does for the mind.” The American Federation of Teachers.
If you don’t particularly enjoy reading, don’t despair. We read for a variety of reasons, and you may just have to step back and take a bigger picture of your reading habits to understand why you avoid engaging in this important skill. The myriad distractions we now face as well as the intense information overload we can suffer on a daily basis in all aspects of our lives can combine to make it difficult to slow down to read, an activity that demands at least a modicum of attention in a way that most television and music do not. You may need to adjust your schedule for more reading time, especially in college, because every class you take will expect you to read more pages than you probably have in the past.
One last suggestion about reading: Many students report that they don’t like to read unless they are already interested in the topic. This is understandable when considering that many assigned texts in college may be something students are not familiar with, don’t immediately see the benefit of knowing, and are written in a less-than-engaging manner. Your goal when assigned reading that seems “uninteresting” is to develop your curiosity about the subject and approach your reading like a detective looking for clues to solve a larger mystery. Asking yourself “What will I gain from reading this?” and “How will this reading help me develop skills that I will need now and in the future?” are good places to start with developing curiosity. You may be surprised that you are interested in the topic and want to expand your knowledge by reading more about it.
### Types of Reading
You may read small items purely for immediate information, such as notes, e-mails, or directions to an unfamiliar location. You can find all sorts of information online about how to fix a faucet or tie a secure knot. You won’t have to spend too much time reading these sorts of texts because you have a specific goal in mind for them, and once you have accomplished that goal, you do not need to prolong the reading experience. These encounters with texts may not be memorable or stunning, but they don’t need to be. When we consider why we read longer pieces—outside of reading for pleasure—we can usually categorize the reasons into about two categories: 1) reading to introduce ourselves to new content, and 2) reading to more fully comprehend familiar content.
### Reading to Introduce New Content
Consider the following scenario: Glenn felt uncomfortable talking with his new roommates because he realized very quickly that he didn’t know anything about their major—architecture. Of course he knew that it had something to do with buildings and construction sites, but the field was so different from his discipline of biology that he decided he needed to find out more so he could at least engage in friendly conversation with his roommates. Since he would likely not go into their field, he didn’t need to go into full research mode. Glenn's purpose for reading was specific to his situation. When we read to discover new content, we can start off small and increase to better and more sophisticated sources. Much of our further study and reading depends on the sources we originally read, our purpose for finding out about this new topic, and our interest level.
Chances are, you have done this sort of exploratory reading before. You may read reviews of a new restaurant or look at what people say about a movie you aren’t sure you want to spend the money to see at the theater. This reading helps you decide. In academic settings, much of what you read in your courses may be relatively new content to you. You may have heard the word volcano and have a general notion of what it means, but until you study geology and other sciences in depth, you may not have a full understanding of the environmental origins, ecological impacts, and societal and historic responses to volcanoes.
These perspectives will come from reading and digesting various material. When you are working with new content, you may need to schedule more time for reading and comprehending the information because you may need to look up unfamiliar terminology and you may have to stop more frequently to make sure you are truly grasping what the material means. When you have few ways to connect new material to your own prior knowledge, you have to work more diligently to comprehend it.
### Reading to Comprehend Familiar Content
Reading about unfamiliar content is one thing, but what if you do know something about a topic already? Do you really still need to keep reading about it? Probably. For example, what if during the brainstorming activity in the activity above, you secretly felt rather smug because you know about the demotion of the one-time planet Pluto and that there is currently quite the scientific debate going on about that whole de-planet-ation thing. Of course, you didn’t say anything during the study session, mostly to spare your classmates any embarrassment, but you are pretty familiar with Pluto-gate. So now what? Can you learn anything new?
Again—probably. When did Pluto’s qualifications to be considered a planet come into question? What are the qualifications for being considered a planet? Why? Who even gets to decide these things? Why was it called Pluto in the first place? On Amazon alone, you can find hundreds of books about the once-planet Pluto (not to be confused with the Disney dog also named Pluto). A Google search brings up over 34 million options for your reading pleasure. You’ll have plenty to read, even if you do know something or quite a bit about a topic, but you’ll approach reading about a familiar topic and an unfamiliar one differently.
With familiar content, you can do some initial skimming to determine what you already know in the book or article, and mark what may be new information or a different perspective. You may not have to give your full attention to the information you know, but you will spend more time on the new viewpoints so you can determine how this new data meshes with what you already know. Is this writer claiming a radical new definition for the topic or an entirely opposite way to consider the subject matter, connecting it to other topics or disciplines in ways you have never considered?
When college students encounter material in a discipline-specific context and have some familiarity with the topic, they sometimes can allow themselves to become a bit overconfident about their knowledge level. Just because a student may have read an article or two or may have seen a TV documentary on a subject such as the criminal mind, that does not make them an expert. What makes an expert is a person who thoroughly studies a subject, usually for years, and understands all the possible perspectives of a subject as well as the potential for misunderstanding due to personal biases and the availability of false information about the topic. |
# Reading and Note-Taking
## Effective Reading Strategies
Questions to Consider:
1. What methods can you incorporate into your routine to allow adequate time for reading?
2. What are the benefits and approaches to active and critical reading?
3. Do your courses or major have specific reading requirements?
### Allowing Adequate Time for Reading
You should determine the reading requirements and expectations for every class very early in the semester. You also need to understand why you are reading the particular text you are assigned. Do you need to read closely for minute details that determine cause and effect? Or is your instructor asking you to skim several sources so you become more familiar with the topic? Knowing this reasoning will help you decide your timing, what notes to take, and how best to undertake the reading assignment.
Depending on the makeup of your schedule, you may end up reading both primary sources—such as legal documents, historic letters, or diaries—as well as textbooks, articles, and secondary sources, such as summaries or argumentative essays that use primary sources to stake a claim. You may also need to read current journalistic texts to stay up to date in local or global affairs. A realistic approach to scheduling your time to allow you to read and review all the reading you have for the semester will help you accomplish what can sometimes seem like an overwhelming task.
When you allow adequate time in your hectic schedule for reading, you are investing in your own success. Reading isn’t a magic pill, but it may seem like it when you consider all the benefits people reap from this ordinary practice. Famous successful people throughout history have been voracious readers. In fact, former U.S. president Harry Truman once said, “Not all readers are leaders, but all leaders are readers.” Writer of the U.S. Declaration of Independence, inventor, and also former U.S. president Thomas Jefferson claimed “I cannot live without books” at a time when keeping and reading books was an expensive pastime. Knowing what it meant to be kept from the joys of reading, 19th-century abolitionist Frederick Douglass said, “Once you learn to read, you will be forever free.” And finally, George R. R. Martin, the prolific author of the wildly successful Game of Thrones empire, declared, “A reader lives a thousand lives before he dies . . . The man who never reads lives only one.”
You can make time for reading in a number of ways that include determining your usual reading pace and speed, scheduling active reading sessions, and practicing recursive reading strategies.
### Determining Reading Speed and Pacing
To determine your reading speed, select a section of text—passages in a textbook or pages in a novel. Time yourself reading that material for exactly 5 minutes, and note how much reading you accomplished in those 5 minutes. Multiply the amount of reading you accomplished in 5 minutes by 12 to determine your average reading pace (5 times 12 equals the 60 minutes of an hour). Of course, your reading pace will be different and take longer if you are taking notes while you read, but this calculation of reading pace gives you a good way to estimate your reading speed that you can adapt to other forms of reading.
In the table above, you can see three students with different reading speeds. So, for instance, if Marta was able to read 4 pages of a dense novel for her English class in 5 minutes, she should be able to read about 48 pages in one hour. Knowing this, Marta can accurately determine how much time she needs to devote to finishing the novel within a set amount of time, instead of just guessing. If the novel Marta is reading is 497 pages, then Marta would take the total page count (497) and divide that by her hourly reading rate (48 pages/hour) to determine that she needs about 10 to 11 hours overall. To finish the novel spread out over two weeks, Marta needs to read a little under an hour a day to accomplish this goal.
Calculating your reading rate in this manner does not take into account days where you’re too distracted and you have to reread passages or days when you just aren’t in the mood to read. And your reading rate will likely vary depending on how dense the content you’re reading is (e.g., a complex textbook vs. a comic book). Your pace may slow down somewhat if you are not very interested in what the text is about. What this method will help you do is be realistic about your reading time as opposed to waging a guess based on nothing and then becoming worried when you have far more reading to finish than the time available.
Chapter 2, “Managing Your Time and Priorities,” offers more detail on how best to determine your speed from one type of reading to the next so you are better able to schedule your reading.
### Scheduling Set Times for Active Reading
Active reading takes longer than reading through passages without stopping. You may not need to read your latest sci-fi series actively while you’re lounging on the beach, but many other reading situations demand more attention from you. Active reading is particularly important for college courses. You are a scholar actively engaging with the text by posing questions, seeking answers, and clarifying any confusing elements. Plan to spend at least twice as long to read actively than to read passages without taking notes or otherwise marking select elements of the text.
To determine the time you need for active reading, use the same calculations you use to determine your traditional reading speed and double it. Remember that you need to determine your reading pace for all the classes you have in a particular semester and multiply your speed by the number of classes you have that require different types of reading. The table below shows the differences in time needed between reading quickly without taking notes and reading actively.
### Practicing Recursive Reading Strategies
One fact about reading for college courses that may become frustrating is that, in a way, it never ends. For all the reading you do, you end up doing even more rereading. It may be the same content, but you may be reading the passage more than once to detect the emphasis the writer places on one aspect of the topic or how frequently the writer dismisses a significant counterargument. This rereading is called recursive reading.
For most of what you read at the college level, you are trying to make sense of the text for a specific purpose—not just because the topic interests or entertains you. You need your full attention to decipher everything that’s going on in complex reading material—and you even need to be considering what the writer of the piece may not be including and why. This is why reading for comprehension is recursive.
Specifically, this boils down to seeing reading not as a formula but as a process that is far more circular than linear. You may read a selection from beginning to end, which is an excellent starting point, but for comprehension, you’ll need to go back and reread passages to determine meaning and make connections between the reading and the bigger learning environment that led you to the selection—that may be a single course or a program in your college, or it may be the larger discipline, such as all biologists or the community of scholars studying beach erosion.
People often say writing is rewriting. For college courses, reading is rereading, but rereading with the intention of improving comprehension and taking notes.
Strong readers engage in numerous steps, sometimes combining more than one step simultaneously, but knowing the steps nonetheless. They include, not always in this order:
1. bringing any prior knowledge about the topic to the reading session,
2. asking yourself pertinent questions, both orally and in writing, about the content you are reading,
3. inferring and/or implying information from what you read,
4. learning unfamiliar discipline-specific terms,
5. evaluating what you are reading, and eventually,
6. applying what you’re reading to other learning and life situations you encounter.
Let’s break these steps into manageable chunks, because you are actually doing quite a lot when you read.
### Accessing Prior Knowledge
When you read, you naturally think of anything else you may know about the topic, but when you read deliberately and actively, you make yourself more aware of accessing this prior knowledge. Have you ever watched a documentary about this topic? Did you study some aspect of it in another class? Do you have a hobby that is somehow connected to this material? All of this thinking will help you make sense of what you are reading.
### Asking Questions
Humans are naturally curious beings. As you read actively, you should be asking questions about the topic you are reading. Don’t just say the questions in your mind; write them down. You may ask: Why is this topic important? What is the relevance of this topic currently? Was this topic important a long time ago but irrelevant now? Why did my professor assign this reading?
You need a place where you can actually write down these questions; a separate page in your notes is a good place to begin. If you are taking notes on your computer, start a new document and write down the questions. Leave some room to answer the questions when you begin and again after you read.
### Inferring and Implying
When you read, you can take the information on the page and infer, or conclude responses to related challenges from evidence or from your own reasoning. A student will likely be able to infer what material the professor will include on an exam by taking good notes throughout the classes leading up to the test.
Writers may imply information without directly stating a fact for a variety of reasons. Sometimes a writer may not want to come out explicitly and state a bias, but may imply or hint at his or her preference for one political party or another. You have to read carefully to find implications because they are indirect, but watching for them will help you comprehend the whole meaning of a passage.
### Learning Vocabulary
Vocabulary specific to certain disciplines helps practitioners in that field engage and communicate with each other. Few people beyond undertakers and archeologists likely use the term sarcophagus in everyday communications, but for those disciplines, it is a meaningful distinction. Looking at the example, you can use context clues to figure out the meaning of the term sarcophagus because it is something undertakers and/or archeologists would recognize. At the very least, you can guess that it has something to do with death. As a potential professional in the field you’re studying, you need to know the lingo. You may already have a system in place to learn discipline-specific vocabulary, so use what you know works for you. Two strong strategies are to look up words in a dictionary (online or hard copy) to ensure you have the exact meaning for your discipline and to keep a dedicated list of words you see often in your reading. You can list the words with a short definition so you have a quick reference guide to help you learn the vocabulary.
### Evaluating
Intelligent people always question and evaluate. This doesn’t mean they don’t trust others; they just need verification of facts to understand a topic well. It doesn’t make sense to learn incomplete or incorrect information about a subject just because you didn’t take the time to evaluate all the sources at your disposal. When early explorers were afraid to sail the world for fear of falling off the edge, they weren’t stupid; they just didn’t have all the necessary data to evaluate the situation.
When you evaluate a text, you are seeking to understand the presented topic. Depending on how long the text is, you will perform a number of steps and repeat many of these steps to evaluate all the elements the author presents. When you evaluate a text, you need to do the following:
1. Scan the title and all headings.
2. Read through the entire passage fully.
3. Question what main point the author is making.
4. Decide who the audience is.
5. Identify what evidence/support the author uses.
6. Consider if the author presents a balanced perspective on the main point.
7. Recognize if the author introduced any biases in the text.
When you go through a text looking for each of these elements, you need to go beyond just answering the surface question; for instance, the audience may be a specific field of scientists, but could anyone else understand the text with some explanation? Why would that be important?
### Applying
When you learn something new, it always connects to other knowledge you already have. One challenge we have is applying new information. It may be interesting to know the distance to the moon, but how do we apply it to something we need to do? If your biology instructor asked you to list several challenges of colonizing Mars and you do not know much about that planet’s exploration, you may be able to use your knowledge of how far Earth is from the moon to apply it to the new task. You may have to read several other texts in addition to reading graphs and charts to find this information.
That was the challenge the early space explorers faced along with myriad unknowns before space travel was a more regular occurrence. They had to take what they already knew and could study and read about and apply it to an unknown situation. These explorers wrote down their challenges, failures, and successes, and now scientists read those texts as a part of the ever-growing body of text about space travel. Application is a sophisticated level of thinking that helps turn theory into practice and challenges into successes.
### Preparing to Read for Specific Disciplines in College
Different disciplines in college may have specific expectations, but you can depend on all subjects asking you to read to some degree. In this college reading requirement, you can succeed by learning to read actively, researching the topic and author, and recognizing how your own preconceived notions affect your reading. Reading for college isn’t the same as reading for pleasure or even just reading to learn something on your own because you are casually interested.
In college courses, your instructor may ask you to read articles, chapters, books, or primary sources (those original documents about which we write and study, such as letters between historic figures or the Declaration of Independence). Your instructor may want you to have a general background on a topic before you dive into that subject in class, so that you know the history of a topic, can start thinking about it, and can engage in a class discussion with more than a passing knowledge of the issue.
If you are about to participate in an in-depth six-week consideration of the U.S. Constitution but have never read it or anything written about it, you will have a hard time looking at anything in detail or understanding how and why it is significant. As you can imagine, a great deal has been written about the Constitution by scholars and citizens since the late 1700s when it was first put to paper (that’s how they did it then). While the actual document isn’t that long (about 12–15 pages depending on how it is presented), learning the details on how it came about, who was involved, and why it was and still is a significant document would take a considerable amount of time to read and digest. So, how do you do it all? Especially when you may have an instructor who drops hints that you may also love to read a historic novel covering the same time period . . . in your spare time, not required, of course! It can be daunting, especially if you are taking more than one course that has time-consuming reading lists. With a few strategic techniques, you can manage it all, but know that you must have a plan and schedule your required reading so you are also able to pick up that recommended historic novel—it may give you an entirely new perspective on the issue.
### Strategies for Reading in College Disciplines
No universal law exists for how much reading instructors and institutions expect college students to undertake for various disciplines. Suffice it to say, it’s a LOT.
For most students, it is the volume of reading that catches them most off guard when they begin their college careers. A full course load might require 10–15 hours of reading per week, some of that covering content that will be more difficult than the reading for other courses.
You cannot possibly read word-for-word every single document you need to read for all your classes. That doesn’t mean you give up or decide to only read for your favorite classes or concoct a scheme to read 17 percent for each class and see how that works for you. You need to learn to skim, annotate, and take notes. All of these techniques will help you comprehend more of what you read, which is why we read in the first place. We’ll talk more later about annotating and note-taking, but for now consider what you know about skimming as opposed to active reading.
### Skimming
Skimming is not just glancing over the words on a page (or screen) to see if any of it sticks. Effective skimming allows you to take in the major points of a passage without the need for a time-consuming reading session that involves your active use of notations and annotations. Often you will need to engage in that painstaking level of active reading, but skimming is the first step—not an alternative to deep reading. The fact remains that neither do you need to read everything nor could you possibly accomplish that given your limited time. So learn this valuable skill of skimming as an accompaniment to your overall study tool kit, and with practice and experience, you will fully understand how valuable it is.
When you skim, look for guides to your understanding: headings, definitions, pull quotes, tables, and context clues. Textbooks are often helpful for skimming—they may already have made some of these skimming guides in bold or a different color, and chapters often follow a predictable outline. Some even provide an overview and summary for sections or chapters. Use whatever you can get, but don’t stop there. In textbooks that have some reading guides, or especially in texts that do not, look for introductory words such as First or The purpose of this article . . . or summary words such as In conclusion . . . or Finally. These guides will help you read only those sentences or paragraphs that will give you the overall meaning or gist of a passage or book.
Now move to the meat of the passage. You want to take in the reading as a whole. For a book, look at the titles of each chapter if available. Read each chapter’s introductory paragraph and determine why the writer chose this particular order. Depending on what you’re reading, the chapters may be only informational, but often you’re looking for a specific argument. What position is the writer claiming? What support, counterarguments, and conclusions is the writer presenting?
Don’t think of skimming as a way to buzz through a boring reading assignment. It is a skill you should master so you can engage, at various levels, with all the reading you need to accomplish in college. End your skimming session with a few notes—terms to look up, questions you still have, and an overall summary. And recognize that you likely will return to that book or article for a more thorough reading if the material is useful.
### Active Reading Strategies
Active reading differs significantly from skimming or reading for pleasure. You can think of active reading as a sort of conversation between you and the text (maybe between you and the author, but you don’t want to get the author’s personality too involved in this metaphor because that may skew your engagement with the text).
When you sit down to determine what your different classes expect you to read and you create a reading schedule to ensure you complete all the reading, think about when you should read the material strategically, not just how to get it all done. You should read textbook chapters and other reading assignments before you go into a lecture about that information. Don’t wait to see how the lecture goes before you read the material, or you may not understand the information in the lecture. Reading before class helps you put ideas together between your reading and the information you hear and discuss in class.
Different disciplines naturally have different types of texts, and you need to take this into account when you schedule your time for reading class material. For example, you may look at a poem for your world literature class and assume that it will not take you long to read because it is relatively short compared to the dense textbook you have for your economics class. But reading and understanding a poem can take a considerable amount of time when you realize you may need to stop numerous times to review the separate word meanings and how the words form images and connections throughout the poem.
### The SQ3R Reading Strategy
You may have heard of the SQ3R method for active reading in your early education. This valuable technique is perfect for college reading. The title stands for Survey, Question, Read, Recite, Review, and you can use the steps on virtually any assigned passage. Designed by Francis Pleasant Robinson in his 1961 book Effective Study, the active reading strategy gives readers a systematic way to work through any reading material.
Survey is similar to skimming. You look for clues to meaning by reading the titles, headings, introductions, summary, captions for graphics, and keywords. You can survey almost anything connected to the reading selection, including the copyright information, the date of the journal article, or the names and qualifications of the author(s). In this step, you decide what the general meaning is for the reading selection.
Question is your creation of questions to seek the main ideas, support, examples, and conclusions of the reading selection. Ask yourself these questions separately. Try to create valid questions about what you are about to read that have come into your mind as you engaged in the Survey step. Try turning the headings of the sections in the chapter into questions. Next, how does what you’re reading relate to you, your school, your community, and the world?
Read is when you actually read the passage. Try to find the answers to questions you developed in the previous step. Decide how much you are reading in chunks, either by paragraph for more complex readings or by section or even by an entire chapter. When you finish reading the selection, stop to make notes. Answer the questions by writing a note in the margin or other white space of the text.
You may also carefully underline or highlight text in addition to your notes. Use caution here that you don’t try to rush this step by haphazardly circling terms or the other extreme of underlining huge chunks of text. Don’t over-mark. You aren’t likely to remember what these cryptic marks mean later when you come back to use this active reading session to study. The text is the source of information—your marks and notes are just a way to organize and make sense of that information.
Recite means to speak out loud. By reciting, you are engaging other senses to remember the material—you read it (visual) and you said it (auditory). Stop reading momentarily in the step to answer your questions or clarify confusing sentences or paragraphs. You can recite a summary of what the text means to you. If you are not in a place where you can verbalize, such as a library or classroom, you can accomplish this step adequately by saying it in your head; however, to get the biggest bang for your buck, try to find a place where you can speak aloud. You may even want to try explaining the content to a friend.
Review is a recap. Go back over what you read and add more notes, ensuring you have captured the main points of the passage, identified the supporting evidence and examples, and understood the overall meaning. You may need to repeat some or all of the SQR3 steps during your review depending on the length and complexity of the material. Before you end your active reading session, write a short (no more than one page is optimal) summary of the text you read.
### Reading Primary and Secondary Sources
Primary sources are original documents we study and from which we glean information; primary sources include letters, first editions of books, legal documents, and a variety of other texts. When scholars look at these documents to understand a period in history or a scientific challenge and then write about their findings, the scholar’s article is considered a secondary source. Readers have to keep several factors in mind when reading both primary and secondary sources.
Primary sources may contain dated material we now know is inaccurate. It may contain personal beliefs and biases the original writer didn’t intend to be openly published, and it may even present fanciful or creative ideas that do not support current knowledge. Readers can still gain great insight from primary sources, but readers need to understand the context from which the writer of the primary source wrote the text.
Likewise, secondary sources are inevitably another person’s perspective on the primary source, so a reader of secondary sources must also be aware of potential biases or preferences the secondary source writer inserts in the writing that may persuade an incautious reader to interpret the primary source in a particular manner.
For example, if you were to read a secondary source that is examining the U.S. Declaration of Independence (the primary source), you would have a much clearer idea of how the secondary source scholar presented the information from the primary source if you also read the Declaration for yourself instead of trusting the other writer’s interpretation. Most scholars are honest in writing secondary sources, but you as a reader of the source are trusting the writer to present a balanced perspective of the primary source. When possible, you should attempt to read a primary source in conjunction with the secondary source. The Internet helps immensely with this practice.
### Researching Topic and Author
During your preview stage, sometimes called pre-reading, you can easily pick up on information from various sources that may help you understand the material you’re reading more fully or place it in context with other important works in the discipline. If your selection is a book, flip it over or turn to the back pages and look for an author’s biography or note from the author. See if the book itself contains any other information about the author or the subject matter.
The main things you need to recall from your reading in college are the topics covered and how the information fits into the discipline. You can find these parts throughout the textbook chapter in the form of headings in larger and bold font, summary lists, and important quotations pulled out of the narrative. Use these features as you read to help you determine what the most important ideas are.
Remember, many books use quotations about the book or author as testimonials in a marketing approach to sell more books, so these may not be the most reliable sources of unbiased opinions, but it’s a start. Sometimes you can find a list of other books the author has written near the front of a book. Do you recognize any of the other titles? Can you do an Internet search for the name of the book or author? Go beyond the search results that want you to buy the book and see if you can glean any other relevant information about the author or the reading selection. Beyond a standard Internet search, try the library article database. These are more relevant to academic disciplines and contain resources you typically will not find in a standard search engine. If you are unfamiliar with how to use the library database, ask a reference librarian on campus. They are often underused resources that can point you in the right direction.
### Understanding Your Own Preset Ideas on a Topic
Consider this scenario: Laura really enjoys learning about environmental issues. She has read many books and watched numerous televised documentaries on this topic and actively seeks out additional information on the environment. While Laura’s interest can help her understand a new reading encounter about the environment, Laura also has to be aware that with this interest, she brings forward her preset ideas and biases about the topic. Sometimes these prejudices against other ideas relate to religion or nationality or even just tradition. Without evidence, thinking the way we always have is not a good enough reason; evidence can change, and at the very least it needs honest review and assessment to determine its validity. Ironically, we may not want to learn new ideas because that may mean we would have to give up old ideas we have already mastered, which can be a daunting prospect.
With every reading situation about the environment, Laura needs to remain open-minded about what she is about to read and pay careful attention if she begins to ignore certain parts of the text because of her preconceived notions. Learning new information can be very difficult if you balk at ideas that are different from what you’ve always thought. You may have to force yourself to listen to a different viewpoint multiple times to make sure you are not closing your mind to a viable solution your mindset does not currently allow. |
# Reading and Note-Taking
## Helpful Note-Taking Strategies
Questions to Consider:
1. How can you prepare to take notes to maximize the effectiveness of the experience?
2. What are some specific strategies you can employ for better note-taking?
3. Why is annotating your notes after the note-taking session a critical step to follow?
Beyond providing a record of the information you are reading or hearing, notes help you organize the ideas and help you make meaning out of something about which you may not be familiar, so note-taking and reading are two compatible skill sets. Taking notes also helps you stay focused on the question at hand. Taking notes during presentations or class lectures may allow you to follow the speaker’s main points and condense the material into a more readily usable format. Strong notes build on your prior knowledge of a subject, help you discuss trends or patterns present in the information, and direct you toward areas needing further research or reading.
It is not a good habit to transcribe every single word a speaker utters—even if you have an amazing ability to do that. Most of us don’t have that court-reporter-esque skill level anyway, and if we try, we would end up missing valuable information. Learn to listen for main ideas and distinguish between these main ideas and details that typically support the ideas. Include examples that explain the main ideas, but do so using understandable abbreviations.
Think of all notes as potential study guides. In fact, if you only take notes without actively working on them after the initial note-taking session, the likelihood of the notes helping you is slim. Research on this topic concludes that without active engagement after taking notes, most students forget 60–75 percent of material over which they took the notes—within two days! That sort of defeats the purpose, don’t you think? This information about memory loss was first brought to light by 19th-century German psychologist Hermann Ebbinghaus. Fortunately, you do have the power to thwart what is sometimes called the Ebbinghaus Forgetting Curve by reinforcing what you learned through review at intervals shortly after you take in the material and frequently thereafter.
If you are a musician, you’ll understand this phenomenon well. When you first attempt a difficult piece of music, you may not remember the chords and notes well at all, but after frequent practice and review, you generate a certain muscle memory and cognitive recall that allows you to play the music more easily.
Note-taking may not be the most glamorous aspect of your higher-education journey, but it is a study practice you will carry throughout college and into your professional life. Setting yourself up for successful note-taking is almost as important as the actual taking of notes, and what you do after your note-taking session is equally significant. Well-written notes help you organize your thoughts, enhance your memory, and participate in class discussion, and they prepare you to respond successfully on exams. With all that riding on your notes, it would behoove you to learn how to take notes properly and continue to improve your note-taking skills.
### Preparing to Take Notes
Preparing to take notes means more than just getting out your laptop or making sure you bring pen and paper to class. You’ll do a much better job with your notes if you understand why we take notes, have a strong grasp on your preferred note-taking system, determine your specific priorities depending on your situation, and engage in some version of efficient shorthand.
Like handwriting and fingerprints, we all have unique and fiercely independent note-taking habits. These understandably and reasonably vary from one situation to the next, but you can only improve your skills by learning more about ways to take effective notes and trying different methods to find a good fit.
The very best notes are the ones you take in an organized manner that encourages frequent review and use as you progress through a topic or course of study. For this reason, you need to develop a way to organize all your notes for each class so they remain together and organized. As old-fashioned as it sounds, a clunky three-ring binder is an excellent organizational container for class notes. You can easily add to previous notes, insert handouts you may receive in class, and maintain a running collection of materials for each separate course. If the idea of carrying around a heavy binder has you rolling your eyes, then transfer that same structure into your computer files. If you don’t organize your many documents into some semblance of order on your computer, you will waste significant time searching for improperly named or saved files.
You may be interested in relatively new research on what is the more effective note-taking strategy: handwriting versus typing directly into a computer. While individuals have strong personal opinions on this subject, most researchers agree that the format of student notes is less important than what students do with the notes they take afterwards. Both handwriting notes and using a computer for note-taking have pros and cons.
### Managing Note-Taking Systems
Whichever of the many note-taking systems you choose (and new ones seem to come out almost daily), the very best one is the one that you will use consistently. The skill and art of note-taking is not automatic for anyone; it takes a great deal of practice, patience, and continuous attention to detail. Add to that the fact that you may need to master multiple note-taking techniques for different classes, and you have some work to do. Unless you are specifically directed by your instructor, you are free to combine the best parts of different systems if you are most comfortable with that hybrid system.
Just to keep yourself organized, all your notes should start off with an identifier, including at the very least the date, the course name, the topic of the lecture/presentation, and any other information you think will help you when you return to use the notes for further study, test preparation, or assignment completion. Additional, optional information may be the number of note-taking sessions about this topic or reminders to cross-reference class handouts, textbook pages, or other course materials. It’s also always a good idea to leave some blank space in your notes so you can insert additions and questions you may have as you review the material later.
### Note-Taking Strategies
You may have a standard way you take all your notes for all your classes. When you were in high school, this one-size-fits-all approach may have worked. Now that you’re in college, reading and studying more advanced topics, your general method may still work some of the time, but you should have some different strategies in place if you find that your method isn’t working as well with college content. You probably will need to adopt different note-taking strategies for different subjects. The strategies in this section represent various ways to take notes in such a way that you are able to study after the initial note-taking session.
### Cornell Method
One of the most recognizable note-taking systems is called the Cornell Method, a relatively simple way to take effective notes devised by Cornell University education professor Dr. Walter Pauk in the 1940s. In this system, you take a standard piece of note paper and divide it into three sections by drawing a horizontal line across your paper about one to two inches from the bottom of the page (the summary area) and then drawing a vertical line to separate the rest of the page above this bottom area, making the left side about two inches (the recall column) and leaving the biggest area to the right of your vertical line (the notes column). You may want to make one page and then copy as many pages as you think you’ll need for any particular class, but one advantage of this system is that you can generate the sections quickly. Because you have divided up your page, you may end up using more paper than you would if you were writing on the entire page, but the point is not to keep your notes to as few pages as possible. The Cornell Method provides you with a well-organized set of notes that will help you study and review your notes as you move through the course. If you are taking notes on your computer, you can still use the Cornell Method in Word or Excel on your own or by using a template someone else created.
Now that you have the note-taking format generated, the beauty of the Cornell Method is its organized simplicity. Just write on one side of the page (the right-hand notes column)—this will help later when you are reviewing and revising your notes. During your note-taking session, use the notes column to record information over the main points and concepts of the lecture; try to put the ideas into your own words, which will help you to not transcribe the speaker’s words verbatim. Skip lines between each idea in this column.
Practice the shortcut abbreviations covered in the next section and avoid writing in complete sentences. Don’t make your notes too cryptic, but you can use bullet points or phrases equally well to convey meaning—we do it all the time in conversation. If you know you will need to expand the notes you are taking in class but don’t have time, you can put reminders directly in the notes by adding and underlining the word expand by the ideas you need to develop more fully.
As soon as possible after your note-taking session, preferably within eight hours but no more than twenty-four hours, read over your notes column and fill in any details you missed in class, including the places where you indicated you wanted to expand your notes. Then in the recall column, write any key ideas from the corresponding notes column—you can’t stuff this smaller recall column as if you’re explaining or defining key ideas. Just add the one- or two-word main ideas; these words in the recall column serve as cues to help you remember the detailed information you recorded in the notes column.
Once you are satisfied with your notes and recall columns, summarize this page of notes in two or three sentences using the summary area at the bottom of the sheet. This is an excellent time to get with another classmate or a group of students who all heard the same lecture to make sure you all understood the key points. Now, before you move onto something else, cover the large notes column, and quiz yourself over the key ideas you recorded in the recall column. Repeat this step often as you go along, not just immediately before an exam, and you will help your memory make the connections between your notes, your textbook reading, your in-class work, and assignments that you need to succeed on any quizzes and exams.
The main advantage of the Cornell Method is that you are setting yourself up to have organized, workable notes. The neat format helps you move into study-mode without needing to re-copy less organized notes or making sense of a large mass of information you aren’t sure how to process because you can’t remember key ideas or what you meant. If you write notes in your classes without any sort of system and later come across something like “Napoleon—short” in the middle of a glob of notes, what can you do at this point? Is that important? Did it connect with something relevant from the lecture? How would you possibly know? You are your best advocate for setting yourself up for success in college.
### Outlining
Other note organizing systems may help you in different disciplines. You can take notes in a formal outline if you prefer, using Roman numerals for each new topic, moving down a line to capital letters indented a few spaces to the right for concepts related to the previous topic, then adding details to support the concepts indented a few more spaces over and denoted by an Arabic numeral. You can continue to add to a formal outline by following these rules.
You don’t absolutely have to use the formal numerals and letter, but you have to then be careful to indent so you can tell when you move from a higher level topic to the related concepts and then to the supporting information. The main benefit of an outline is how organized it is. You have to be on your toes when you are taking notes in class to ensure you keep up the organizational format of the outline, which can be tricky if the lecture or presentation is moving quickly or covering many diverse topics.
The following formal outline example shows the basic pattern:
1. Dogs (main topic–usually general)
2. Cats (main topic)
Siamese
You would just continue on with this sort of numbering and indenting format to show the connections between main ideas, concepts, and supporting details. Whatever details you do not capture in your note-taking session, you can add after the lecture as you review your outline.
### Chart or Table
Similar to creating an outline, you can develop a chart to compare and contrast main ideas in a note-taking session. Divide your paper into four or five columns with headings that include either the main topics covered in the lecture or categories such as How?, What?, When used?, Advantages/Pros, Disadvantages/Cons, or other divisions of the information. You write your notes into the appropriate columns as that information comes to light in the presentation. The table below provides an example of a table that can help you organize topics in a science course.
This format helps you pull out the salient ideas and establishes an organized set of notes to study later. (If you haven’t noticed that this reviewing later idea is a constant across all note-taking systems, you should take note of that.) Notes by themselves that you never reference again are little more than scribblings. That would be a bit like compiling an extensive grocery list so you stay on budget when you shop, work all week on it, and then just throw it away before you get to the store. You may be able to recall a few items, but likely won’t be as efficient as you could be if you had the notes to reference. Just as you cannot read all the many books, articles, and documents you need to peruse for your college classes, you cannot remember the most important ideas of all the notes you will take as part of your courses, so you must review.
### Concept Mapping and Visual Note-Taking
One final note-taking method that appeals to learners who prefer a visual representation of notes is called mapping or sometimes mind mapping or concept mapping, although each of these names can have slightly different uses. Variations of this method abound, so you may want to look for more versions online, but the basic principles are that you are making connections between main ideas through a graphic depiction; some can get rather elaborate with colors and shapes, but a simple version may be more useful at least to begin. Main ideas can be circled or placed in a box with supporting concepts radiating off these ideas shown with a connecting line and possibly details of the support further radiating off the concepts. You can present your main ideas vertically or horizontally, but turning your paper long-ways, or in landscape mode, may prove helpful as you add more main ideas.
You may be interested in trying visual note-taking or adding pictures to your notes for clarity. Sometimes when you can’t come up with the exact wording to explain something or you’re trying to add information for complex ideas in your notes, sketching a rough image of the idea can help you remember. According to educator Sherrill Knezel in an article entitled “The Power of Visual Note-taking,” this strategy is effective because “When students use images and text in note-taking, it gives them two different ways to pull up the information, doubling their chances of recall.” Don’t shy away from this creative approach to note-taking just because you believe you aren’t an artist; the images don’t need to be perfect. You may want to watch Rachel Smith’s TEDx Talk called “Drawing in Class” to learn more about visual note-taking.
You can play with different types of note-taking suggestions and find the method(s) you like best, but once you find what works for you, stick with it. You will become more efficient with the method the more you use it, and your note-taking, review, and test prep will become, if not easier, certainly more organized, which can decrease your anxiety.
### Practicing Decipherable Shorthand
Most college students don’t take a class in shorthand, once the domain of secretaries and executive assistants, but maybe they should. That almost-lost art in the age of computers could come in very handy during intense note-taking sessions. Elaborate shorthand systems do exist, but you would be better served in your college note-taking adventures to hone a more familiar, personalized form of shorthand to help you write more in a shorter amount of time. Seemingly insignificant shortcuts can add up to ease the stress note-taking can induce—especially if you ever encounter an “I’m not going to repeat this” kind of presenter! Become familiar with these useful abbreviations:
See the table above for examples of common shorthand symbols and abbreviations. Do you have any other shortcuts or symbols that you use in your notes? Ask your parents if they remember any that you may be able to learn.
### Annotating Notes After the Initial Note-Taking Session
Annotating notes after the initial note-taking session may be one of the most valuable study skills you can master. Whether you are highlighting, underlining, or adding additional notes, you are reinforcing the material in your mind and memory.
Admit it—who can resist highlighting markers? Gone are the days when yellow was the star of the show, and you had to be very careful not to press too firmly for fear of obliterating the words you were attempting to emphasize. Students now have a veritable rainbow of highlighting options and can color-code notes and text passages to their hearts’ content.
The only reason to highlight anything is to draw attention to it, so you can easily pick out that ever-so-important information later for further study or reflection. One problem many students have is not knowing when to stop. If what you need to recall from the passage is a particularly apt and succinct definition of the term important to your discipline, highlighting the entire paragraph is less effective than highlighting just the actual term. And if you don’t rein in this tendency to color long passages (possibly in multiple colors) you can end up with a whole page of highlighted text. Ironically, that is no different from a page that is not highlighted at all, so you have wasted your time. Your mantra for highlighting text should be less is more. Always read your text selection first before you start highlighting anything. You need to know what the overall message is before you start placing emphasis in the text with highlighting.
Another way to annotate notes after initial note-taking is underlining significant words or passages. Albeit not quite as much fun as its colorful cousin highlighting, underlining provides precision to your emphasis.
Some people think of annotations as only using a colored highlighter to mark certain words or phrases for emphasis. Actually, annotations can refer to anything you do with a text to enhance it for your particular use (either a printed text, handwritten notes, or other sort of document you are using to learn concepts). The annotations may include highlighting passages or vocabulary, defining those unfamiliar terms once you look them up, writing questions in the margin of a book, underlining or circling key terms, or otherwise marking a text for future reference. You can also annotate some electronic texts.
Realistically, you may end up doing all of these types of annotations at different times. We know that repetition in studying and reviewing is critical to learning, so you may come back to the same passage and annotate it separately. These various markings can be invaluable to you as a study guide and as a way to see the evolution of your learning about a topic. If you regularly begin a reading session writing down any questions you may have about the topic of that chapter or section and also write out answers to those questions at the end of the reading selection, you will have a good start to what that chapter covered when you eventually need to study for an exam. At that point, you likely will not have time to reread the entire selection especially if it is a long reading selection, but with strong annotations in conjunction with your class notes, you won’t need to do that. With experience in reading discipline-specific texts and writing essays or taking exams in that field, you will know better what sort of questions to ask in your annotations.
What you have to keep in the front of your mind while you are annotating, especially if you are going to conduct multiple annotation sessions, is to not overdo whatever method you use. Be judicious about what you annotate and how you do it on the page, which means you must be neat about it. Otherwise, you end up with a mess of either color or symbols combined with some cryptic notes that probably took you quite a long time to create, but won’t be worth as much to you as a study aid as they could be. This is simply a waste of time and effort.
You cannot eat up every smidgen of white space on the page writing out questions or summaries and still have a way to read the original text. If you are lucky enough to have a blank page next to the beginning of the chapter or section you are annotating, use this, but keep in mind that when you start writing notes, you aren’t exactly sure how much space you’ll need. Use a decipherable shorthand and write only what you need to convey the meaning in very small print. If you are annotating your own notes, you can make a habit of using only one side of the paper in class, so that if you need to add more notes later, you could use the other side. You can also add a blank page to your notes before beginning the next class date in your notebook so you’ll end up with extra paper for annotations when you study.
Professional resources may come with annotations that can be helpful to you as you work through the various documentation requirements you’ll encounter in college as well. Purdue University’s Online Writing Lab (OWL) provides an annotated sample for how to format a college paper according to guidelines in the Modern Language Association (MLA) manual that you can see, along with other annotations.
### Providing Needed Additional Explanations to Notes
Consider this scenario: Marlon was totally organized and ready to take notes in a designated course notebook at the beginning of every philosophy class session. He always dated his page and indicated what the topic of discussion was. He had various colored highlighters ready to denote the different note purposes he had defined: vocabulary in pink, confusing concepts in green, and note sections that would need additional explanations later in yellow. He also used his own shorthand and an impressive array of symbols to indicate questions (red question mark), highly probable test material (he used a tiny bomb exploding here), additional reading suggestions, and specific topics he would ask his instructor before the next class. Doing everything so precisely, Marlon’s methods seemed like a perfect example of how to take notes for success. Inevitably though, by the end of the hour-and-a-half class session, Marlon was frantically switching between writing tools, near to tears, and scouring his notes as waves of yellow teased him with uncertainty. What went wrong?
As with many of us who try diligently to do everything we know how to do for success or what we think we know because we read books and articles on success in between our course work, Marlon is suffering from trying to do too much simultaneously. It’s an honest mistake we can make when we are trying to save a little time or think we can multitask and kill two birds with one stone.
Unfortunately, this particular error in judgment can add to your stress level exponentially if you don’t step back and see it for what it is. Marlon attempted to take notes in class as well as annotate his notes to get them ready for his test preparation. It was too much to do at one time, but even if he could have done all those things during class, he’s missing one critical point about note-taking.
As much as we may want to hurry and get it over with, note-taking in class is just the beginning. Your instructor likely gave you a pre-class assignment to read or complete before coming to that session. The intention of that preparatory lesson is for you to come in with some level of familiarity for the topic under consideration and questions of your own. Once you’re in class, you may also need to participate in a group discussion, work with your classmates, or perform some other sort of lesson-directed activity that would necessarily take you away from taking notes. Does that mean you should ignore taking notes for that day? Most likely not. You may just need to indicate in your notes that you worked on a project or whatever other in-class event you experienced that date.
Very rarely in a college classroom will you engage in an activity that is not directly related to what you are studying in that course. Even if you enjoyed every minute of the class session and it was an unusual format for that course, you still need to take some notes. Maybe your first note could be to ask yourself why you think the instructor used that unique teaching strategy for the class that day. Was it effective? Was it worth using the whole class time? How will that experience enhance what you are learning in that course?
If you use an ereader or ebooks to read texts for class or read articles from the Internet on your laptop or tablet, you can still take effective notes. Depending on the features of your device, you have many choices. Almost all electronic reading platforms allow readers to highlight and underline text. Some devices allow you to add a written text in addition to marking a word or passage that you can collect at the end of your note-taking session. Look into the specific tools for your device and learn how to use the features that allow you to take notes electronically. You can also find apps on devices to help with taking notes, some of which you may automatically have installed when you buy the product. Microsoft’s OneNote, Google Keep, and the Notes feature on phones are relatively easy to use, and you may already have free access to those.
### Taking Notes on Non-Text Items (i.e., Tables, Maps, Figures, etc.)
You may also encounter situations as you study and read textbooks, primary sources, and other resources for your classes that are not actually texts. You can still take notes on maps, charts, graphs, images, and tables, and your approach to these non-text features is similar to when you prepare to take notes over a passage of text. For example, if you are looking at the following map, you may immediately come up with several questions. Or it may initially appear overwhelming. Start by asking yourself these questions:
2. Who is the intended audience?
3. Where is it?
4. What time period does it depict?
5. What does the map’s legend (the explanation of symbols) include?
6. What other information do I need to make sense of this map?
You may want to make an extra copy of a graphic or table before you add annotations if you are dealing with a lot of information. Making sense of all the elements will take time, and you don’t want to add to the confusion.
### Returning to Your Notes
Later, as soon as possible after the class, you can go back to your notes and add in missing parts. Just as you may generate questions as you’re reading new material, you may leave a class session or lecture or activities with many questions. Write those down in a place where they won’t get lost in all your other notes.
The exact timing of when you get back to the notes you take in class or while you are reading an assignment will vary depending on how many other classes you have or what other obligations you have in your daily schedule. A good starting place that is also easy to remember is to make every effort to review your notes within 24 hours of first taking them. Longer than that and you are likely to have forgotten some key features you need to include; must less time than that, and you may not think you need to review the information you so recently wrote down, and you may postpone the task too long.
Use your phone or computer to set reminders for all your note review sessions so that it becomes a habit and you keep on top of the schedule.
Your personal notes play a significant role in your test preparation. They should enhance how you understand the lessons, textbooks, lab sessions, and assignments. All the time and effort you put into first taking the notes and then annotating and organizing the notes will be for naught if you do not formulate an effective and efficient way to use them before sectional exams or comprehensive tests.
The whole cycle of reading, note-taking in class, reviewing and enhancing your notes, and preparing for exams is part of a continuum you ideally will carry into your professional life. Don’t try to take short cuts; recognize each step in the cycle as a building block. Learning doesn’t end, which shouldn’t fill you with dread; it should help you recognize that all this work you’re doing in the classroom and during your own study and review sessions is ongoing and cumulative. Practicing effective strategies now will help you be a stronger professional.
### Friends & Family Matter
After a challenging start to her first semester, Ana has made a few good friends and is feeling more like she belongs in college. She has been hanging out with people who are committed to their education and who study all the time. Ana has benefited from these regular study sessions and her grades have reflected the work that she has done. Her study group creates handwritten notes, flashcards, and elaborate mind maps that they use each time they meet.
Ana’s roommate, Jasmine, a member of the rugby team, has not been as focused on her studies and is at risk of failing a few classes, especially the one that both of them have—General Psychology. She has shared with Ana that she is afraid she will fail, which will jeopardize her athletic scholarship. In an effort to help her, Ana has invited Jasmine to meet with her study group, but because Jasmine is a student athlete, she has little time to do more than go to practice, attend classes, and travel for games. Jasmine has not attended any of the sessions.
While Ana is eating lunch with Jasmine one day, she asks Ana if she could have her notes and all the study materials Ana created with her study group, including the notes cards and elaborate mind maps that the group drew out. Jasmine has a big game over the weekend and wants to take the materials with her as she doesn’t have time to copy all of them. Jasmine is feeling desperate as she needs to make a high grade on the next test, or she will definitely fail the course. Ana is torn—she wants to help her roommate, but she also needs the materials to study herself, and she feels as if telling her “No” would not be good for their long-term relationship.
### Let’s Think About It
Ana has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Ana gives her roommate the notes and materials for the weekend, and hopes that she has studied enough to do well herself.
2. Ana gives some of the materials that she knows the best (and doesn’t need to study) for the weekend, and keeps the rest for herself to study more.
3. Ana keeps the materials for herself, but offers to teach the material to her in person before she leaves and over a video conferencing service the evenings she is on the road.
### Let’s Talk About It
Ana could have told Jasmine “No” and dealt with the consequences of the decision for the rest of the semester. However, as you read above, Ana did want to find a way to help her roommate. Here are some suggestions for communicating with others about the dilemma that Ana is facing:
1. “I would like to help you as I know you have struggled in this course, but because these study materials are part of my study group’s sessions and we are not finished studying, I don’t feel right giving them all to you. Is there another option that we can both feel good about?”
2. “I have invited you to study sessions before, but you have not had time because of your schedule. I have time to get you up to speed on some of the material before you leave, but if you can start to join us after you get back, you may find that it is much more effective than trying to learn the content in a short period of time.”
3. “Teaching you what I have learned so far will benefit us both–and I have time to do some of that over the next few days. Would that help you feel more comfortable when you study over the weekend?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
Reading and note-taking are part of the foundation of college studying and learning. The expectation in college is that you read considerable amounts of text for each subject with the goal of learning more about the subjects. You may encounter reading situations, such as professional journal articles and long textbook chapters, that are more difficult to understand than texts you have read previously. As you progress through your college courses, you can employ reading strategies to help you complete your college reading assignments. Likewise, you will take notes in college that need to be complete so you can study and recall the information you learn in lectures and lab sessions. With so much significant information that you need to collect, study, and recall for your college courses, you need to be deliberate in your reading and note-taking.
Honing these fundamental skills can only help you succeed in college and beyond because you will need to be able to take in and recall a vast amount of information. To that end, consider what else about reading and note-taking you would like to learn or practice. Choose one of the following to explore further this term:
1. Develop more curiosity about what you are reading by creating questions about what you will learn or how you will use the information. Look for articles, blog posts, podcasts, books, and films about what you are learning to help you develop more knowledge.
2. Explore the best reading strategy for your most challenging courses. Choose one of them, use it, and determine how well it worked.
3. Practice revising reading and lecture notes as part of organizing your study materials and developing a deeper understanding of the content. Check the results of this reorganization the next time you take a quiz or test.
### Checking In: Your College Readiness Checklist
### Winter
|
# Studying, Memory, and Test Taking
## Introduction
### Student Survey
How confident are you in preparing for and taking tests? Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time.
1. I set aside enough time to prepare for tests.
2. If I don’t set aside enough time, or if life gets in the way, I can usually cram and get positive results.
3. I prefer to pull all-nighters. The adrenaline and urgency help me remember what I need come test time.
4. I study my notes, highlight book passages, and use flash cards, but I still don’t feel like I’m as successful as I should be on tests.
You can also take the Chapter 5 Survey anonymously online.
Deep learning is the long-term goal of college students, especially when they start taking classes in their major or that directly connect to their career field. However, deep learning doesn’t happen overnight. After you have read the texts and listened to the lectures, you will want to participate in activities that help you move your understanding from your short-term memory to your long-term memory. And there is only one way to learn deeply: through effective study practices and test taking in which you receive feedback on how well you have learned.
### About This Chapter
By the time you finish this chapter, you should be able to do the following:
1. Describe the key components of deep learning.
2. Outline the importance of memory when studying and note some opportunities to strengthen memory.
3. Discuss specific ways to increase the effectiveness of studying.
4. Articulate test-taking strategies that minimize anxiety and maximize results.
5. Discuss the role that metacognition plays in the learning process.
It makes sense that the better you are at studying and test taking, the better results you’ll see in the form of high grades and long-term learning and knowledge acquisition. And the more experience you have using your study and memorization skills and employing success strategies during exams, the better you’ll get at it. But you have to keep it up—maintaining these skills and learning better strategies as the content you study becomes increasingly complex is crucial to your success. Once you transition into a work environment, you will be able to use these same skills that helped you to be successful in college as you face the problem-solving demands and expectations of your job. Earning high grades is one goal, and certainly a good one when you’re in college, but true learning means committing content to long-term memory. |
# Studying, Memory, and Test Taking
## Deepening Your Learning
Questions to Consider:
1. Why is deepening your learning important in college?
2. What are the steps to deepening your learning?
In the chapter that covers Reading and Note-taking, you were introduced to Bloom’s Taxonomy and its role in helping you plan your learning. As you may recall, college professors will expect learning at a higher level than just being able to recall or identify key terms or concepts. To learn deeply, you will need to do more with the content that you are learning besides reading or listening and taking good notes. This is a good first step, but only a first step!
Beyond this step, deep learning requires that you will need to
1. Practice recalling the information (strengthening your memory),
2. Learn how to use the information at different levels (Bloom’s Taxonomy),
3. Use a variety of effective study strategies based on the type of course, content, or test you have,
4. Evaluate your learning process by reviewing feedback that you get from your professors, and
5. Make changes to your learning processes to ensure that you have indeed learned deeply.
Let’s revisit Bloom’s Taxonomy to see how the different levels may show up in your learning process. The table below presents the levels of Bloom’s Taxonomy and show how it applies to the topic of note-taking methods. If you start at the bottom of the table, you will see that as you move up the taxonomy, the tasks differ. In some cases, they may get more difficult or more time intensive. However, if you only learn the definitions of these note-taking strategies, then you may find it challenging to complete the tasks that are higher-level Bloom’s. The rest of the chapter provides you with information and strategies that can help you “move up Bloom’s”.
Many first-year college students study at the lowest levels of Bloom’s Taxonomy by only using flashcards or reviewing their notes so they are able to recognize key terms or ideas. They do not anticipate that they will be asked to put the information in a new context or demonstrate a detailed understanding of the content.
This rest of this chapter provides extensive information about how to deepen your learning so that you know the content well enough to answer any type of question on an assignment or test. This information will also help you on the job when you need to learn new information to help your clients or you need to study for career certifications. Either way, you will continue to learn and use learning strategies beyond graduation. |
# Studying, Memory, and Test Taking
## Memory
Questions to Consider:
1. How does working memory work, exactly?
2. How do short-term and long-term memory function?
3. What obstacles exist to remembering?
4. When and how should you memorize things?
5. In what situations is it best to memorize, and what do you memorize?
6. What can you do consistently to improve both your short- and long-term memory?
Memory is one of those cherished but mysterious elements in life. Everyone has memories, and some people are very good at rapid recall, which is an enviable skill for test takers. We know that we seem to lose the capacity to remember things as we age, and scientists continue to study how we remember some things but not others and what memory means, but we don’t know that much about memory, really.
Nelson Cowan is one researcher who is working to explain what we do know about memory. His article “What Are the Differences between Long-Term, Short-Term, and Working Memory?” breaks down the different types of memory and what happens when we recall thoughts and ideas. When we remember something, we actually do quite a lot of thinking.NCBI. “What are the differences between long-term, short-term, and working memory?” https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/
We go through three basic steps when we remember ideas or images: we encode, store, and retrieve that information. Encoding is how we first perceive information through our senses, such as when we smell a lovely flower or a putrid trash bin. Both make an impression on our minds through our sense of smell and probably our vision. Our brains encode, or label, this content in short-term memory in case we want to think about it again.
If the information is important and we have frequent exposure to it, the brain will store it for us in case we need to use it in the future in our aptly named long-term memory. Later, the brain will allow us to recall or retrieve that image, feeling, or information so we can do something with it. This is what we call remembering.
### Foundations of Memory
William Sumrall et al. in the International Journal of Humanities and Social Science explain the foundation of memory by noting: “Memory is a term applied to numerous biological devices by which living organisms acquire, retain, and make use of skills and knowledge. It is present in all forms of higher order animals. The most evolutionary forms of memory have taken place in human beings. Despite much research and exploration, a complete understanding of human memory does not exist.”Sumrall, William, et. al. “A Review of Memory Theory.” International Journal of Humanities and Social Science, 2016. Vol. 6. No. 5.
### Working Memory
Working memory is a type of short-term memory, but we use it when we are actively performing a task. For example, nursing student Marilyn needs to use her knowledge of chemical reactions to suggest appropriate prescriptions in various medical case studies. She does not have to recall every single fact she learned in years of chemistry classes, but she does need to have a working memory of certain chemicals and how they work with others. To ensure she can make these connections, Marilyn will have to review and study the relevant chemical details for the types of drug interactions she will recommend in the case studies.
In working memory, you have access to whatever information you have stored in your memory that helps you complete the task you are performing. For instance, when you begin to study an assignment, you certainly need to read the directions, but you must also remember that in class your professor reduced the number of problem sets the written instructions indicated you needed to finish. This was an oral addition to the written assignment. The change to the instructions is what you bring up in working memory when you complete the assignment.
### Short-Term Memory
Short-term memory is a very handy thing. It helps us remember where we set our keys or where we left off on a project the day before. Think about all the aids we employ to help us with short-term memory: you may hang your keys in a particular place each evening so you know exactly where they are supposed to be. When you go grocery shopping, do you ever choose a product because you recall an advertising jingle? You see the box of cereal and you remember the song on the TV commercial. If that memory causes you to buy that product, the advertising worked. We help our memory along all the time, which is perfectly fine. In fact, we can modify these everyday examples of memory assistance for purposes of studying and test taking. The key is a deliberate use of strategies that are not so elaborate that they are too difficult to remember in our short-term memory.
Harvard psychology professor George A. Miller in 1956 claimed humans can recall about five to nine bits of information in our short-term memory at any given time. Other research has come after this claim, but this concept is a popular one. Miller’s article is entitled “The Magical Number Seven, Plus or Minus Two” and is easily accessible online if you’re interested in learning more about this seminar report.Miller, George A. “The Magical Number Seven, Plus or Minus Two: Some Limits on Our capacity for Processing Information.” Psychological Review, 1956.
Considering the vast amount of knowledge available to us, five to nine bits isn’t very much to work with. To combat this limitation, we clump information together, making connections to help us stretch our capacity to remember. Many factors play into how much we can remember and how we do it, including the subject matter, how familiar we are with the ideas, and how interested we are in the topic, but we certainly cannot remember absolutely everything, for a test or any other task we face. As such, we have to use effective strategies, like those we cover later in this chapter, to get the most out of our memories.
### Long-Term Memory
Long-term memory is exactly what it sounds like. These are things you recall from the past, such as the smell of your elementary school cafeteria or how to pop a wheelie on a bicycle. Our brain keeps a vast array of information, images, and sensory experiences in long-term memory. Whatever it is we are trying to keep in our memories, whether a beautiful song or a list of chemistry vocabulary terms, must first come into our brains in short-term memory. If we want these fleeting ideas to transfer into long-term memory, we have to do some work, such as causing frequent exposure to the information over time (such as studying the terms every day for a period of time or the repetition you performed to memorize multiplication tables or spelling rules) and some relevant manipulation of the information.
According to Alison Preston of the University of Texas at Austin’s Center for Learning and Memory, “A short- term memory’s conversion to a long-term memory requires changes within the brain . . . and result[s] in changes to neurons (nerve cells) or sets of neurons. . . . For example, new synapses—the connections between neurons through which they exchange information—can form to allow for communication between new networks of neurons. Alternatively, existing synapses can be strengthened to allow for increased sensitivity in the communication between two neurons.”Preston, Alison. “Ask the Experts: How do short-term memories become long-term memories?” Scientific American, Dec. 2017. https://www.scientificamerican.com/article/how-do-short-term-memories-become-l/
When you work to convert your thoughts into memories, you are literally changing your mind. Much of this brain work begins in the part of the brain called the hippocampus. Preston continues, “Initially, the hippocampus works in concert with sensory-processing regions distributed in the neocortex (the outermost layer of the brain) to form the new memories. Within the neocortex, representations of the elements that constitute an event in our life are distributed across multiple brain regions according to their content. . . .When a memory is first formed, the hippocampus rapidly combines this distributed information into a single memory, thus acting as an index of representations in the sensory-processing regions. As time passes, cellular and molecular changes allow for the strengthening of direct connections among the neocortical regions, enabling access to the memory independent of the hippocampus.”
We learn the lyrics of a favorite song by singing and/or playing the song over and over. That alone may not be enough to get that song into the coveted long-term memory area of our brain, but if we have an emotional connection to the song, such as a painful breakup or a life-changing event that occurred while we were listening to the song, this may help. Think of ways to make your study session memorable and create connections with the information you need to study. That way, you have a better chance of keeping your study material in your memory so you can access it whenever you need it.
### Obstacles to Remembering
If remembering things for exams or for learning new disciplines were easy, no one would have problems with it, but students face several significant obstacles to remembering, including a persistent lack of sleep and an unrealistic reliance on cramming. Life is busy and stressful, so you have to keep practicing strategies to help you study and remember successfully, but you also must be mindful of obstacles to remembering.
### Lack of Sleep
Sleep and college don’t always go well together. You have so much to do! All that reading, all those papers, all those extra hours in the science lab or tutoring center or library! And then we have the social and emotional aspects of going to school, which may not be the most critical aspect of your life as you pursue more education but are a significant part of who you are. When you consider everything you need to attend to in college, you probably won’t be surprised that sleep is often the first thing we give up as we search for more time to accomplish everything we’re trying to do. That seems reasonable—just wake up an hour earlier or stay up a little later. But you may want to reconsider picking away at your precious sleep time.
Sleep benefits all of your bodily functions, and your brain needs sleep time to dream and rest through the night. You probably can recall times when you had to do something without adequate sleep. We say things like “I just can’t wake up” and “I’m walking around half asleep.”
In fact, you may actually be doing just that. Lack of sleep impairs judgment, focus, and our overall mood. Do you know anyone who is always grumpy in the morning? A fascinating medical study from the University of California Los Angeles (UCLA) claims that sleep deprivation is as dangerous as being drunk, both in what it does to our bodies and in the harm we may cause to ourselves and others in driving and performing various daily tasks.Nir, Yuval, et. al. “Selective neuronal lapses precede human cognitive lapses following sleep deprivation,” Nature Medicine volume23, pages 1474–1480 (2017). UCLA Health. “Drowsy Driving.” https://www.uclahealth.org/sleepcenter/drowsy-driving
If you can’t focus well because you didn’t get enough sleep, then you likely won’t be able to remember whatever it is you need to recall for any sort of studying or test-taking situation. Most exams in a college setting go beyond simple memorization, but you still have a lot to remember for exams. For example, when Saanvi sits down to take an exam on introductory biology, she needs to recall all the subject-specific vocabulary she read in the textbook’s opening chapters, the general connections she made between biological studies and other scientific fields, and any biology details introduced in the unit for which she is taking the exam.
Trying to make these mental connections on too little sleep will take a large mental toll because Saanvi has to concentrate even harder than she would with adequate sleep. She isn’t merely tired; her brain is not refreshed and primed to conduct difficult tasks. Although not an exact comparison, think about when you overtax a computer by opening too many programs simultaneously. Sometimes the programs are sluggish or slow to respond, making it difficult to work efficiently; sometimes the computer shuts down completely and you have to reboot the entire system. Your body is a bit like that on too little sleep.
On the flip side, though, your brain on adequate sleep is amazing, and sleep can actually assist you in making connections, remembering difficult concepts, and studying for exams. The exact reasons for this is still a serious research project for scientists, but the results all point to a solid connection between sleep and cognitive performance.
If you’re interested in learning more about this research, the American Academy of Sleep Medicine (AASM) is a good place to start. One article is entitled “College Students: Getting Enough Sleep Is Vital to Academic Success.”
### Downside of Cramming
At least once in their college careers, most students will experience the well-known pastime called . Consider the following scenario: Shelley has lots of classes, works part-time at a popular restaurant, and is just amazingly busy, so she puts off serious study sessions day after day. She isn’t worried because she has set aside time she would have spent sleeping to cram just before the exam. That’s the idea anyway. Originally, she planned to stay up a little late and study for four hours from 10 p.m. to 2 a.m. and still get several hours of refreshing sleep. But it’s Dolphin Week or Beat State Day or whatever else comes up, and her study session doesn’t start until midnight—she’ll pull an all-nighter (to be more precise, this is actually an all-really-early- morning-er, but it doesn’t quite have the same ring to it). So, two hours after her original start time, she tries to cram all the lessons, problems, and information from the last two weeks of lessons into this one session. Shelley falls asleep around 3 a.m. with her notes and books still on her bed. After her late night, she doesn’t sleep well and goes into the morning exam tired.
Shelley does okay but not great on the exam, and she is not pleased with her results. More and more research is showing that the stress Shelley has put on her body doing this, combined with the way our brains work, makes cramming a seriously poor choice for learning.
One sleep researcher, Dr. Susan Redline from Boston, says, “Sleep deficiency can affect mood and the ability to make memories and learn, but it also affects metabolism, appetite, blood pressure, levels of inflammation in the body and perhaps even the immune response.”Redline, Susan https://abcnews.go.com/Health/Sleep/health-hazards-linked-lack-sleep/story?id=16524313
Your brain simply refuses to cooperate with cramming—it sounds like a good idea, but it doesn’t work.
Cramming causes stress, which can lead to paralyzing test anxiety; it erroneously supposes you can remember and understand something fully after only minimal exposure; and it overloads your brain, which, however amazing it is, can only focus on one concept at a time and a limited number of concepts all together for learning and retention.
Leading neuroscientist John Medina claims that the brain begins to wander at about 10 minutes, at which point you need a new stimulus to spark interest. That doesn’t mean you can’t focus for longer than 10 minutes; you just have to switch gears a lot to keep your brain engaged. Have you ever heard a speaker drone on about one concept for, say, 30 minutes without somehow changing pace to engage the listeners? It doesn’t take much to re-engage—pausing to ask the listeners questions or moving to a different location in the room will do it—but without these subtle attention markers, listeners start thinking of something else. The same thing happens to you if you try to cram all reading, problem-solving, and note reviewing into one long session; your brain will wander.
### Determining When/What to Memorize
In the realm of learning and studying, some conditions warrant memorization as the most effective way to work with information. For instance, if you are expected to have a working knowledge of conversational French or Spanish, you will have to memorize some words. Simply knowing a long list of terms isn’t going to help you order food in a café or ask for directions in a foreign country because you also need to understand the other language’s grammar and have some sort of context for what needs to be said from your vocabulary list. But you cannot say the words in a different language if you cannot remember your vocabulary. From this scenario, you can assume that memorization is a good fit for some parts of language acquisition.
If you approach all your studying as memorization, you will find your course tests difficult at best. Most college courses will ask you to apply, analyze, evaluate, and create with the information you are learning, which is discussed earlier in the chapter. Merely being able to memorize so that you can recognize or recall information will not get you far in your college classes.
A worthwhile book on memory, thinking, and learning is a short study called Make It Stick: The Science of Successful Learning by Peter Brown, Henry Roediger, and Mark McDaniel. The authors conclude, after extensive research, that our attempts to speed up learning and make studying easier are not good ideas. Studying is hard work, and it should be. For learning to stick, we need to work hard to pull the information out of our memory and use it by continually pushing ourselves to accomplish increasingly difficult tasks. |
# Studying, Memory, and Test Taking
## Studying
Questions to Consider:
1. How do you prepare yourself and your environment for successful studying?
2. What study strategies will be most beneficial to you?
3. What are learning preferences and strategies and how can you leverage those to your advantage?
### Preparing to Study
Studying is hard work, but you can still learn some techniques to help you be a more effective learner. Two major and interrelated techniques involve avoiding distractions to the best of your ability and creating a study environment that works to help you concentrate.
### Avoiding Distractions
We have always had distractions—video games, television shows, movies, music, friends—even housecleaning can distract us from doing something else we need to do, like study for an exam. That may seem extreme, but sometimes vacuuming is the preferred activity to buckling down and working through calculus problems! Cell phones, tablets, and portable computers that literally bring a world of possibilities to us anywhere have brought distraction to an entirely new level. When was the last time you were with a large group of people when you didn’t see at least a few people on devices?
When you study, your biggest challenge may be to block out all the competing noise. And letting go of that connection to our friends and the larger world, even for a short amount of time, can be difficult. Perhaps the least stressful way to allow yourself a distraction-free environment is to make the study session a definite amount of time: long enough to get a significant amount of studying accomplished but short enough to hold your attention.
You can increase that attention time with practice and focus. Pretend it is a professional appointment or meeting during which you cannot check e-mail or texts or otherwise engage with your portable devices. We have all become very attached to the ability to check in—anonymously on social media or with family and friends via text, chat, and calls. If you set a specific amount of time to study without interruptions, you can convince your wandering mind that you will soon be able to return to your link to the outside world. Start small and set an alarm—a 30-minute period to review notes, then a brief break, then another 45-minute study session to quiz yourself on the material, and so on.
When you prepare for your optimal study session, remember to do these things:
1. Put your phone out of sight—in another room or at least some place where you will not see or hear it vibrate or ring. Just flipping it over is not enough.
2. Turn off the television or music (more on that in the next section).
3. Unless you are deliberately working with a study group, study somewhere alone if possible, or at least far enough away from others to not hear them talking.
If you live with lots of other people or don’t have access to much privacy, see if you can negotiate some space alone to study. Ask others to leave one part of the house or an area in one room as a quiet zone during certain hours. Ask politely for a specific block of time; most people will respect your educational goals and be willing to accommodate you. If you’re trying to work out quiet zones with small children in the house, the bathtub with a pillow can make a fine study oasis.
### Study Environment
You may not always be in the mood or inspired to study. And if you have a long deadline, maybe you can blow off a study session on occasion, but you shouldn’t get into the habit of ignoring a strong study routine. Jane Austen once wrote in a letter, “I am not at all in a humor for writing; I must write on till I am.” Sometimes just starting is the hard part; go ahead and begin. Don’t wait around for your study muse; start working, and she’ll show up.
Sometimes you just need to plop down and study whenever and wherever you can manage—in the car waiting for someone, on the bus, at the Little League field as you cheer on your shortstop. And that’s okay if this is the exception. For long-term success in studying, though, you need a better study setting that will help you get the most out of your limited study time. Whatever your space limitations, carve out a place that you can dedicate to reading, writing, note-taking, and reviewing. This doesn’t need to be elaborate and expensive—all you truly need is a flat surface large enough to hold either your computer or writing paper, book or notes, pens/pencils/ markers, and subject-specific materials you may need (e.g., stand-alone calculators, drawing tools, and notepads). Your space should be cool or warm enough for you to be comfortable as you study. What do you have now that you consider your study space? Is it set up for your optimal success?
If it is at all possible, try to make this area exclusive to your study sessions and something you can leave set up all the time and a place out of the way of family or roommate traffic. For example, Martina thought setting up her study station on the dining room table was a good idea at first. The view was calming, and the table was big enough to spread out and could even hold all her materials to study architectural drawings, her favorite subject. But then she needed the table for a small family dinner party, so she had to find a cubbyhole to hide away her supplies with some needing to go into a closet in the next room. Now she was spread out over multiple study spaces. And the family TV was in an adjacent room, not visible from the table but certainly an auditory distraction. Martina ultimately decided to forgo her view and create a smaller station in an unused bedroom so she could leave her supplies out and have a quieter area. You may have to try out numerous places to determine what works best for you. In fact, if you have a few comfortable places to study, such as the library, a coffee shop, and your room, you will increase your ability to recall the information you are studying because these different environments will help you encode the information you are studying in multiple ways. The belief that you must study in the same place and in the same way is a myth: Varying your study spaces and your study strategies can help you encode, store, and retrieve the information more effectively.
Wherever you study, try to make it a welcoming place you want to be in—not an uncomfortable environment that makes you want to just do the minimum you must complete and leave. You should include the basics: a good chair, a work surface, and whatever materials, books, notes, and other supplies you need for the subject you are studying.
You don’t need an elaborate setting, but you may want to consider including a few effective additions if you have the space:
1. small bulletin board for often-used formulas
2. encouraging quotes or pictures of your goal
3. whiteboard for brainstorming
4. sticky notes for reminders in texts and notes
5. file holder for most-used documents
6. bookshelf for reference books
### Debunking Study Myths
### MYTH #1: You can multitask while studying.
How many times do you eat in the car? Watch TV while you write out a grocery list? Listen to music while you cook dinner? What about type an e-mail while you’re on the phone with someone else and jot down notes about the call? The common term for this attempt to do more than one thing at a time is multitasking, and almost everyone does it at some point. On some days, you simply cannot accomplish all that you want to get done, so you double up. The problem is, multitasking doesn’t really work. Of course, it exists, and we do it. For instance, we walk and chew gum or drive and talk, but we are not really thinking about two or more distinct things or doing multiple processes simultaneously. You are far more likely to miss important details, and far less likely to retain information, if you try to multitask when studying.
### MYTH #2: Highlighting main points of a text is useful on its own.
Another myth of studying that seems to have a firm hold is that the idea of highlighting text—in and of itself—is the best way to review study material. It is one way, and you can get some benefit from it, but don’t trick yourself into spending too much time on this surface activity and consider your study session complete.
Annotating texts or notes is a first-step type of study practice. If you allow it to take up all your time, you may think you are fully prepared for an exam because you put in the time. Actually, you need much more time reviewing and retrieving your lessons and ideas from the text or class lecture as well as quizzing yourself to accomplish your goal of learning so you can perform well on the exam. Highlighting is a task you can do rather easily, and it makes you feel good because you are actively engaging with your text, but true learning needs more steps.
### MYTH #3: Studying effectively is effortless.
There is nothing effortless, or even pleasant at times, about studying. This is why so many students don’t put in the time necessary to learn complex material: it takes time, effort, and, in some cases, a little drudgery. This is not to say that the outcome, learning—and maybe making an A—is not pleasant and rewarding. It is just that when done right, learning takes focus, deliberate strategies, and time. Think about a superstar athlete who puts in countless hours of drills and conditioning so that she makes her work on the field look easy. If you can also enjoy the studying, the skill development, and the knowledge building, then you will most likely be more motivated to do the work.
### Study Strategies
Everyone wishes they had a better memory or a stronger way to use memorization. You can make the most of the memory you have by making some conscious decisions about how you study and prepare for exams. Incorporate these ideas into your study sessions:
Practicing effective memorization is when you use a trick, technique, or strategy to recall something—for another class, an exam, or even to bring up an acquaintance’s name in a social situation. Really whatever works for you to recall information is a good tool to have. You can create your own quizzes and tests to go over material from class. You can use mnemonics to jog your memory. You can work in groups to develop unique ways to remember complex information. Whatever methods you choose to enhance your memory, keep in mind that repetition is one of the most effective tools in any memory strategy. Do whatever you do over and over for the best results.
### Using Mnemonics
Mnemonics (pronounced new-monics) are a way to remember things using reminders that are linked to the content you are trying to remember. Did you learn the points of the compass by remembering NEWS (north, east, west, and south)? Or the notes on the music staff as FACE or EGBDF (every good boy does fine)? These are mnemonics, specifically , or words created out of the first letters of the terms you are trying to recall. When you’re first learning something and you aren’t familiar with the foundational concepts, these help you bring up the information quickly, especially for multistep processes or lists. After you’ve worked in that discipline for a while, you likely don’t need the mnemonics, but you probably won’t forget them either.
There are a variety of mnemonics that work well for college students, but use them with caution as they are good for learning basic information and not complex material. In addition to acronyms, here are a few that college students have used to help them recall.
1. Acrostic sentences. These are sentences formed from the first letter of each item you are trying to remember. They work best for remembering steps in a process. For example, “Please Excuse My Dear Aunt Sally” is an acrostic sentence for the steps in the order of operations when solving an equation. Each word starts with a letter that corresponds to another word in the steps: Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction.
2. Chunking. Grouping items together is another way to improve recall by organizing them by a characteristic they have in common. For example, you may need to remember the countries in Africa and could organize them by relative size, location (north, south, etc.), or letter they begin with.
3. Memory palace. This mnemonic device is more complicated than most because it requires a few steps to create, but many students have found that this strategy works well for them in classes where they must recall a large amount of content. The memory palace, also called a Roman Room or the loci method, requires you to think of a physical space, real or imagined, in which you can “place” items you need to recall within that location. For example, if you are thinking of your own bedroom as the space and you need to remember the parts of speech, you may place “verb” in front of the door to your room as you will need to use an action to open it up. Then, your bed may be where you place “noun” because it is where you add actions such as sleep, read, and daydream. The mirror on your wall may be where you place the term “adjective” because you look into it every day to see what you look like: sad, happy, sleepy.
### Practicing Concept Association
When you study, you’re going to make connections to other things—that’s a good thing. It shows a highly intelligent ability to make sense of the world when you can associate like and even somewhat unlike components. If, for instance, you were reading Martin Luther King Jr.’s “Letter from a Birmingham Jail,” and you read the line that he had been in Birmingham, you may remember a trip you took with your family last summer through Alabama and that you passed by and visited the civil rights museum in Birmingham. This may remind you of the different displays you saw and the discussions you had with your family about what had happened concerning civil rights in the 1950s, ’60s, and ’70s in the United States.
This is a good connection to make, but if your assignment is to critique the literary aspects of King’s long epistle, you need to be able to come back to the actual words of the letter and see what trends you can see in his writing and why he may have used his actual words to convey the powerful message. The connection is fine, but you can’t get lost in going down rabbit holes that may or may not be what you’re supposed to be doing at the time. Make a folder for this assignment where you can put things such as a short summary of your trip to Alabama. You may eventually include notes from this summary in your analysis. You may include something from a website that shows you information about that time period. Additionally, you could include items about Martin Luther King Jr.’s life and death and his work for civil rights. All of these elements may help you understand the significance of this one letter, but you need to be cognizant of what you’re doing at the time and remember it is not usually a good idea to just try to keep it all in your head. The best idea is to have a way to access this information easily, either electronically or in hard copy, so that if you are able to use it, you can find it easily and quickly.
### Generating Idea Clusters
Like mnemonics, idea clusters are nothing more than ways to help your brain come up with ways to recall specific information by connecting it to other knowledge you already have. For example, Andrea is an avid knitter and remembers how to create complicated stitches by associating them with nursery rhymes she read as a child. A delicate stitch that requires concentration because it makes the yarn look like part of it is hiding brings to mind Red Riding Hood, and connecting it to that character helps Andrea recall the exact order of steps necessary to execute the design. You can do the same thing with song lyrics, lines from movies, or favorite stories where you draw a connection to the well-known phrase or song and the task you need to complete.
### Three Effective Study Strategies
There are more than three study strategies, but focusing on the most effective strategies will make an enormous difference in how well you will be able to demonstrate learning (also known as “acing your tests”). Here is a brief overview of each of the three strategies:
1. Spacing—This has to do with when you study. Hint: Don’t cram; study over a period of days, preferably with “breaks” in between.
2. Interleaving—This has to do with what you study. Hint: Don’t study just one type of content, topic, chapter, or unit at a time; instead, mix up the content when you study.
3. Practice testing—This has to do with how you study. Hint: Don’t just reread content. You must quiz or test your ability to retrieve the information from your brain.
### Spacing
We all know that cramming is not an effective study strategy, but do we know why? Research on memory suggests that giving yourself time in between study sessions actually helps you forget the information. And forgetting, which sounds like it would be something you don’t want to do, is actually good for your ability to remember information long-term. That’s because every time you forget something, you need to relearn it, leading to gains in your overall understanding and “storage” of the material. The table below demonstrates how spacing works. Assume you are going to spend about four hours studying for a sociology exam. Cramming would have you spending most of those four hours the night before the exam. With spacing, on the other hand, you would study a little bit each day.
### Interleaving
One particular studying technique is called interleaving, which calls for students to mix up the content that is being studied. This means not just spending the entire study session on one sort of problem and then moving on to a different sort of problem at a later time.
If you take the schedule we used for the spacing example above, we can add the interleaving concepts to it. Notice that interleaving includes revisiting material from a previous chapter or unit or revisiting different types of problems or question sets. The benefit is that your brain is “mixing up” the information, which can sometimes lead to short-term forgetting but can lead to long-term memory and learning.
### Practice Testing
You can do a practice “test” in two ways. One is to test yourself as you are reading or taking in information. This is a great way to add a little variety to your studying. You can ask yourself what a paragraph or text section means as you read. To do this, read a passage in a text, cover up the material, and ask yourself, “What was the main idea of this section?” Recite aloud or write down your answer, and then check it against the original information.
Another, more involved, way to practice test is to create flashcards or an actual test by writing a test. This takes more time, but there are online programs such as Quizlet that make it a little easier. Practice testing is an effective study strategy because it helps you practice retrieving information, which is what you want to be able to do when you are taking the real test.
One of the best ways to learn something is to teach it to someone else, so ask a friend or family member if you can explain something to them, and teach them the lesson. You may find you know more about the subject than you thought or you may realize quickly that you need to do more studying. Why does teaching someone else rank as one of the most effective ways to learn something? It is a form of practice testing that requires you to demonstrate you know something in front of someone else! No one wants to look like they don’t know what they are talking about, even if your audience is another classmate.
### Recognizing Strengths/Weaknesses of Preferred Study Approaches
Most people don’t learn to ride a bicycle by reading a manual; they learn by watching others, listening to instructions, and getting up on the seat and learning to balance—sometimes with training wheels or a proud parent holding on, but ultimately without any other support. They may fall over and feel insecure, but usually, they learn to make the machine go. Most of us employ multiple methods of study all the time. You usually only run into trouble if you stubbornly rely on just one way to learn or study and the material you’re studying or the task you want to accomplish doesn’t lend itself to that preference. You can practice specific strategies to help you learn in your preferred learning approach. Can you think of a time when the way you usually study a situation didn’t work?
When deciding on a study approach, consider what you know about the material and the type of knowledge it involves. Is it a group of concepts related to problem-solving methods, such as those you’d find in a physics class? Or is it a literary analysis of a novel? Consider as many elements as possible about the material -- and the way the material will be assessed -- to help choose a study approach.
You should also consider your instructor’s preferred method of teaching and learning. Watch the way they teach lessons or convey necessary course information to the class. Do they almost always augment lessons with video clips to provide examples or create a memorable narrative? Do they like to show you how something works by demonstrating and working with their hands—for instance, assembling a piece of equipment by taking it apart and putting it back together again? Echoing their teaching approach may help your studying approach. That doesn’t mean you have to change your entire learning approach to match your instructors’ methods. Many instructors understand that their students will have different ways of learning and try to present information in multiple ways.
### Practicing Active Continuous Improvement for All Preferences
You can certainly learn through specific approaches or according to specific preferences, but you will also need to adapt to different situations, skills, and subject areas. Don’t limit yourself to thinking you can only learn one way or another. That mindset induces anxiety when you encounter a learning situation that doesn’t match your preference. What if your instructor only uses a spoken lecture to teach concepts in your chemistry class, and you consider yourself a visual learner? Or what if the only method presented to you for learning mathematical computations is to see videos of others working problems, and you’re more hands-on? You may have to concentrate in a different way or devise other strategies to learn, but you can do it. In fact, you should sometimes work on the styles/preferences that you feel are your least favorite; it will actually strengthen your overall ability to learn and retain information.Newton, Phillip M., & Miah, Mahallad. “Evidence-Based Higher Education—Is the Learning Style ‘Myth’ Important?”
Dr. Stephen Covey, famous leadership coach and businessman, called this attention to knowing and honing all your skill sets, not just your favorites, sharpening the saw. He advised that people should be aware of their strengths but should always hone their weaknesses by saying, “We must never become too busy sawing to take time to sharpen the saw.”Covey, Stephen. The 7 Habits of Highly Effective People ® https://www.franklincovey.com/the-7-habits.html For instance, in the chemistry lecture example, you may need to take good notes from the spoken lecture and then review those notes as you sketch out any complex ideas or formulas. If the math videos are not enough for you to grasp difficult problems, you may ask for or find your own problems for additional practice covering that particular mathematical concept to solve on your own. |
# Studying, Memory, and Test Taking
## Test Taking
Questions to Consider:
1. What are the differences between test prep and taking the actual test?
2. How can you take a whole person approach to test taking?
3. What can you do on test day to increase your confidence and success?
4. What should you know about test anxiety?
Once you are practicing good study habits, you’ll be better prepared for actual test taking. Since studying and test taking are both part of learning, honing your skills in one will help you in the other.
Probably the most obvious differences between your preparation for an exam and the actual test itself is your level of urgency and the time constraints. A slight elevation in your stress level can actually be okay for testing—it keeps you focused and on your game when you need to bring up all the information, thinking, and studying to show what you’ve learned. Properly executed, test preparation mixed in with a bit of stress can significantly improve your actual test-taking experience.
### Preparation vs. Actual Test
You can replicate the effective sense of urgency an actual test produces by including timed writing into your study sessions. You don’t need all of your study time to exactly replicate the test, but you would be well served to find out the format of the exam in advance and practice the skills you’ll need to use for the various test components. Consider this scenario: On one early exam in history, Stuart learned the prof was going to include several short-answer essay questions—one for each year of the time period covered. Stuart set up practice times to write for about 15 to 20 minutes on significant events from his notes because he estimated that would be about how much time he could devote out of the hour-long testing session to write one or two required short-answer questions. He would write a prompt from his notes, set a timer, and start writing. If you’re ready and you have practiced and know the material, 20 minutes is adequate to prepare, draft, and revise a short response, but you don’t have a lot of extra time.
Likewise, in a math exam, you will need to know what kinds of problems you will have to solve and to what extent you’ll need to show your computational work on the exam. If you are able to incorporate this sort of timed problem-solving into your study time, you’ll be more prepared and confident when you actually come to the exam. Making yourself adhere to a timed session during your study can only help. It puts a sense of urgency on you, and it will help you to find out what types of problems you need to practice more than ones that perhaps you’re more comfortable solving.
### Leveraging Study Habits for Test Prep
In your mind, you probably know what you need to do to be prepared for tests. Occasionally, something may surprise you—emphasis on a concept you considered unimportant or a different presentation of a familiar problem. But those should be exceptions. You can use all of your well-honed study habits to get ready for exams. is a checklist for study and test success for your consideration:
Read this list with each separate class in mind, and check off the items you already do. Give yourself one point for every item you checked. If you always take the success steps—congratulations! They are not a guarantee, but doing the steps mindfully will give you a nice head start. If you do fewer than five of the steps—you have some work to do. But recognition is a good place to start, and you can incorporate these steps starting now.
As strange as this may sound, you can find some interesting research articles online about using the taste or smell of peppermint to increase memory, recall, and focus. Read more at: http://naturalsociety.com/mint-scent-improve-brain-cognition-memory. While sucking on a peppermint disk won’t replace studying, why not experiment with this relatively easy idea that seems to be gaining some scientific traction?
### Whole Person Approach to Testing
Just because you are facing a major exam in your engineering class (or math or science or English class) doesn’t mean everything else in your life comes to a stop. Perhaps that’s somewhat annoying, but that’s reality. Allergies still flare up, children still need to eat, and you still need to sleep. You must see your academic life as one segment of who you are—it’s an important segment, but just one aspect of who you are as a whole person. Consider this example: Neela tries to turn off everything else when she has exams coming up in her nursing program, which is pretty often. She ignores her health, puts off her family, tries to reschedule competing work tasks, and focuses all her energy on the pending exam. On the surface, that sounds like a reasonable approach, but if she becomes really sick by ignoring a minor head cold, or if she misses an important school deadline for one of her children, Neela risks making matters worse by attempting to compartmentalize so strictly. Taking care of her own health by eating and sleeping properly; asking for help in other aspects of her busy life, such as attending to the needs of her children; and seeing the big picture of how it all fits together would be a better approach. Pretending otherwise may work sporadically, but it is not sustainable for the long run.
A whole person approach to testing takes a lot of organization, scheduling, and attention to detail, but the life- long benefits make the effort worthwhile.
### Establishing Realistic Expectations for Test Situations
Would you expect to make a perfect pastry if you’ve never learned how to bake? Or paint a masterpiece if you’ve never tried to work with paints and brushes? Probably not. But often we expect ourselves to perform at much higher levels of achievement than that for which we’ve actually prepared. If you become very upset and stressed if you make any score lower than the highest, you probably need to reevaluate your own expectations for test situations. Striving to always do your best is an admirable goal. Realistically knowing that your current best may not achieve the highest academic ratings can help you plot your progress.
Realistic continuous improvement is a better plan, because people who repeatedly attempt challenges for which they have not adequately prepared and understandably fail (or at least do not achieve the desired highest ranking) often start moving toward the goal in frustration. They simply quit. This doesn’t mean you settle for mediocre grades or refrain from your challenges. It means you become increasingly aware of yourself and your current state and potential future. Know yourself, know your strengths and weaknesses, and be honest with yourself about your expectations.
### Understanding Accommodations and Responsibilities
As with so many parts of life, some people take exams in stride and do just fine. Others may need more time or change of location or format to succeed in test-taking situations. With adequate notice, most faculty will provide students with reasonable accommodations to assist students in succeeding in test situations. If you feel that you would benefit from receiving these sorts of accommodations, first speak with your instructor. You may also need to talk to a student services advisor for specific requirements for accommodations at your institution.
If you need accommodations, you are responsible for understanding what your specific needs are and communicating your needs with your instructors. Before exams in class, you may be allowed to have someone else take notes for you, receive your books in audio form, engage an interpreter, or have adaptive devices in the classroom to help you participate. Testing accommodations may allow for additional time on the test, the use of a scribe to record exam answers, the use of a computer instead of handwriting answers, as well as other means to make the test situation successful. Talk to your instructors prior to the day of the test if you have questions about testing accommodations.
### Prioritizing Time Surrounding Test Situations
Keep in mind that you don’t have any more or less time than anyone else, so you can’t make time for an activity. You can only use the time everyone gets wisely and realistically. Exams in college classes are important, but they are not the only significant events you have in your classes. In fact, everything leading up to the exam, the exam itself, and the post-exam activities are all one large continuum. Think of the exam as an event with multiple phases, more like a long-distance run instead of a 50-yard dash. Step back and look at the big picture of this timeline. Draw it out on paper. What needs to happen between now and the exam so you feel comfortable, confident, and ready?
If your instructor conducts some sort of pre-exam summary or prep session, make sure to attend. These can be invaluable. If this instructor does not provide that sort of formal exam prep, create your own with a group of classmates or on your own. Consider everything you know about the exam, from written instructions to notes you took in class, including any experiential notes you may have from previous exams, such as the possibility of bonus points for answering an extra question that requires some time management on your part. You can read more about time management in Managing Your Time and Priorities.
### Test Day
Once you get to the exam session, try your best to focus on nothing but the exam. This can be very difficult with all the distractions in our lives. But if you have done all the groundwork to attend the classes, completed the assignments, and scheduled your exam prep time, you are ready to focus intently for the comparatively short time most exams last.
Arriving to class:
Don’t let yourself be sidetracked right at the end. Beyond the preparation we’ve discussed, give yourself some more advantages on the actual test day:
1. Get to the testing location a few minutes early so you can settle into your place and take a few relaxing breaths.
2. Don’t let other classmates interrupt your calmness at this point.
3. Just get to your designated place, take out whatever supplies and materials you are allowed to have, and calm your mind.
Taking the test:
Once the instructor begins the test:
1. Listen carefully for any last-minute oral directions that may have changed some detail on the exam, such as the timing or the content of the questions.
2. As soon as you receive the exam sheet or packet, make a quick scan over the entire test.
3. Don’t spend a lot of time on this initial glance, but make sure you are familiar with the layout and what you need to do.
4. Using this first review, decide how you will allocate your available time for each section.
5. You can even jot down how many minutes you can allow for the different sections or questions.
Then for each section, if the exam is divided this way, be sure you read the section directions very carefully so you don’t miss an important detail. For example, instructors often offer options—so you may have four short-answer questions from which to choose, but you only need to answer two of them. If you had not read the directions for that section, you may have thought you needed to provide answers to all four prompts. Working on extra questions for which you likely will receive no credit would be a waste of your limited exam time. The extra time you spend at the beginning is like an investment in your overall results.
Answer every required question on the exam. Even if you don’t complete each one, you may receive some credit for partial answers. Whether or not you can receive partial credit would be an excellent question to ask before the exam during the preparation time. If you are taking an exam that contains multiple-choice questions, go through and answer the questions about which you are the most confident first.
Read the entire question carefully even if you think you know what the stem (the introduction of the choices) says, and read all the choices. Skip really difficult questions or ones where your brain goes blank. Then you can go back and concentrate on those skipped ones later after you have answered the majority of the questions confidently. Sometimes a later question will trigger an idea in your mind that will help you answer the skipped questions.
And, in a similar fashion to spending a few minutes right at the beginning of the test time to read the directions carefully and identify the test elements, allow yourself a few minutes at the end of the exam session to review your answers. Depending on what sort of exam it is, you can use this time to check your math computations, review an essay for grammatical and content errors, or answer the difficult multiple- choice questions you skipped earlier. Finally, make sure you have completed the entire test: check the backs of pages, and verify that you have a corresponding answer section for every question section on the exam. It can be easy to skip a section with the idea you will come back to it but then forget to return there, which can have a significant impact on your test results.
### After the Test
As you leave the exam room, the last thing you may want to think about is that particular test. You probably have numerous other assignments, projects, and life obligations to attend to, especially if you pushed some of those off to study for this completed exam. Give yourself some space from this exam, but only for the duration of the time when your instructor is grading your exam. Once you have your results, study them—whether you did really well (Go, you!) or not as well as you had hoped (Keep your spirits up!). Both scenarios hold valuable information if you will use it.
Consider this example: Thandie had a habit of going all-out for exams before she took them, and she did pretty well usually, but once the instructor passed back the graded tests, she would look at the letter grade, glance half-heartedly at the instructor’s comments, and toss the exam away, ready to move on to the next chapter, section, or concept. A better plan would be to learn from her exam results and analyze both what she did well and where she struggled. After a particularly unimpressive exam outing in her statistics class, Thandie took her crumpled-up exam to the campus tutoring center, where the tutor reviewed the test with her section by section. Together they discovered that Thandie did particularly well on the computational sections, which she admitted were her favorites, and not well at all on the short-answer essay questions that she did not expect to find in a stats class, which in her experience had been more geared toward the mathematical side of solving statistical problems.
Going forward in this class, Thandie should practice writing out her explanations of how to compute the problems and talk to her instructor about ways to hone this skill. This tutoring session also proved to Thandie the benefit of holding on to important class papers—either electronically or in hard copy, depending on the class setup—for future reference. For some classes, you probably don’t need to keep every scrap of paper (or file) associated with your notes, exams, assignments, and projects, but for others, especially for those in your major, those early class materials may come in very handy in your more difficult later undergraduate courses or even in grad school when you need a quick refresher on the basic concepts.
### Test Anxiety
Test anxiety is very real. You may know this firsthand. Almost everyone gets a little nervous before a major exam, in the same way most people get slightly anxious meeting a new potential date or undertaking an unfamiliar activity. We second-guess whether we’re ready for this leap, if we prepared adequately, or if we should postpone this potentially awkward situation. And in most situations, testing included, that reasonable level of nervous anticipation can be a good thing—enhancing your focus and providing you with a bit of bravado to get you through a difficult time.
Test anxiety, however, can cause us to doubt ourselves so severely that we underperform or overcompensate to the point that we do not do well on the exam. Don’t despair; you can still succeed if you suffer from test anxiety. The first step is to understand what it is and what it is not, and then to practice some simple strategies to cope with your anxious feelings relative to test taking. Whatever you do, don’t use the label test anxiety to keep you from your dreams of completing your education and pursuing whatever career you have your eyes on. You are bigger than any anxiety.
### Understanding Test Anxiety
If someone tries to tell you that test anxiety is all in your head, they’re sort of right. Our thinking is a key element of anxiety of any sort. On the other hand, test anxiety can manifest itself in other parts of our bodies as well. You may feel queasy or light-headed if you are experiencing test anxiety. Your palms may sweat, or you may become suddenly very hot or very cold for no apparent reason. At its worst, test anxiety can cause its sufferers to experience several unpleasant conditions including nausea, diarrhea, and shortness of breath. Some people may feel as though they may throw up, faint, or have a heart attack, none of which would make going into a testing situation a pleasant idea. You can learn more about symptoms of test anxiety from the Anxiety and Depression Association of America that conducts research on this topic.Reteguiz, Jo-Ann. “Relationship between anxiety and standardized patient test performance in the medicine clerkship.” Journal of general internal medicine vol. 21,5 (2006): 415-8. doi:10.1111/j.1525-1497.2006.00419.
Back to our minds for a minute. We think constantly, and if we have important events coming up, such as exams, but other significant events as well, we tend to think about them seemingly all the time. Almost as if we have a movie reel looping in our heads, we can anticipate everything that may happen during these events—both sensational results and catastrophic endings. What if you oversleep on the test day? What if you’re hit by a bus on the way to campus? What if you get stung by a mysterious insect and have to save the world on the very day of your exam?
How about the other way? You win the lottery! Your screenplay is accepted by a major publisher! You get a multimillion-dollar record deal! It could happen. Typically, though, life falls somewhere in between those two extremes, unless you live in an action movie. Our minds, however, (perhaps influenced by some of those action movies or spy novels we’ve seen and read) often gravitate to those black-and-white, all-or-nothing results. Hence, we can become very nervous when we think about taking an exam because if we do really poorly, we think, we may have to face consequences as dire as dropping out of school or never graduating. Usually, this isn’t going to happen, but we can literally make ourselves sick with anxiety if we dwell on those slight possibilities. You actually may encounter a few tests in your academic careers that are so important that you have to alter your other life plans temporarily, but truly, this is the exception, not the rule. Don’t let the most extreme and severe result take over your thoughts. Prepare well and do your best, see where you land, and then go from there.
### Using Strategies to Manage Test Anxiety
You have to work hard to control test anxiety so it does not take an unhealthy hold on you every time you face a test situation, which for many of you will last well into your careers. One of the best ways to control test anxiety is to be prepared for the exam. You can control that part. You can also learn effective relaxation techniques including controlled breathing, visualization, and meditation. Some of these practices work well even in the moment: at your test site, take a deep breath, close your eyes, and smile—just bringing positive thoughts into your mind can help you meet the challenges of taking an exam without anxiety taking over.
The tests in the corporate world or in other career fields may not look exactly like the ones you encounter in college, but professionals of all sorts take tests routinely. Again, being prepared helps reduce or eliminate this anxiety in all these situations. Think of a presentation or an explanation you have provided well numerous times—you likely are not going to feel anxious about this same presentation if asked to provide it again. That’s because you are prepared and know what to expect. Try to replicate this feeling of preparation and confidence in your test-taking situations.
Many professions require participants to take frequent licensing exams to prove they are staying current in their rapidly changing work environments, including nursing, engineering, education, and architecture, as well as many other occupations. You have tools to take control of your thinking about tests. Better to face it head- on and let test anxiety know who’s in charge! |
# Studying, Memory, and Test Taking
## Developing Metacognition
Questions to Consider:
1. What is metacognition?
2. What contributes to poor metacognition?
3. What can you do to improve your metacognition and in turn your learning?
Consider this scenario: Marcus has studied for his chemistry test by rereading the chapters and looking at his notes. He has spent several hours the night before doing this and feels ready for the test. The concepts are not particularly difficult, but there is a lot to recall. When he takes the test, he feels pretty confident that he has earned at least an 80% (B). He isn’t able to answer all the questions—and knows he could have studied longer—but he feels comfortable with his performance. When he gets the test back, he is surprised to learn he has earned a 54% (F). He has now realized that he didn’t really understand the material well enough to answer the types of questions his professor included. What happened to Marcus and what can he do differently next time?
Deep learning, as described earlier in the chapter, is the goal you should be striving for in most if not all of your college classes. The learning process starts with taking in information—through reading, listening, or doing—organizing it in your brain for quick recall or use, and then demonstrating, usually through a test or assignment, that you know the information. However, learning doesn’t end there. As you learn and demonstrate your knowledge, you will receive feedback to help you adjust your learning strategies or reflect the level of learning that has occurred.
Feedback can include the following:
1. A grade on a test in which you can see what questions you got right and what you got wrong.
2. Written feedback from an instructor or peer about what you have done well and what can be improved.
3. Immediate feedback on a skill (such as playing a note on an instrument) that indicates you did it correctly or not.
4. The ease or difficulty at which you can recall or explain information that you are learning.
This feedback is what you need to help you develop which is the awareness of your own learning processes. When you have good metacognition, you can determine what you know and don’t know. You are also able to adjust your learning strategies to improve. Without this feedback, whether it is formal (e.g., a test grade) or informal (you stumble over defining terms), you will have more difficulty improving your awareness.
In Marcus’ case, he had poor metacognition because his study strategy, rereading the text and his notes and studying the night before, did not provide him with feedback on what he knew well and what he didn’t. In fact, what Marcus did produced which is the belief that you know something better than you really do. This fluency illusion occurred because he reread the material and that made him confident that he knew the content. However, Marcus had poor metacognition. Now that Marcus has more feedback from his test, he can use that information to help him determine why he failed to learn the content well enough for the test.
Here are the steps for improving your metacognition so that you can adjust your thinking and study strategies for maximum benefit:
1. Choose a study strategy or a combination of them such as the ones described in this chapter, but be sure to include testing yourself (e.g., practice tests, teaching someone else, trying to rewrite notes from memory).
2. As you study, track what you are able to recall easily and what you still struggle with and focus on those areas.
3. Take the test, complete the assignment, or perform the skill.
4. Review the feedback you receive and examine it for what went well and what didn’t.
5. Make adjustments to your study strategies before the next assessment.
This feedback loop in which you use that information to make changes is essential to learning. If you don’t look at the grade or feedback and hope to “work harder” next time, you likely won’t be using the specific, effective, efficient learning strategies that could make a difference in the outcome and your grade.
### Friends & Family Matter
Michael’s recently failed test in calculus has rocked his confidence, especially since he has begun to doubt his abilities. While Michael was a good student—As and Bs—in high school, he was initially concerned that he was not ready for the academic expectations of college. This grade made this concern more real.
When Michael was in high school, his parents expected that he would never fail any assignment or any course. On the few occasions that he brought home a C or D on an assignment, they would ground him until he raised his grades. He believed he would not be ready for college if he did less than quality work. One time, his parents had a meeting with his high school biology teacher about his progress. They have been involved and concerned about his grades because they wanted the best from and for him.
Now that Michael is away from home and doesn’t need to share his grades, he feels uncertain about how to deal with this experience. He knows that his parents cannot contact his professors about his grades, so he doesn’t feel obligated to tell them everything just yet, especially because he has the opportunity to raise his grade in calculus. However, he wants to be honest about what has happened, especially if he cannot raise his grade before the end of the semester and needs to drop the course. He doesn’t want to surprise them with the information.
### Let’s Think About It
Michael has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Michael chooses not to share this failing grade with his family, so they are not aware of any of his struggles.
2. Michael shares his failing grade although he thinks it will cause undue stress with his family, and he will have to hear a lecture about not being ready for college.
3. Michael talks with his professor and a tutor about a plan to improve his studying and grades, and shares with his family what happened and how he plans to make changes.
### Let’s Talk About It
Michael is not obligated to share his grades with his family unless he feels some obligation or has made a clear commitment to keeping them updated on his progress. Some families make a pact that they will continue to provide support when they see each term’s transcripts. Here are some suggestions for communicating with others about the dilemma that Michael is facing:
1. “I wanted to let you know that I failed a test in my calculus class recently. I don’t want you to be alarmed—many in the class messed up on the first test—but I don’t want you to be surprised if I have to spend more time bringing this grade up. I have a plan and feel confident I can improve.”
2. “I recently struggled on a test because I was overconfident and slacked off. I realize that now and have talked with the professor about what to do differently. He assured me that it was normal and not an indication that I won’t be successful.”
3. “Most of my classes are going well and my grades are good, but I did have a test that I failed. I was surprised, but I realized that I had not prepared appropriately and since then I have met with a tutor and have started studying for the next test now. I even went to see my professor to check my understanding and he confirmed I was studying better.”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps to College Success
Deepening your learning happens when you study effectively and prepare adequately for taking tests. Learning how to do these well can only help you be more successful. Additionally, this chapter discusses the role that metacognition plays in helping you improve your learning processes. This chapter has provided a variety of tools, strategies, tips and information about how to develop skills that will be most effective for your experience. You can help yourself by taking these guidelines seriously and tracking your progress. If one strategy works better for you in some classes and another is more suited to a different course, keep that in mind when you begin to study. Use all the resources available to you, and you’ll be well on your way to success in college.
Studying and test taking skills often need to evolve to meet the needs of college expectations. Even if you have solid skills your first year, you will need to continue to develop, hone, and add to them. To that end, consider what else about developing your memory, honing your study strategies, practicing good test-taking skills, or improving your metacognition you would like to learn or practice. Choose one of the following to explore further this term:
1. Develop a study plan that includes when, where, and how to study.
2. Incorporate spacing, interleaving, and practice testing as study strategies.
3. Eliminate test anxiety by implementing strategies to reduce stress.
4. Monitor self-awareness of how well you are learning and what needs to change. |
# Building Relationships
## Introduction
### Student Survey
How confident are you in building relationships and working with others in college? Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time.
1. I set healthy boundaries when developing relationships.
2. I have gotten to know at least one professor well.
3. I have developed relationships with my peers in college.
4. I can work productively in groups.
You can also take the Chapter 6 survey anonymously online.
### About This Chapter
By the time you finish this chapter, you should be able to do the following:
1. Determine the key components of healthy relationships
2. Discuss steps for managing conflict in relationships.
3. Develop a plan to maximize your relationships in college.
4. Identify the steps for working effectively in a group.
Good relationships can mean the difference between an enjoyable college experience and a difficult one. Many students report within their first year that they have experienced loneliness or homesickness whether they live on campus or in another state or country or commute back and forth to college. The good news is that these states are temporary. With time, students who say they are lonely meet more people, get involved in study groups, and get to know their classmates and roommates better. The students who feel homesick or just miss their family, friends, and pets (yes, pets) also report that once the term gets busier with events, meetings, class work, and studying, they find that the homesickness goes away.
This is not to say that quality relationships don't take time or work to develop. In fact, you will want to be mindful of what you can do to start relationships and improve them to create a more enjoyable college experience. This chapter offers specific suggestions that can help you get the most out of living and working with others. |
# Building Relationships
## The Benefits of Healthy Relationships
Questions to Consider:
1. How does self-care benefit relationships?
2. Why is community so important to healthy relationships?
3. What can I do to start developing relationships?
Relationships are key to happy and healthy lives. According to Dr. Robert Waldinger, director of the Harvard Study of Adult Development, people with the best health outcomes were people who “leaned into relationships, with family, with friends, with community.”https://www.cnbc.com/2018/03/20/this-harvard-study-reveals-how-you-can-be-happier-and-more-successful.html#:~:text=%E2%80%9COur%20study%20has%20shown%20that,said%20in%20the%20TED%20Talk.
Relationships come in many forms: classmates, family, friends, partners, coworkers, team members, and neighbors. Think of a relationship where you have mutual respect and trust, supporting each other in tough times, celebrating the good times, and communicating with ease and honesty. This is a healthy relationship. Do you have someone in mind? On the other hand, if communication is often tense or strained, confidences are broken, or you don’t feel listened to, appreciated, or valued, these are signs of an unhealthy relationship. Unhealthy relationships can have both immediate and longer-term health impacts. If you are unhappy in a relationship, try to improve the relationship, or end it. Do not stay in a relationship for the wrong reasons, such as fear of being alone or guilt.
If a partner tries to force you to do something sexually, harms you physically, or is verbally abusive, you are in a particularly unhealthy or dangerous relationship. Even if you believe the person loves you, it does not make up for the harm they are doing to you. End the relationship.
Take a moment to assess the health of your relationships. Who are the people who make you smile, who boost your confidence, who truly listen when you need to talk, and who want only the best for you? Investing in these relationships is likely to make you happier and healthier. Relationships are two-way streets. How committed are you to your relationships? How much effort do you put into nurturing your relationships?
### Self-Care
Healthy relationships start with healthy individuals. Self-care is learning to take good care of yourself and to prioritize your own needs. Self-care involves any activity that nurtures and refuels you, such as taking a walk in the woods, going to a yoga class, attending a sporting event, reading a good book, or spending time with friends. When you are feeling calm and nourished, you are going to look forward to your day, and despite how busy it is, you will prioritize time with friends and family. If you don’t take care of and learn to love yourself, you will never be able to bring your best self to any relationship.
An important dynamic you bring to any relationship is how you feel about yourself. Self-esteem is about loving yourself and being happy for who you are. Building healthy self-esteem impacts how you see yourself, which can drastically improve your relationships. While low self-esteem won’t keep us from romantic love, it can act as a barrier to a healthy relationship. If you do not believe you are good enough, how can you expect your partner to think so?
When you feel secure in yourself, this allows you and your partner to feel more secure about the relationship. If you have insecurities, it may show in your relationship as jealousy, defensiveness, or tension that leads to unnecessary arguments. Healthy self-esteem goes hand in hand with self-confidence, and feeling confident about yourself will translate into a stronger and more satisfying relationship. If you are experiencing low self-esteem, you may give your partner too much credit or stay in a relationship that is not healthy for you. If you find yourself changing your personality for someone else, that is never a sign of a healthy relationship.
You can reverse negative self-talk and build your self-esteem. If you catch yourself thinking you are unlovable, unattractive, or not good enough, it’s important to start talking to yourself in a positive way and to celebrate all that is uniquely you.
Self-care includes self-forgiveness. We all make mistakes. A misstep isn’t the end of the world. Pick yourself up, put things in perspective, acknowledge any lessons to be learned, focus on all that makes you special, and move forward. Be kind to yourself.
### The Importance of Community
The Nicoya Peninsula in Costa Rica is home to some of the highest number of centenarians (people who are 100 years old or older) in the world. Costa Ricans in general report a high level of life satisfaction. Dan Buettner, author of the Blue Zones study of the longest living populations in the world, explains that Costa Rica “is a place where religion, family, and social interaction are the main values, unlike trying to get ahead, or financial security, or status. Their cities are set up so they’re bumping into each other all day long. They walk to the markets, where they have conversations with people.”https://www.bluezones.com/2017/10/costa-rica-singapore-two-happiest-places-earth/
In many families in Costa Rica, multiple generations live together under the same roof or nearby where they can be involved in each other’s lives. Neighbors are like extended family, and people often stop in for a visit and go out of their way to help one another.
While this isn’t the way many of us live in the United States, the lessons from the Blue Zone study underscore the importance of community and the health benefits of connecting to and staying close to a community.
What communities do you belong to? Is your dorm a community? Is a sports team? Is a club or people you volunteer with? When you start seeing the social circles you connect to as communities and prioritize your time to develop more closeness with those communities, you will experience many physical, mental, and emotional health benefits.
According to an analysis of research on college students (Joe Cuseo, The Most Potent, Research-Based Principles of College Success), college students who have a higher sense of belonging and are more involved in their college community are more successful. Additionally, college students who are involved in extracurricular, volunteer, and part-time work experiences outside the classroom (less than 20 hours per week) earn higher grades than students who do not get involved in any out-of-class activities at all.
Research has shown that friends provide a sense of meaning or purpose in our lives, and that having a healthy social life is important to staying physically healthy. In a meta-analysis of the research results from 148 studies of over 300,000 participants, researchers found that social relationships are important in improving our lifespan. Social support has been linked to lower blood pressure and better immune system functioning. The meta-analysis also showed that social support operates on a continuum: the greater the extent of the relationships, the lower the health risks.Holt-Lunstad,
According to a 2018 report from the American College Health Association, in a 12-month period, 63 percent of college students have felt very lonely.American College Health Association. (2018). Fall 2018 reference group executive summary https://www.acha.org/documents/ncha/NCHA-II_Fall_2018_Reference_Group_Executive_Summary.pdf If you are feeling lonely or having a hard time making friends, know that the majority of people around you have also felt this way. Joining a group or a club of people who share your interests and passions is one of the best ways to make great friends and stay connected.
### Taking the First Step in a Relationship
Consider this scenario: John is a first-year student who has moved several hundred miles away from home to attend college. He is, by self-admission, shy and has difficulty making friends. When he steps into his first class for the term, he meets Praya, a second-year student who says “Hello” when he sits down next to her. She seems outgoing and engaged as she greets others in the class as if she has known them for a long time. He feels out of place.
“Hi, Haley. How was your internship over the summer?” Praya asks one student. She asks another student, “Breylin, how do we always have a class together?”
John sinks down in his seat, afraid she is going to ask him questions as well. He pulls out his phone and looks through social media to keep her from bothering him. As other students enter the class, some quiet and others talkative, John wonders if he will have to interact with them. Even though he has not met many people yet–and certainly has not had any deep conversations with anyone–he feels anxious about having to get to know strangers and feels most comfortable keeping to himself at least for now.
John’s story is not unusual. As you read in the previous section, many first-year college students have difficulty developing relationships in the first few weeks and months of college. The issue is often exacerbated by the constant notifications and vibrations that come from phones, which pull us out of conversations with others.
One way to improve your relationship-building skills is to learn the art of small talk, which is the first step in getting to know someone more deeply. Because we often turn to our phones or other distractions when faced with interacting with strangers – or even people we know well – it is no surprise that we haven’t quite developed solid communication skills. If you want to get more involved in campus organizations, feel more comfortable in your classes, and eliminate general awkwardness in most social situations, then practice small talk skills.
What can you “small talk” about? Here are some topics that could get you started.
1. The weather–”Wow, the cooler temperatures were a surprise this morning. Are you ready for the snow?”
2. The latest sporting event–”How about our Bears? I can’t believe they won in the final seconds of the game.”
3. Plans for the weekend–”Did you hear about that Halloween party in the park? Have you thought about going?”
4. The current trend on social media–”Did you see that challenge on TikTok?”
5. Majors–”What are you majoring in?” or “Are you a marketing major?”
6. Careers–”What kind of job are you anticipating after graduation?”
7. Schedule–”What are you taking this term? Anything you recommend?”
8. Organizations–”I have been thinking about joining an organization. What are you participating in?”
9. Recreation–”I got to play a new video game last weekend. Are you a gamer?”
10. The class–”I struggled with that homework last night. Was it hard for you?”
Of course, tried-and-true compliments work as well as long as you keep them neutral. Admiring someone’s clothing (“Great hoodie! Where did you get that?”) or course resources (“Nice laptop. Do you like using it?”) are safe bets. If you are not sure if you should ask the question or bring up the topic because you are concerned it may be controversial or not taken in the right way, then go with your instinct and choose something from the list above. Once you get to know people better, you can have deeper and more meaningful conversations.
One last note about “small talk.” If you struggle with being friendly with others or coming up with something to say in those uncomfortable moments, then commit to practicing your small talk skills. Look for times during the day to try them out such as before class starts, when you are waiting in line, or when you attend an event and don’t know many people. With practice, it gets easier to talk to people you don’t know well. And, who knows? You may find someone who can become a friend. |
# Building Relationships
## Building Relationships in College
Questions to Consider:
1. What role will faculty play in my college experience?
2. What other kinds of relationships do I need to develop?
provides an overview of the types of relationships you will develop in college. If you are aged 18- or 19-years old (often referred to as traditional college student age), you may look forward to expanding your relationship types beyond family and friends and authority figures to classmates (those who are in your classes), peers (those who are in college or near your age and have similar goals and activities), mentors (those who can help you develop skills or goals), and authority figures (those who direct and evaluate your work). If you are older than the traditional college student, you may also find that your circle of friends and colleagues will expand in some areas–and may even contract in others, at least while you are earning a degree.
Some people, such as professors, may fill multiple roles at different times in your college career. For example, a professor of your first-year seminar may be seen as an authority figure who dictates the learning objectives, creates assignments, and evaluates you. That same professor may become a mentor when you take them again your junior year as you are working on your major or participating in undergraduate research with them. Finally, your professor can become a friend after you graduate, especially if you have developed a bond with them that transcends the work you did together.
Because professors are an important part of the college experience, we will talk first about them and how to develop good relationships with them.
### What Professors Do
Professors are more than just teachers. This may be a surprise if you think about your experiences with high school teachers where they have their own classroom and a set of responsibilities including leading their classes that they must do between set hours each day of the week. College professors, by contrast, have much more flexibility and autonomy in their schedules, their workload, and their responsibilities outside of class. Because of these differences, you will want to view them in light of their additional roles and activities. See the table for a breakdown of common responsibilities professors have.
### Developing Relationships with Professors
Because your relationship with your professors is often the most visible and critical one to your learning and success in college, it is important that you take time to get to know your professors or at least remember their names, recognize them when you see them outside of class, and work diligently to meet their expectations. No one expects you to be best friends with them by the end of the semester, but you do want to view them differently than you may have viewed your high school teachers–as experts in their fields, partners in your learning, and mentors as you move through your degree. Here are a few ways that you can initiate and develop a relationship with your professors:
1. Get to know your professors. This means to learn their names and something about them. They may share a few personal stories or you may be able to view their resume (often called a CV or curriculum vitae), which will list their education and publications. It also means showing up early or staying after class to participate in small talk or stopping by their office hours to talk or schedule a time with them to connect virtually..
2. Demonstrate interest. You don’t have to love the course, topic, or professor to demonstrate curiosity and focus in class. Nod when you agree or understand something or smile at your professor when they make a joke. You may find that pretending to be interested at first leads to genuine interest.
3. Participate in class. One of the best ways to develop a positive relationship with your professor is to ask and answer questions in class. Engaging in a class discussion demonstrates interest in the topic and can go a long way in helping you stand out. If you don’t feel comfortable speaking up in class, schedule a meeting outside of class to discuss key ideas.
4. Ask about expectations and assignments. A great strategy that is underutilized is meeting with a professor before a test or assignment to ask about the expectations or to get clarification. In some cases, your professor may provide feedback on a draft or suggestions for studying.
5. Speak up when you stumble or fail. Contrary to some college students’ beliefs, professors want to talk to you when you fail a test or get a low grade because you misunderstood or procrastinated. Speak up when this happens even if you know well what contributed to your setback. Professors like to see that students are invested in their learning and improving.
6. Say “thank you.” If a professor gives you an extension on your paper or you just enjoyed the class, feel free to show some gratitude. Saying “Thank you for helping me conquer my math anxiety” or “I learned so much this semester” can go a long way toward building a relationship. And professors never get tired of students who are truly appreciative of their work.
As you read earlier in this section, professors have many different responsibilities in addition to teaching; however, they find joy and purpose in developing relationships with students who are engaged in their learning. While you don’t have to be on a first-name basis with all your professors by the time you graduate, you should consider identifying a few who have sparked your interest in their courses or research to get to know them better. It would be a shame to graduate and not be able to recall one professor you had!
### Managing Conflict with a Professor
Now that you know how to develop a meaningful connection with your professors, let’s address how to deal with some common issues that can arise and how to communicate clearly and professionally. While college is often portrayed as freedom, exploration, and fun, there may be a time (or multiple times) that is stressful or discouraging. These times can occur when you are not happy with an assignment, classmate, discussion topic, a response to something you did or did not do, feedback on your work, or a grade. Any time you find yourself worried, upset, or angry about an event or experience with a professor, take these steps so that you can resolve the issue quickly and positively.
Step 1. Take a deep breath and write down what happened. Do this before you speak to your professor. Both activities, breathing and writing, will help you calm down and focus. It will also help you gather your thoughts.
Step 2. Make an appointment with your professor. Don’t try to resolve the issue before, during, or after class as those are not ideal times to talk about an important issue unless it is the only availability you and the professor have. Explain why you want to meet to help the professor prepare. This is especially helpful if you have received a low grade as your professor may want to review the assignment or test beforehand.
Step 3. Explain the issue as clearly as possible. This is where the written account may help. Focus on what you experienced, heard, or read. Here is an example of a statement about a classmate’s rude behavior that a professor would want to know: “When I spoke up in class about the need for more resources for immigrants, my classmate said under his breath ‘They should just go back to where they belong. I don’t know why you care.’”
Step 4. Share how you felt about the event. It is important to acknowledge your emotions, but you don’t have to dwell on them. They will, however, provide some context as to why you feel the issue needs to be resolved. Here is an example: “I was surprised when Jarod said that when I was speaking and it made me mad that he would interrupt me with such a statement.”
Step 5. Provide a potential solution or ask for assistance resolving the issue. The phrases “Can you help me understand…?” and “Can you help me resolve this issue?” are both good ways to frame this part of the process when speaking to your professor. Be prepared to listen, take notes, and make a list of steps you can take.
A special word about resolving issues with grades, especially final grades. Your professors are human and may make mistakes as they grade and return your work. While it may be a rare occurrence, it is worth discussing what to do if this happens. Here are a few suggestions to help you resolve questions about grades.
1. Reach out as soon as you notice a grade that is lower than expected. Don’t wait until the end of the term to question a grade from months earlier.
2. If it is a grade on an assignment or test during the term, request a meeting in person or carefully ask in an email if you can get additional information about what you did or didn’t do that contributed to the grade.
3. If it is a final grade, reach out in person, by phone, or email, but be sure to follow these guidelines:
As with all your relationships in college, think about them in terms of building your network that will help you throughout college and after graduation. While you cannot avoid conflict–or bad experiences–you can manage how you respond to them and how you work with others, especially professors, to resolve issues.
### Developing Relationships with Others
In addition to developing relationships with professors, you will encounter a variety of people in different roles that are part of a fulfilling experience. Don’t overlook the opportunity to create deep, meaningful relationships with others as they will be part of your network for support during college. Here are some categories of people you will want to create intentional relationships with and what they can do to help you succeed in college.
1. Classmates. It seems obvious that you want to develop relationships with people in your classes, but many students overlook their fellow colleagues as potential friends or support networks. Classmates can help you learn the material when they serve as tutors or study buddies, and they can be an emotional support when you suffer a setback in a course.
2. Roommates. If you live on campus or away from home in off-campus housing, you may have a roommate. A roommate can also become a good friend who can make you feel more at home while you are away from your family.
3. Peers. Your peers are people who are other students who populate the college campus. You will encounter them when you join organizations, attend events, or use certain services on campus such as tutoring. Many colleges employ fellow college students on campus to manage a residential hall, serve food in the cafeteria, and hand out sports equipment at the gym. Your peers also run organizations such as clubs, professional-interest meetings, and Greek fraternities and sororities. Developing relationships with your peers can help you expand your network and create connections with people who you may find helpful when you launch your career.
4. Mentors. Many colleges provide opportunities for students to participate in mentorship programs. Your institution may have formal and informal programs that you can participate in to be mentored by a peer, a faculty or staff member, or even an alumnus in a career field that interests you. Mentors can provide you with advice and support as you work on your college and career goals.
5. Advisors. While there are many different roles on a college campus that could be included in this list, advisors deserve a special place because they are crucial to your success; they are also the first place to go when a student has an issue. Some advisors spend considerable time with students to help them choose a major and create a schedule each semester that will enable them to graduate. Others serve as a sounding board for students who are struggling in a class and deciding whether or not to drop. Developing a relationship with your advisor has obvious benefits: They get to know what your goals are and can help you refine them. They also are very knowledgeable about how to navigate the processes of completing a degree.
Developing quality relationships takes time, effort, and intentionality, but the rewards are many. Consider expanding your network each semester you are in college so that you have a rich, diverse group of people whom you know and can count on to help you reach your goals.
### Addressing Family Matters
A discussion about relationships while you are in college would not be complete without mentioning family (and even friends). For many students, the support they receive from family is key to their feelings of stability and support. However, there may be times that you experience tension or confusion with your family. Pressures arise from differences in experience or perspective, the financial aspects of college, and simply undergoing an evolution in your relationship. You may notice that your emotionally-supportive family is unable to help you navigate the college experience or give advice about what you should do. Other students may experience conflict when they choose a major or career pathway that goes against the wishes or expectations of family members. Finally, college students with children (or younger family members they care for) often feel overwhelmed when balancing their responsibilities; they may at the same time experience guilt or disappointment due to time spent away from the kids. Here are some times in which you may find that dealing with family can be difficult.
1. When you leave the family to attend college. Moving out can challenge a family if they expect or wish that you were still part of their day-to-day activities.
2. During holidays and breaks. Adapting to the schedule of the family can be challenging after your freedom to come and go (and go to bed and get up) when you want to.
3. When you experience a failure or setback. Letting your family know you failed a test or a course or didn’t get accepted in a program may concern them.
4. When you decide on a college major. Choosing a major they are not familiar with or they worry won’t lead to a specific job after college can contribute to their anxiety about your success.
5. When you decide to continue your education beyond your undergraduate degree. Deciding to take on more debt or take longer to be “done” with your education can cause worry about your future.
6. When you choose a career pathway. Choosing a career that they are not familiar with or do not approve of can cause stress in your relationship.
7. When you choose to participate in another experience rather than return home. Choosing a different experience (such as studying abroad) instead of going back home could make them feel left out of your life.
8. If you decide to stop out, drop out, or transfer. Making a major decision that can have emotional and financial implications can upset your family if they have a firm belief in what you should do.
While it may seem obvious, it is worth stating this clearly: Your life is your life and the choices you make should be the ones you want to make. This may be difficult to do if your family is relying on you or you are relying on them for financial or emotional support. Honest conversations about what you want to do with your life and how you want to get there are always good first steps in managing any potential conflict. You may also want to keep in mind a few of these opportunities for you to help them understand your experience:
1. Keep the lines of communication open. Clear communication about what you are studying, what you like and don’t like, and how you are changing can head off surprises should you find that what you thought you wanted to study and what you thought you wanted to do with your life changes. If you experience a setback or a failure, be honest about it and demonstrate how you will get back on track.
2. Share with them some of your experiences. While you don’t have to recreate the lecture that blew your mind, you can share what you are learning or doing that is exciting you and developing your curiosity or purpose.
3. Assure them of the support you are receiving from your network. Most families worry when they are unsure of how you are making major life decisions. Let them know what resources, offices, and people are providing advice and support as you move through college. If you change your major after talking with your advisor and reviewing what you need to do to still graduate on time, let your family know!
4. Let go of your expectations. In some cases, your family may just not understand because they haven’t gone to college or they have not experienced what you have. You may just need to let go of the expectation that they will be able to provide the type of support that you want or need.
5. Create boundaries. If you feel as though your family is overstepping their role in your life decisions, set clear, firm boundaries about what help or advice you will and will not accept. Creating boundaries is part of every healthy relationship and parents and family members should be no different. If you have to decide that you cannot discuss your career plans with your family because the conversation devolves into shouting, then you must create boundaries to protect your mental health. |
# Building Relationships
## Working in Groups
Questions to Consider:
1. What are the benefits of working in groups?
2. What can I do to work effectively in a group?
### Benefits of Working in Groups
When a professor assigns group work, most students initially cringe because they have had poor experiences collaborating on a project. Many of them have tales of group members who didn’t contribute equally or who disappeared altogether. It is no wonder that a popular meme includes a photo of a casket being lowered into the ground with the words “When I die, I want my group members to lower me into my grave so they can let me down one last time.” We can laugh at this extreme reaction, but there is some truth in feeling apprehension about being disappointed by others. This section makes the case that if you know more about how group dynamics can and should work and how to communicate effectively during the process of completing a group project, you are more likely to have a positive – or successful – experience.
Why do professors assign group projects if they are often fraught with challenges? Perhaps it is because group projects are probably the most “real world” experience you will do in college. Very rarely will you be asked to create a report, present to a client, develop a new product or treatment, or fix a problem without working with others and depending on them to do their parts in a timely and professional manner. The more practice you have developing your own skills as a group member and troubleshooting when things don’t go smoothly, the more nimble you will be when you have to collaborate in your job.
If you approach working in groups by anticipating the challenges and developing strategies to minimize their negative impact, you will be able to weather the stresses more successfully. provides some common challenges that you may experience working in a group and reviews the strategies you can use to minimize or eliminate the challenges.
### Understanding Group Dynamics
One way to improve your work in groups is to learn more about group dynamics and stages. Bruce TuckmanTuckman, Bruce W (1965). “Developmental sequence in small groups”. Psychological Bulletin. (1965) developed a model of group development. His initial four phases are forming, storming, norming and performing. In the forming phase, group members learn more about the task they must complete as well as getting to know each other. For the most part, members act and think individually and may be polite or quiet when trying to make decisions about what needs to be done. Group conflict arises in the storming phase when roles are assigned and a leader emerges. Some members may not voice their concerns and suffer from internal (and unexpressed) conflict while others may openly argue about what needs to be done. Groups may skip this phase altogether if communication is clear and roles are assigned to interest and strengths. The next phase is norming, or when group members work collectively to help each other achieve their goal. Members are aware of how their part fits into the whole and are mindful of supporting each other. The last phase is performing and is marked by members’ competence and confidence to complete goals.
Some groups revert to previous phases when there is unresolved conflict or when communication breaks down. The goal of group work is not to have a conflict-free experience, but to learn how to negotiate challenges, concerns, and changes during the process. When group members set common goals, create clear expectations, and communicate regularly, they are less likely to experience insurmountable obstacles.
### Setting Up Your Group for Success
### Review Assignment
If we use the Tuckman (1965) model, we can anticipate the steps for creating a successful group. First, review the assignment and ensure that everyone understands the scope of the work, especially the expectations of the final product. Take some time to discuss what the parts of the assignment are and what the expected outcome should be. Will you be writing a paper? Will you be presenting original research? Will you need special equipment, technology, or software to complete the project? Get clarity on the assignment before you get too far into the work.
### Choose Roles
Next, your group should determine roles. You may want to first determine the leader, or you may decide to share leadership between two members or choose a “second in command” should the leader not be able to fulfill the duties. Then, you will need to set roles and responsibilities for everyone else in the group. Be sure to discuss each other’s strengths, weaknesses, and interests. Different types of group projects call for different roles, so you may need to pick and choose what is appropriate for your project. provides examples of roles and responsibilities that you may consider when assigning roles.
### Create a Communication Plan
When you have assigned roles and responsibilities, your group should create a communication plan. Because college students have different schedules and obligations, you will find that a strong communication plan can make working together easier. You may find that you need to work asynchronously, or not at the same time, and clear communication expectations will help your group both in person and online run smoothly. Here are some questions to guide your communication plan:
1. How will the group communicate primarily?
2. What will be the back-up communication strategy?
3. What will you do if a group member doesn’t respond to or acknowledge messages?
If group members do not want to share personal phone numbers, then consider using email or a shared drive folder to message each other.
### Write a Group Contract
To ensure that all members uphold their responsibilities, create a contract that lists all the expectations for the group. You can use a template or create your own based on the group members’ roles, dynamics, and assignment requirements. A group contract can be helpful in managing conflict and directing group members should someone not do their part. Here are the components you will want to consider and an example below of a contract:
1. Assignment reminders. Include a description of the goal or project and the final deadline.
2. General expectations or guiding principles. Provide a list of general expectations or principles that will guide a successful group. For example, you may determine that acting respectfully, communicating honestly, and giving full effort are important group principles.
3. Specific expectations or tasks. List expectations about communicating, delegating, meeting, completing tasks, and managing conflict.
4. Group members’ signatures. Include signatures or initials of the group members to underscore the importance of the contract.
### Managing Conflict in Groups
Conflict during group work does not have to be inevitable. With proper planning, clear roles and responsibilities, and a communication plan, your group can minimize a majority of issues that can arise. However, it is important to recognize what kinds of conflict can derail group work and review what steps you can take to get back on course. Here are a few examples of common conflicts:
1. No leader. When no leader emerges, it may be difficult to move forward. If this happens, each member may need to take a specific task and assume responsibility for that task. Group members who are not comfortable being the leader may also feel more comfortable with co-leaders.
2. Too many leaders. Many people with good ideas can derail a group project. If there are too many people vying to influence the group’s direction, ask all group members to speak openly about the conflict. The group may want to vote on who should assume the leadership positions or what direction the group should take if there are more than one good option.
3. Aggressiveness or hostility. A group member who tries to take over the project or is openly hostile during the process can make the experience miserable for everyone involved. The leader should take action immediately when the issue arises by clearly naming the behavior, avoiding emotional language, asking the reasons behind the anger, and communicating a plan to move forward with the project. This may mean assigning the member to a specific and limited role, or, in extreme situations, removing (or asking to remove) the member from the group.
4. Lack of communication. A group member who never responds to messages or who communicates inconsistently can make completing a group project very difficult. The leader should go back to the group contract and reach out to the member, preferably in writing, and describe the missing communication, the tasks that have not been completed, and what the group will be doing to move forward without the group member. Even if the group member never reads or responds to the message, the group will have evidence that they attempted to reach out.
5. Overpromising and underperforming. A group member that takes on tasks, promises to do them well and on time, and consistently misses the mark should be talked with about the lack of work. A group member may need to take on their responsibilities to meet the deadline.
6. Low work quality. If a member is not completing quality work, the group leader should step in to work with the other members to revise or edit the work, but the group should communicate with the member as to what has changed and why.
Most conflict occurs when there is a lack of communication about what is expected. Providing your group members with examples of how to deliver bad or difficult news (e.g., “I am not able to meet my deadline” or “I think I need help with my tasks”) can help your members feel more comfortable when it does occur. Be sure to treat others respectfully and with kindness even if you are justifiably frustrated by your group members’ actions or inactions.
### Completing the Project
The project is complete when all the steps have been taken to submit or present it successfully, but that is not the end of the group work. You will want to also debrief on what worked and what could have been improved. Consider calling a brief meeting to review the process of completing the project or to review your graded work. Ask your group members what they felt were the group’s strengths and weaknesses. Use the debriefing to think about how to make changes to the process the next time you work in a group. Spend some time reflecting on what skills you still need to improve and how you can make the most of future group work.
### Friends & Family Matter
Michael’s group project seems to be destined to fail. The group members have been sporadic in attending meetings, communicating in the group text, and completing their work. If the project was not worth a third of their overall grade, Michael would have given up weeks ago. However, he really wants to do a good job, because he knows he needs to develop better communication skills and because his professor is part of the graduate admissions committee for physical therapy and her recommendation would be important.
The professor has communicated how she expects the groups to handle the workload and conflict. She wants them to resolve any issues that arise, and she does not want to be consulted on disputes that can be easily remedied by the group. She believes that these real-world experiences of working with others will help them develop project-planning and communication skills that are far more valuable than the grade they may earn.
The presentation and final paper are due in a week, and Michael is the only one who has kept to the agreed-upon schedule. He has heard nothing from his classmates about where they are in the process and when they will be able to hand over their parts. Unfortunately, Michael cannot finish his parts—writing the conclusion and finalizing the slides—without knowing what they found in their research. He is not sure what to do.
### Let’s Think About It
Michael has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Michael does all the work himself and tells his professor in a private message that none of his group members contributed and do not deserve a grade for the project.
2. Michael sends a message to all his group members telling them that he will be doing all the work himself as an individual project and if they want to continue as a group, they can fill in his part themselves.
3. Michael offers to help fill in parts that need to be completed, waits patiently until a few days before the assignment is due, and completes as much as he can—his parts and others’ parts—without sharing with his professor the reality of the situation.
### Let’s Talk About It
Michael has a few communication challenges: his professor wants the groups to work out any conflict and his group is not communicating with him. While Michael may be limited in his ability to affect the outcome of the group presentation, he can communicate clearly with his group members. Here are some suggestions for communicating with others about the dilemma that Michael is facing:
1. “I realize that we are all really busy, but I want to reiterate what we agreed to do. At the very least, please communicate what you have done and what you need help with, so that we all can do our parts to complete this project.”
2. “I am feeling stressed about the lack of communication, and am concerned it will keep us from working effectively. Because I am leading our group work, I am proposing that those who do not meet the deadlines for having their part completed will be replaced by someone who can get the part done.”
3. “By next Thursday, if the group members who have not completed their parts do not update or share their work, I will be filling in those parts myself so that we can submit this work on time.”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
Developing healthy relationships and expanding your network of support are both important tasks for you to do in college. Without these relationships, your experience may be lackluster at best and lonely and difficult at worst. The first step to creating meaningful connections is to be healthy yourself and acknowledging the importance of community. There are also some ways you can jumpstart a relationship by improving your “small talk” skills. You will develop many relationships with different people while you are in college, but one of the most important is with your professors. Be sure to find ways to connect with them in and out of class. You will also want to be mindful of connecting with classmates, peers, mentors, and advisors as they will all be important to your network for success and support. Finally, there is no better way to really get to know others than when you work with them to complete a goal or a project. While group work strikes fear in some students, it doesn’t have to be a conflict-ridden endeavor. Consider what you can do to anticipate challenges and make the process as smooth as possible.
To make the most of the relationships that you will develop or strengthen, consider what else about relationships and working with others that you would like to improve. Choose one of the following to explore further this term:
1. Create a self-care routine that you incorporate into your weekly tasks. Read, watch, or listen to articles, books, videos, and podcasts about self-awareness, self-reflection, mindfulness, and stress reduction. These resources can help you build your self-care toolkit.
2. Find ways to connect to your community through organizations, clubs, events, and volunteer opportunities. Work on developing a solid sense of belonging academically, socially, and campuswide.
3. Get to know at least one professor this term and begin to build your support network of classmates, peers, mentors, and advisors. Commit to reaching out to people to begin developing relationships.
4. Talk with your family and friends about what kinds of support you would like from them while you are in college. Be clear about your needs.
5. Create a system for managing group work that includes assigning roles, setting goals, and developing communication expectations.
### Checking In: Your College Readiness Checklist
### Spring
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# Maintaining Your Mental Health and Managing Stress
## Introduction
### Student Survey
How do you feel about your overall health and well-being? These questions will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I can manage my emotions most of the time.
2. I can reduce stress when it is negatively affecting me.
3. I feel comfortable seeking out help when needed.
4. I get enough sleep.
You can also take the Chapter 7 survey anonymously online.
### About This Chapter
This chapter explores the many ways your health and well-being may be impacted by the choices you make. The goal of this material is to help you do the following:
1. Understand how your mindset influences your emotions.
2. Identify strategies to manage your moods.
3. Describe differences between stress versus anxiety and sadness versus depression.
4. Understand the mind and body connection.
5. Identify ways to maintain and enhance your emotional health.
6. Understand mental health risks and warning signs.
7. Outline steps you can take to ask for help.
8. Describe actions you can take to improve your physical health.
As a first-year college student you will make many choices without parental oversight, including the way you take care of your body and mind. Some choices put you on a path to health, and other choices can lead you down a path toward illness. There is a strong connection between success in college and your ability to stay healthy.
Health is more than a strong body that doesn’t get sick. Health also includes your overall sense of well-being (mental and emotional, for example) and healthy coping strategies to manage life stressors. Good health is about making positive choices in all of these areas and avoiding destructive choices. It’s about learning to be smart, to set boundaries, to watch out for your safety, and to take care of the one body that will carry you through life. While health and wellness are often interchanged, it is important to differentiate the two concepts. Health is a state of physical, mental, and social well-being, while wellness is a process through which people become aware of and make choices toward a healthy and fulfilling life.
In this chapter you will learn the skills you need to live a healthy lifestyle for both your mind and body. The first step is to focus on who you are and how you can create your best self. This includes how to promote self-efficacy (i.e., your belief in yourself) and create strategies that you can use to improve your resiliency (i.e., your ability to recover from challenges and adapt to change) during your transition into college. Next we will discuss the mind and body connection and how we need to consider managing both as a top priority every day.
We will address identifying your feelings and mood and build a vocabulary that helps you communicate with others. Then we will move into the topic of stress versus anxiety and how to manage both. At this point, prepared with identifying and managing your emotions with strategies you can use on your own, we will discuss when and how to seek help including the steps you must take to establish your own support system. Once you have a support system, we will then discuss the importance of managing your problems in a way that holds you accountable for your actions and behaviors yet provides a framework for others to help you effectively. We will then discuss the role of social media on your overall health and well-being and provide suggestions for creating boundaries with the use of social media. Lastly, we will help you to gain a better understanding of how to maintain physical health through good nutrition, maintaining physical activity, and sleep. |
# Maintaining Your Mental Health and Managing Stress
## Creating Your Best Self
Questions to Consider:
1. What skills do you need to promote self-efficacy?
2. What strategies can you use to improve your resiliency?
You are in college to fulfill an educational, personal, or professional goal. But it is just as important to work on creating your best self in the process, as who you are and what you believe you can achieve are just as important as the piece of paper you will receive at graduation. The first step in this process is identifying your positive attributes, which will be the foundation of your self-confidence. The belief in your abilities is also known as your self-efficacy. One way to increase your self-efficacy is to identify your strengths and values. Think of strengths as characteristics about ourselves that make us feel good about who we are, things we are good at, and parts of our personalities that make us good friends or good members of our community. Values are the things that matter to us the most. Typically, we do the best we can to live by our values; however, sometimes we struggle. Identifying strengths and values is a great place to start when making big life transitions. Being clear on what you view as your strengths and the values that are important to you will help you with finding similar people to build your support network.
Let’s get started. First, consider your strengths. In , we have listed several examples of strengths. What are your strengths? What would your family say if we asked them about your strengths? What about your friends or community, would they have other examples of your strengths? Answer these questions to make a list of your own.
Next, let’s consider your values. When finding your support network, friends, new clubs or organizations to join, one way to start is to understand your values and then look for others that have similar values. Your values have been shaped largely by your family, friends and the culture you grew up in.
Many of these values may be challenged as you go through college and grow as an independent person. Understanding your current values and recognizing when they are being challenged may give you some insights into why you value what you do and what changes you may be open to. Consider the values in the table below and then list some of yours. Did you come to these through your family, your community?
Throughout life, your values will often be challenged by other individuals. Someone may challenge your political views, or your religion, or your value in family. It is best to recognize your current values and then, as they are challenged, you can have a clearer understanding of the person you want to be.
Although your journey through college is just starting, you will soon have to make critical decisions as to what courses you want to take, you may have to choose a major you want to focus on, and you will be start to look for your next step, life after college. One of the most asked questions you will face on this journey is where you see yourself in the next three to five years. Use this time to draft your vision. |
# Maintaining Your Mental Health and Managing Stress
## Your Overall Well-Being
Questions to Consider:
1. How can I shift my mindset to change how I feel?
2. How can I understand my emotions?
Day-to-day, you most likely experience situations that either align with your values or go against them; you may undergo experiences that make you confident or unconfident. These situations may trigger strong emotions or lead you to react in a manner that you may later regret. During transition periods, such as the transition into college, you may be even more likely to have these experiences, particularly involving topics and people you do not know well. When these situations happen, it is best to consider your thoughts, consult available resources, and allow time to understand how to best navigate your emotions.
### Understanding Your Mindset
Let’s first talk about your mindset. Have you ever heard someone refer to “seeing the glass half full” or “seeing the glass half empty?” This is another way of saying that, given a situation that could be interpreted multiple ways, some see the positives (half full) while others see the negatives (half empty). It is natural to move in and out of these frames of mind depending on the situation, your confidence level, the amount of stress you have in your life at the time, and so on. Setbacks and mistakes will always occur, and it’s okay and appropriate to feel negatively about them. With experience and practice, you will learn how to move on from these negative feelings and adapt your attitudes in order to promote success.
Let’s consider the following example:
1. Negative reaction: “I forgot to complete an assignment and now I will fail the course because this is the second time I missed submitting my work on time.”
How does this feel? What emotions are you experiencing? What is your mood?
1. Now let’s reframe to a more positive reaction: “Yes, I will get a zero for that assignment. However, if I work hard on the final two assignments and get at least a B on my final exam, I could improve my final grade to at least a C+.”
How does this new thought feel in your body and mind? Is it different in a good way or not so good way? What emotions are you experiencing now? How has your mood changed?
Most likely you feel differently in your body and in your mind when you consider each of these responses. When the thinking is that the course is lost, you may feel disappointed, frustrated, and uncertain regarding the future. However, in the more positive reframing of the situation, the mood may shift to one of calmness and even purpose, because there is a way forward.
A key aspect of effective and positive attitudes is the awareness and ability to take responsibility for situations in which you contributed to the outcome. In the example above, the person did recognize that they were the ones who forgot to complete the assignment. Consider similar situations you’ve been in. Do you tend to put the responsibility for a missed assignment or a bad grade on yourself or your instructor? Do you tend to blame technology, unclear instructions, or too much work? While unfair situations can certainly occur, it is very important to recognize the role we play in them, and take ownership of mistakes and any extra work we need to undertake.
The ability to reconsider situations and find positive ways forward is a critical skill in navigating not only your college experience, but throughout your life, career, and relationships. To do that effectively, you will also need to identify your feelings and emotions. Examining what you are feeling will help you to more easily navigate those emotions. By understanding your emotions and how to communicate with others about how you are feeling, you will decrease the chances of behaviors that may have negative consequences.
Expanding your emotional vocabulary (see ) will allow you to be more specific in identifying the feelings you experience. Identifying your emotions will help you to find a solution or coping strategy more quickly. Using a tool such as this emotion wheel enables you to identify the emotion you may be experiencing. You may think that you are “angry”; however, after you look at the emotion wheel you may realize you are hurt or disappointed. Also, by identifying your emotions at a given time, you will be able to improve your mood and the relationship between your feelings and mood. Once you have a better understanding of the relationships between your feelings and mood, you’ll be better equipped to overcome situations in which you have low moods versus when your moods are more positive.
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# Maintaining Your Mental Health and Managing Stress
## The Mind-Body Connection
Questions to Consider:
1. Are there ways I can control how I react in stressful situations?
2. Is it possible to “feel” stressed in your body?
### Controlling Emotional Reactions
As you begin to understand how feelings impact your mood, and how your mood can feel in your body, you can start to align your emotions with the physical reactions that your body experiences. Doing this will help you in knowing when you need to use coping skills to help you through stronger emotions. (Coping skills are discussed in the section on mental health.)
Below is a conversation between a student and her professor.
Have you experienced a situation when you’ve been so frustrated you wanted to scream? Would you have responded differently? Do you feel Paige was in control of her emotions? In this example, Paige’s reaction was driven by her emotions. Physically she experienced sweaty palms, a flushed face, and a trembling lip. Psychologically she was angry and hostile. Behaviorally, she was waving her paper in the air and yelling at the professor.
Paige’s reaction illustrates the various reactions you may experience with emotions including the physical, psychological, and behavioral reactions. When experiencing these reactions it is best to take a step back and not allow your emotions to take over. This situation could have been avoided if Paige took a moment to pause and collect her thoughts. Reacting quickly often results in over-reacting; so, to prevent negative consequences, a better approach is to take a breath and walk away. The same idea applies when you are not in person: Taking substantial time before sending an email or text, reacting to a social media post, or responding to a comment in a discussion forum can make a difference between a careful, constructive outcome and one that leads to even deeper problems.
As you continue this journey of managing your emotions, you will find that you experience more situations in which you feel in control of your emotions and less often experience emotion-driven behaviors and lack of control.
### Physical Responses and Well-Being
When you have felt really frustrated with a personal relationship or an upcoming test, have you ever experienced a headache, stomachache or perhaps felt extremely tired? This is your brain and body working together to let you know that they are stressed. The connection between our mind and body is powerful, and both feed off of each other to influence how we feel and function every day. The amount of sleep we get, the types of food we eat, what we do for exercise or what we don’t do, all interrelate and lead to how we can manage our emotions or not.
Developing coping skills will help you manage how you are feeling and calm your body and mind with the goal of decreasing your stress level. Taking a pause versus reacting immediately, such as going on a walk, connecting with a friend, or simply focusing on your breath during times of stress has the potential to slow down your heart rate and calm your mind.
Although coping strategies help in these stressful situations, what you do every day to prepare your body to manage these times matters just as much. You need to focus on taking care of your body and mind daily. Again, the mind-body connection is so strong that what you eat, how much activity you do, and the amount of time you sleep directly influences your ability to manage your day-to-day stressors.
Below are some simple suggestions to ensure you are making your mind and body your top priority. A more comprehensive understanding of each of these behaviors is discussed later in the chapter.
1. A healthy diet will help you to be your best self and keep your mind and body functioning properly. Balance is critical: Try to have a serving of a protein source, a carbohydrate source, and a serving of a fruit and vegetable at each meal. Typically, you will find that your body and mind need fuel every 3-4 hours during the day. Knowing this, you can plan accordingly your meals and snacks. Lastly, don’t forget to hydrate.
2. Being active for at least 60 minutes every day can be a goal for you if you find yourself spending most of your day sitting—in class, while studying, or as you complete assignments. Being physically active will help your body feel awake and make you stronger to handle stressful situations. Even simple activities such as taking a walk, finding a yoga class or online video, or even a pick-up game of basketball can maintain good physical health.
3. As important as being active is, it is equally critical to spend time sleeping. Note, that being inactive (watching TV, playing video games) is not the same to our bodies as restorative sleep. Maintaining a regular sleep routine and schedule is critical to your mind and body. |
# Maintaining Your Mental Health and Managing Stress
## Mental Health Basics
Question to consider:
1. What are some of the ways to tell if you are holding onto stress?
2. How do mindfulness and gratitude encourage emotional health?
### What Is Mental Health?
Mental health “includes emotional, psychological, and social well-being. It affects how we think, feel, act, make choices, and relate to others. Mental health is more than the absence of a mental illness—it’s essential to your overall health and quality of life.”National Institute of Mental Health. “Caring for your mental health.” https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health According to the National Alliance on Mental Illness (NAMI), a mental illness is a condition that affects a person’s thinking, feeling, or mood. The condition may affect a person’s ability to relate to others and function throughout the day. A recent survey of over 350,000 college students from almost 400 campuses across the U.S. found that more than 60% of students met criteria for one or more mental health illness diagnosis (i.e., depression, anxiety, eating disorder, suicide ideation).Lipson SK J of Affective Disorders 2022 v306 page138-147 Although mental health illness worsened among all students, health disparities were found among racially and ethnically minoritized (i.e., Asian, Black, Latinx, American Indian/Alaskan Native, Arab American) students.
A mental health condition isn’t the result of one event; it is most often the result of multiple overlapping causes. Environment, lifestyle, and genetic predisposition can all be factors in whether someone develops a mental health condition. Traumatic life events or stressful experiences may make some people more susceptible, and brain biochemistry may play a role as well. Exposure to harmful social media also plays a role and impacts your anxiety levels, self-perception, and other aspects of mental health. Mental health conditions show up in many ways. Anxiety, depression, and eating disorders are some of the most common.
### Depression
Most people feel sad at times. This is a normal reaction to loss or struggles we face. Being sad is not the same as having depression. When intense sadness lasts for several days or even weeks, and you are no longer interested in activities you once enjoyed, it may be depression. Depression can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at work and at home.
Depression occurs when something in our brain stops functioning correctly. This dysfunction prevents you from taking care of yourself, interferes with your relationships, and may lead to you missing school or work. Depression does not have a single cause. It can follow a life crisis or physical illness, but it can also occur spontaneously. Several factors including trauma, a significant life change, brain injury, and drug and alcohol misuse may contribute to depression. Regardless of how or why it occurs, depression is a treatable medical condition, and the ability to identify what it is and how to treat it is important.
Because depression is a medical illness, it needs to be treated by a health professional. If you are experiencing symptoms of depression, reach out to your doctor or call your local mental health resources on campus. During this situation, having a friend or family member to call and talk to is the fastest way to get the help you need. Building a network of support for yourself is critical.
### Suicidal Behavior
Suicide is when people direct violence at themselves with the intent to end their lives, and they die because of their actions.National Institute of Mental Health, “Frequently asked questions about suicide.” https://www.nimh.nih.gov/health/publications/suicide-faq/index.shtml People who contemplate suicide often experience a deep feeling of hopelessness. They often feel they can’t cope with challenging life events and are not able to see solutions to problems. At the moment, they are unable to see that the challenges are really only temporary. Most survivors of suicide attempts go on to live wonderful, full lives.
Help is available all day, every day, for anyone who might be in crisis. By offering immediate counseling to everyone that may need it, crisis centers provide invaluable support at the most critical times. If you or someone you know has warning signs of suicide, get help as soon as possible. Family and friends are often the first to recognize any warning signs and can help you to take the first step in finding treatment.
If someone is telling you that they are going to kill themselves, do not leave them alone, and call the suicide hotline at 988. The National Suicide Prevention Lifeline at 1-800-273-TALK (8255) is available 24 hours a day, 7 days a week. A Crisis Text Line is also available 24/7 by texting HOME to 741741, 85258, or 686868.
Depression is a key risk factor for suicide, along with substance abuse, chronic debilitating pain, mental health disorders, and a family history of suicide.
These are some of the warning signs to help you determine if a friend or loved one is at risk for suicide, especially if the behavior is new, has increased, or seems related to a painful event:
1. talking about wanting to die or to kill themselves
2. looking for a way to kill themselves, like searching online or buying a gun
3. talking about feeling hopeless or having no reason to live
4. talking about feeling trapped or in unbearable pain
5. talking about being a burden to others
6. increasing the use of alcohol or drugs
7. acting anxious or agitated; behaving recklessly
8. sleeping too little or too much
9. withdrawing or isolating themselves
10. showing rage or talking about seeking revenge
11. extreme mood swingsU.S. Substance Abuse and Mental Health Services Administration. “We can all prevent suicide.” https://suicidepreventionlifeline.org/how-we-can-all-prevent-suicide/
### Eating Disorders
Eating disorders are not uncommon among students. Stress or anxiety may create a desire for some students to overeat, while others may develop a concern about body shape or weight and significantly reduce their food intake. The table below provides three common eating disorders.
Eating disorders can lead to many complications, some of them very serious, like heart conditions and kidney failure. It is crucial for anyone with an eating disorder to stabilize their health, then continue medical care and counseling to reach full recovery. Eating disorders can be treated successfully with medical care, psychotherapy, counseling, or coaching. It is important to seek treatment if you suspect there is an issue. Treatment can address any underlying psychological issues. If you think you might have an eating disorder, visit a doctor or your campus health center. The National Eating Disorders Association also offers information, help, and support.
### Anxiety Disorders
Anxiety disorders are the most common mental health concern in the United States, and while there are many types of anxiety disorders, they all have one thing in common: “persistent, excessive fear or worry in situations that are not threatening.”National Institute of Mental Health. “Anxiety Disorders.”, https://www.nami.org/NAMI/media/NAMI-Media/Images/FactSheets/Anxiety-Disorders-FS.pdf Physically, your heart may race, and you may experience shortness of breath, nausea, or intense fatigue. Talk with a mental health care professional if you experience a level of anxiety that keeps you from your regular daily activities.
### Identifying Anxiety
Experiencing stress is both normal and healthy to build both your self-efficacy and resilience. We typically experience different types of stressors throughout the day. Although stress doesn’t always feel good for us to experience and is often unpleasant when it is happening, it is typically for a short amount of time. Think about the last time you were stressed: taking an important final exam, having to present your work in front of classmates, introducing yourself to others at a new club you joined. These situations are typically very short and centered around a particular event. You may experience sweaty palms, a fast heartbeat, a headache or stomachache, but these feelings usually go away after the situation. To learn more about what stress does to your body, visit the American Psychological Association's page on stress.
On the other hand, when you are experiencing anxiety, your body and mind are trying to communicate to you that you need to seek help and may need medical treatment. Anxiety will feel similar to a stressful situation, as described above, but the feeling doesn’t go away. Using an example from above, you have to present your work in front of your classmates today and you feel very nauseous, your heart is pounding so hard in your chest you feel dizzy and have to sit down. You don’t think you can walk the 10 minutes to class and decide to just skip class and stay home. This may be anxiety. Anxiety is different than stress as it sometimes prevents you from doing your daily activities. Anxiety may affect your ability to concentrate, increase your risk for heart disease, can weaken your immune system, disrupt your sleep, and can cause fatigue, and depression.The University of Maryland Medical Center UMMC, https://www.umms.org/ummc The table above contrasts the differences between stress and anxiety so that you can better determine what you are experiencing over time. When you feel any of the symptoms listed above, ask yourself “Is this stress or anxiety?”
### Additional Resources
Because entering college is such a big transition, it is important to know what health services are available on your campus. Some help may be beyond the scope of a college counseling program, and if this is the case, your college health center can refer you to off-campus resources to support you.
Regardless of where you attend college, OK2TALK and NAMI offer online, text, and phone support.
1. OK2TALK is a community for young adults struggling with mental health problems. It offers a safe place to talk.
2. Call the NAMI helpline at 800-950-6264, or txt NAMI to 741741.
Your brain requires a constant supply of energy to function. What you eat and are exposed to have a direct impact on its processes, your mood, and your ability to make good decisions. A majority of college students feel anxious, lonely, or depressed at some point during the year. We all have bad days, and sometimes bad days string into weeks. It’s okay to feel bad. What’s important is to acknowledge and work through your feelings, and find a friend or a counselor to talk to.
### Developing Coping Strategies
Everyone experiences stress during their lives. It is part of the human experience, and despite how healthy and well-adjusted you are, stress is inevitable. What makes a difference is how you deal with it. One of the most important things you can do is to keep perspective on your stressors. When feeling stressed, ask yourself, on a scale of 1 to 100, how stressful a situation is this? Will I even remember this three years from now? When facing potential stressors, the way you interpret what you’re experiencing can intensify your stress or minimize it.
There are many ways to manage stress. Take a look at some of the suggestions below that can be added to your own “toolkit” for coping with stress. As you read through the descriptions, think about the following questions:
1. Which ones have you tried? You may already have one or more that work really well for you.
2. Which ones do you want to try? If you have not tried any or many, consider focusing on adding one to your strategies for coping with stress.
3. Which ones would be best in certain situations? It’s helpful to have different tools for different situations—for example, a calming yoga pose in your dorm room and deep breathing in the classroom.
### Mindfulness
Mindfulness means being present with your thoughts, feelings, bodily sensations, and surrounding environment. Mindfulness is also without judgment—meaning there is no right or wrong way to think or feel in a given moment. When we practice mindfulness, our thoughts tune into what we’re sensing in the present moment rather than rehashing the past or imagining the future.Moran, Joan; University of California at Los Angeles. “Pause, reflect and give thanks.” http://newsroom.ucla.edu/stories/gratitude-249167
Anything that keeps you present in the moment and gives your prefrontal cortex (the reasoning and thinking part of your brain) a break is practicing mindfulness. Mindfulness can be a slow walk; looking intently at the grass, trees, flowers, or buildings; and being aware of what you are sensing and feeling. Mindfulness can be sitting quietly—even sitting still in a quiet place for as little as a few minutes can reduce heart rate and blood pressure.
Developing a practice of mindfulness is easier than you may think:
1. Slow down. From brushing your teeth, to washing your face, to shampooing your hair—can you take the speed out of getting ready in the morning? Focus on the activity, pay attention to what you are doing, stay present (this means don’t think about what happened last night or what’s in store for the day, just stay focused on the activity), and take your time.
2. Focus on your breath. How fast are you breathing? Is your breath coming from your chest or your belly? Can you feel the air come through your nose on the inhale? Can you slow down the exhale? Can you feel your body relax when you slow the exhale?
3. Connect to your environment. Walk for a few minutes, focused on the world around you—look at the leaves on the trees or the light at the corner, listen to the sounds around you, stay with your surroundings, and observe what you see and hear around you.
### Deep Breathing
When people hear mindfulness they often think of meditation. While meditation is one method of mindfulness, there are many others that may be simpler and easier for you to practice. Deep breathing helps lower stress and reduce anxiety, and it is simple yet very powerful. A daily mindful breathing practice has been shown to reduce test anxiety in college students.Levitin, Time Special Edition 2018, The New Mindfulness A 2-4-6-8 breathing pattern is a very useful tool that can be used to help bring a sense of calm and to help mild to moderate anxiety. It takes almost no time, requires no equipment, and can be done anywhere:
1. Start by quickly exhaling any air in your lungs (to the count of 2).
2. Breathing in through your nose, inhale to the count of 4.
3. Hold your breath for a count of 6.
4. Slowly exhale through your mouth to the count of 8.
This is one round. Do not repeat the quick exhale again. Instead start round two with an inhale through your nose to the count of 4, hold for 6, and exhale to 8. Repeat for three more rounds to relax your body and mind.
With practice, 2-4-6-8 breathing will become a useful tool for times when you experience tension or stress.
### Meditation
Dan Harris, a news reporter at ABC, suffered a major panic attack on national television. Following this challenging period in his life, he learned to meditate and found that it made him calmer and more resilient. He’s now on a mission to make meditation approachable to everyone. Dan used to be a skeptic about meditation but now says that if he learned to meditate, anyone can learn to meditate! Dan reminds us that we are going to get lost, and our mind is going to stray, and that’s okay. Simply notice when you’re lost and start over. Every time your mind strays and you start over, it is like a bicep curl for your brain. Start with 3 minutes of meditation, and slowly work your way up to 15 or 20. To hear more about Dan’s journey, watch this video, and for a simple meditation to get started, you can try one of the videos on the meditation Youtube channel. There are also some great meditation apps including Insight Timer, CALM, and Headspace.
### Gratitude
Too often people think it is the external factors that bring us joy and happiness, when really it’s all related to internal work. According to UCLA’s Mindfulness Awareness Research Center, “Having an attitude of gratitude changes the molecular structure of the brain, and makes us healthier and happier. When you feel happiness, the central nervous system is affected. You are more peaceful, less reactive and less resistant.”2016 Study Journal of PLoS One, https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000316
Numerous studies show that people who count their blessings tend to be happier and less depressed. In a UC Berkeley study, researchers recruited 300 people who were experiencing emotional or mental health challenges and randomly divided them into three groups. All three groups received counseling services. The first group also wrote a letter of gratitude every week for three weeks. The second group wrote about their thoughts and feelings with negative experiences. The third group received only counseling. The people in the group who wrote gratitude letters reported significantly better mental health for up to 12 weeks after the writing exercise ended.
This would suggest that a healthy emotional self-care practice is to take note of good experiences or when you see something that makes you smile. Think about why the experience feels so good. According to Rick Hanson, author of Resilient, “Each day is strewn with little jewels. The idea is to see them and pick them up. When you notice something positive, stay with the feeling for 30 seconds. Feel the emotions in your whole body. Maybe your heart feels lighter or you’re smiling. The more you can deepen and lengthen positive experiences the longer those positivity neurons in your brain are firing—and the longer they fire the stronger the underlying neural networks become. Repeat that process a half dozen times a day and you’ll feel stronger, more stable and calmer within a few weeks.”Hanson, R. (2020). Resilient. Harmony
### Asking for Help
If you find that you are stuck in a low mood and are more often feeling down, hopeless, a burden to others and simply don’t find many things bring you joy, you may need help from a professional. As just discussed, there may be situations when you may want advice or support and need to reach out to others. Having your own support system is key. In this section you will build the foundation of your support system.
You may have a teacher, guidance couselor, a friend's big brother/sister, or your own sibling who has helped you through difficult situations. Once in college, some of them may be harder to reach. Consider who you know now and start the process of building a bigger system.
Reaching out and making a few good friends in this new environment will be a great start in this process. This may be easier said than done; however, it is a great skill to develop when in college as you are around so many people. You will also share at least one or two values or strengths with these individuals at your school which is a great conversation starter. Other people that may be in your support system could be family members, professors or counselors at school, or even a sports coach or leader of a community group you participate in.
Examples of situations in which you may need to ask for help are endless. You may have low motivation to complete assignments or attend class, be unable to concentrate during lectures, feel helpless with simple tasks, miss family or friends, or just feel unhappy with being in college. All of these situations could be related to a lack of sleep, poor eating habits, the negative effects of sustained stress, or symptoms of depression you may be experiencing. If you find that you are failing class or are in danger of being dropped because of attendance issues, or just can’t seem to be motivated to leave your dorm room, use your support system. provides a flowchart for dealing with common situations you may experience in college by providing prompts for determining when you can make changes on your own and when you may need to seek help.
If you found yourself in one of these situations and needed support today, who would you call and why? If they weren’t available, who is the next person on your list? Having a plan and a group of people you can reach out to is a game changer for when you are stuck in a situation and need help in moving forward.
Sometimes, seeking help and starting the conversation with someone can feel intimidating and even stressful. Consider these examples to help you begin:
1. “I feel very alone today. Can we talk?”
2. “I think I am going to fail my class. I could really use some help coming up with a plan.”
3. “I said some things that I shouldn’t have to my close friend and don’t know what to do about it. What would you do if you were me?”
4. “You are so good at working in groups and I just hate it. It makes me feel so uncomfortable. Could you tell me how you do it?”
5. “I have to get up in front of my class to present on a research topic and I am very nervous. What can I do to feel less stressed about this?”
Having a list of a few people that you can call or stop to chat with will make these situations easier to manage and help you feel like you are not in it alone. When you do reach out, consider how you feel, what your mood is like, if you have a handle on your emotions. You should be able to express yourself in the situation but have space to receive help. Remember it is best to go for a walk to cool off or take a few moments by pausing to gather your thoughts. This is a great time to pull in your support system to help you work through these feelings and emotions. With your support system you will be able to have a clearer picture of the problem and discover some steps to take to overcome the situation. |
# Maintaining Your Mental Health and Managing Stress
## The Role of Social Media on Mental Health
Questions to Consider:
1. Why do I use social media?
2. How can I balance positive and negative social media use?
3. How can I identify and improve problematic social media use?
4. What should I do if I experience cyberbullying?
Some people refer to the time we are living in as the age of overload. It’s easy to get worn down by social media and the constant news cycle, and to be overwhelmed by too many choices that social media affords us. We live in a fast-paced, always-on world with a lot of pressures.
Social media offers many benefits, from staying connected to your loved ones and friends, learning about events in your community, and providing you with the ability to get information quickly. Unfortunately, these benefits are compounded with many risks (see ).Haddad JM Curr Psychiatry Rep. 2021; 23(11): 70. Among college students, social media has also been associated with negative effects on self-esteem and self-image. Overuse of social media has been found to increase symptoms of anxiety, loneliness, and depression.
### Uncovering Your Relationship with Social Media
By better understanding your relationship with social media, you will be more successful in finding the right balance and occasions for using it. The best way to get started is to just become aware of your relationship with social media and how it may or may not impact your own mental health.
Upon reflection from the activity above, where is your relationship with social media? To consider the relationship another way, think about the questions in the table below? Which more accurately describes your most frequent feelings when using social media?
### Impact on Your Focus and Attention
When asked how social media use impacts a student’s ability to study, two out of three undergraduate college students indicated they were more drawn to social media than their school work.Kolhar M Saudi Journal of Biological Sciences 2021; 28(4):2216 Although the answer may be as simple as social media is more fun, the deeper issue may be related to how your use of social media has trained your brain to prefer to take in information in short doses. Social media rewards a distracted, shorter attention span, which may reward giving our brain quick doses of dopamine. (Dopamine is a chemical in your brain related to feelings of pleasure or satisfaction.) Similarly, when your phone beeps, buzzes, or vibrates with new posts waiting for you, your brain receives a dose of dopamine.
Distractions from social media have also been linked to our desire to be connected and be available for people in our networks.Koessmeier C Frontiers in Psychology 2021. “Why are we distracted by social media?” https://www.frontiersin.org/articles/10.3389/fpsyg.2021.711416/full Similar studies have shown that the fear of missing out (FoMO) leads to significant social media-driven distractions.
The first step of gaining control over these distractions is by eliminating them. As you know, you can easily turn on/off your phone (watch, computer, etc.) notifications. Consider switching away from social media during your relaxing time and pick up a book or magazine, an old school puzzle, or journaling on paper. Another way to improve your concentration is to focus on one task at a time. Put away your phone for 30-90 minutes, jot down three tasks you need to complete, and check one off at a time. The more you use these strategies, the faster you will regain your focus and attention.
### Impact on Relationships
Problematic social media use has been well documented among individuals who experience social anxiety and loneliness.O’Day EB Computers in Human Behavior Reports 2021 For these individuals, social media is often used as a form of connection when in-person relationships are lacking. As mentioned above, for individuals who actively use social media as a way to directly communicate with others, social media use can provide social support and connection. Alternatively, those who use social media more passively, such as only to view other’s lives, have more negative outcomes that can include depression and anxiety. Are you active in your engagement or passive?
If you feel your engagement is only passive, consider this as a red flag, and start by setting boundaries on your social media use as discussed above. To prevent social media from impacting your relationships, consider using social media more actively by reaching out to those in your network to plan in-person meet ups. Also, if you find yourself frequently comparing yourself to what you see on others’ social media, remember that people’s digital life might not be reflective of reality. If you find such comparisons damaging your self-esteem and relationship with yourself, reach out to your support network and open the conversation.
### Need for Validation
Consider this scenario: Josh just finished finals week and posted on social media, “I guess I will start packing up my room. I know I just failed my chemistry final. My parents are going to threaten not to pay for next semester.” An hour later, Josh is back in his dorm room and checks his account. No comments. No likes. No “hug” or “care” emoji.
How did you feel when you read this situation? Did it trigger you to cringe and feel bad for Josh? Have you ever found yourself in a similar situation? How did you feel then?
When you first started using social media you may have simply posted a picture or update in order to keep your friends and family connected with your life. At some point in time, you likely started to expect likes and comments. Eventually, if you don’t get the same level of likes and comments you have become accustomed to, you may start to think your connections are not interested in you.
According to research, the lack of response is often interpreted as “no one cares since no one took the time to respond.” This line of thinking can lead to self-doubt, insecurity, and anxiety.McLean Hospital. “The social dilemma: Social media and your mental health.” https://www.mcleanhospital.org/essential/it-or-not-social-medias-affecting-your-mental-health Seeking validation – either positive or negative -- via social media is moving your relationship with social media into problem territory. If you reach that point, you should pause and reflect on the meaning of this behavior. One of the immediate steps you can take to disrupt this unhealthy cycle is to pause before you post.
### Problematic Social Media Use
In 2021, the average internet user spent nearly two and a half hours per day on social media.Kemp S. “Reels Grew by 220M and other mindblowing stats.” Hootsuite blog, 2022. https://blog.hootsuite.com/simon-kemp-social-media/ That translates to over 37 days per year, and over the average lifetime, more than seven years of time. Let that sink in. Since we spend so much time on social media, dedicating such a massive portion of our lives to it, it’s even more important we spend that time well. As stated above, there are definitely positives associated with engaging in social media, especially if you use it to learn more, broaden your social network, and enhance your life by letting it lead you to new offline experiences. However, there are times when social media use, or overuse, can be problematic and unhealthy.
Factors that lead to an individual having problematic social media use include the following:
1. poor self-regulation,
2. lack of control of time spent on social media,
3. social media as a mood regulator,
4. history of obsessive thinking,
5. social media impacting your social and/or professional life, and
6. if social media use is altered to negate these negative factors yet the individual relapses.Stanculescu E. Telematics and Informatics. 2022. “Social media addiction profiles and their antecedents.” https://dl.acm.org/doi/abs/10.1016/j.tele.2022.101879
As a student, problematic social media use could mean that your attendance in class declines or you fail to complete assignments, which leads to lower academic achievement. You may find watching videos and viewing posts more satisfying than learning. You may regularly become distracted while participating in activities that require your full attention, such as driving.Sun Y. Addictive Behaviors. 2021. “A review of theories and models applied in studies of social media addiction and implications for future research” Further, problematic social media use refers to using social media platforms for reasons that are illegal, unethical, or socially unacceptable behaviors such as stalking, bullying, or spreading misinformation.
As previously described, evaluating your relationship with social media is the first place to start. In a recent intervention to decrease problematic social media use, students were asked to log their daily use of social media for one week.Hou Y. Journal of Psychosocial Research on Cyberspace. 2019. “Social media addiction: its impact, mediation, and intervention.” They logged the length of their time on social media, as well as how they were using it and their thoughts and emotions. After one week, students significantly reduced their level of problematic social media use and improved their mental health and academic efficiency.
### Cyberbullying
The relationship between mental health issues and bullying is well documented. The relationship between mental health and bullying in the digital space, known as cyberbullying, is a newer problem and unfortunately provides a platform for bullies to say things behind the screen that most likely would never be said in person. Compared to traditional bullying, cyberbullying isn’t easily reduced by supervision, has the potential for larger audiences, is often anonymous, and has fewer opportunities for someone to provide direct feedback in order to put a stop to the activity.Sticca F. Journal of Youth and Adolescence. 2013. “Longitudinal risk factors for cyberbullying in adolescence.”
For individuals experiencing cyberbullying, it is much harder to avoid attacks and/or escape as the bullying can take place any time of the day. Cyberbullying has a larger audience due to how well connected social media is throughout the community, state, country, and world. Posts and conversations on social media have limitless reach which often puts the victim in a situation with very little control. Once information is in the virtual world, the text becomes very hard to remove and can “go viral” where it becomes so popular you can find it on any search platform.
Cyberbullying via social media can affect people of all ages, and it puts individuals in a difficult situation in which they cannot adequately defend themselves. The roles of each person involved in cyberbullying is consistently in a state of transition as people switch roles from being the victim, to the perpetrator, or the bystander as social media features (i.e., like, share) are utilized. In a recent study of US college students, 1 out of 2 students report being a victim of cyberbullying, while 1 out of 4 students report being a perpetrator at least one time per month.Giumetti GW. Aggressive Behavior 2022;48:40. “Predictors and outcomes of cyberbullying among college students: A two-wave study.” https://onlinelibrary.wiley.com/doi/abs/10.1002/ab.21992
Prevention strategies to decrease frequency of cyberbullying events are limited; however, research addressing victimization has noted the most effective strategy is to engage your social support network. Together you and a supportive person in your life can discuss the situation and make a plan to avoid further cyberbullying. Eliminating your social media platform where the attacks are occurring is not the only solution. Social media companies are aware that their users may experience these negative events and have put systems into place to report when users engage in such attacks. These companies have also enabled features to block or modify account privacy to prevent situations in the future. The table below provides common examples of cyberbullying and their explanations. |
# Maintaining Your Mental Health and Managing Stress
## Physical Health Basics
Questions to Consider:
1. What is healthy eating?
2. Why is it important to stay hydrated?
3. How important is exercise to a healthy body?
4. Are you getting enough sleep to be healthy?
5. What are toxins, and how can they affect your health?
You have one body. Treat it well so as to maximize its ability to serve you throughout your life. Often physical health gets moved to the bottom of the priority list when we are busy. Taking care of your physical health doesn’t mean six-pack abs or training for a marathon. It means honoring your physical needs so your body can function properly, feeding your cells the nutrients that will keep your body working well your entire life, and minimizing exposure to toxins to reduce your risk of disease.
### Healthy Eating
While it’s not the only thing that contributes to great health, what you eat makes a huge difference. We have 37 trillion cells in our body. The only way they function optimally is with good nutrition. As a college student, you will be surrounded by temptations to eat poorly. Although it is okay to choose unhealthy food options in moderation, your goal will be to focus on making healthier choices to fuel your mind and body daily.
One way to ensure you are making healthy meal choices is by using the United States Department of Agriculture (USDA) Healthy Plate Guidelines. MyPlate illustrates five different food groups considered the building blocks for a healthy plate for each meal—vegetables, fruits, protein, grains, and dairy.
### Whole Foods vs. Processed Foods
Choose whole foods. Whole foods are any foods that have not been processed, packaged, or altered in any way. Whole foods are an essential part of a healthy diet because they contain the vitamins and minerals our bodies need.
Examples of whole foods include the following:
1. Vegetables: Carrots, broccoli, kale, avocados, cauliflower, spinach, peppers
2. Fruits: Apples, bananas, blueberries, strawberries, grapes, melons, peaches
3. Grains: Brown rice, oatmeal, barley, buckwheat, quinoa, millet
4. Beans: Black, pinto, kidney, black-eyed peas, chickpeas
Minimize non-whole foods, often called processed foods. These are foods that have been processed, such as cookies, hot dogs, chips, pasta, deli meat, and ice cream. Even seemingly healthy foods like yogurt, granola, and other cereals are processed and should be checked for added sugar and other unhealthy ingredients. Review the label on these items and look for products that have less than 5 grams of fat and 10 grams of added sugars per serving. Also, review the dietary fiber and select products that have at least 3 grams per serving. Dietary fiber is a good thing; the higher the number the better. Fiber makes you feel full, and helps with digestion. Following these simple guidelines will help you select the best foods.
The average American eats 62 percent of their daily calories from processed foods.Dr. Joel Furhman https://www.mensjournal.com/features/joel-fuhrman-the-doctor-is-out-there-20121107/ In order for your body to be as healthy as possible, it’s extremely important to include lots of whole foods in your diet.
### How to Read a Food Label
The U.S. government requires food manufacturers to put a label on every processed food product. This is so we, as consumers, know what we are putting into our bodies and can make good dietary choices. A quick review of the label will provide a lot of important information about what you are eating, yet most people don’t take the time to read the label. This is a big mistake.
Think of the front of the package as a marketing billboard. Don’t be fooled by the marketing. Every day millions of dollars are spent to persuade us to eat foods that are not healthy for us. Through visuals and words (like natural, healthy, or gluten free), the food industry wants us to make assumptions about the nature of a food product without looking at the facts. For example, many people eat protein bars thinking they are a healthy choice, but protein bars can have up to 30 grams of sugar! Understanding the nutrition information and ingredients will help you make healthier choices. When you take the time to read the labeled ingredients, you are no longer being marketed to—you are staring at the facts.
This video on how to read a food label is a helpful overview on what else to look for.
### What You Drink
What is your go-to drink when you are thirsty? Soda? Juice? Coffee? How about water? Most of your blood and every cell in your body is composed of water. In fact, water makes up 60 to 80 percent of our entire body mass, so when we don’t consume enough water, all kinds of complications can occur. To function properly, all the cells and organs in our body need water. Proper hydration is key to overall health and well-being. By the time you feel thirsty, you are already dehydrated. Dehydration is when your body does not have as much water and fluids as it needs.
Researchers at Virginia Polytechnic discovered that mild dehydration (as little as losing 1 to 2 percent of body water) can impair cognitive performance.University of Virginia https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207053/ Water increases energy and relieves fatigue, helps maintain weight, flushes toxins, improves skin complexion, improves digestion, and is a natural headache remedy (your brain is 76 percent water). Headaches, migraines, and back pains are commonly caused by dehydration. Your body will also let you know it needs water by messaging through muscle cramps, achy joints, constipation, dry skin, and of course a dry mouth.
Aside from feeling thirsty, the easiest way to tell if you are dehydrated is to check your urine. If it is a dark shade of yellow, your urine is over-concentrated with waste. Water helps to flush out waste, so when you’re hydrated there’s a higher ratio of water to waste, turning your urine a lighter color.
One of the best habits you can develop is to drink a large glass of water first thing in the morning. Your body becomes a little dehydrated as you sleep. Drinking water first thing in the morning allows your body to rehydrate, which helps with digestion and helps move the bowels for regularity in the morning. It also helps to eliminate the toxins your liver processed while you slept.
Check out this video for more benefits of drinking water.
“But I don’t like the taste of water!” No problem. Select any non-caloric beverage. Flavored waters are a perfect choice and there are many options with and without bubbles or caffeine. Limit your intake of caloric beverages such as juice, soda, and high calorie beverages at your favorite coffee shop.
### Exercise
Many people exercise to maintain or lose weight, or increase cardiovascular health, but physical outcomes are only one potential benefit of exercise. Regular exercise can improve the quality of your sleep, strengthen your bones, increase your energy levels, and reduce your risk of high blood pressure, diabetes, and even some forms of cancer.Harvard Medical School https://www.health.harvard.edu/newsletter_article/Exercise_as_medicine Regular exercise is key to living a long, healthy life.
There are three basic types of exercise—flexibility, strength training, and cardiovascular.
1. Flexibility is the range in motion of the joints in your body, or the ability for your muscles to move freely. Without adequate flexibility, daily activities can become difficult to do. Stretching increases your body’s flexibility, improves circulation, and sends more blood to your muscles. Just a few minutes a day of deep stretching can have a powerfully positive impact on your health. Yoga and Tai Chi are other wonderful ways to improve your flexibility.
2. Strength is the body’s ability to produce force. Strength training helps improve muscle strength and muscle mass, which will become increasingly important as you age. Increased muscle helps your body burn calories more efficiently. Strength training also helps maintain bone strength. In addition to lifting weights, other ways to build strength include push-ups, pull-ups, squats, lunges, and yoga.
3. Cardiovascular is the body’s ability to use oxygen efficiently during exercise. As one’s ability to use oxygen improves, daily activities can be performed with less fatigue. Great cardiovascular modes of exercise include jogging, swimming, biking, and HIIT (high intensity interval training). HIIT is short bursts of intense activity followed by a rest period. With HIIT, you can squeeze a lot of benefit into a short period of time. Click here for an example of HITT workouts.
Research indicates that regular aerobic exercise can support memory and cognition. In these studies, aerobic exercise generally increases the number of new neurons created in the brain’s memory center and also reduces inflammation.Kelty, Journal of Applied Physiology Inflammation in the brain may contribute to the development of dementia and other neurodegenerative conditions. It might be good timing to take a jog before you sit down to study for a test!
It’s important to move throughout the day, and every day. Aim to exercise for 150 minutes a week. You don’t have to be the king or queen of CrossFit; it’s the daily movement that is most important. Research has found that three brisk walks for 10 minutes a day is a great start. While it is best to integrate all three types of exercise, the best exercise is the one you will actually do. Find and commit to a form of exercise you will enjoy.
### Sleep
How often do you wake up filled with energy, eager to embrace the day? How often do you wake up still tired, with heavy eyes that just don’t want to open? Your answer to these questions has a direct bearing on the quality of your decisions, your ability to use good judgment, the extent to which you can focus in the classroom, and ultimately your long-term health.
A great night’s sleep begins the minute you wake up. The choices you make throughout the day impact how quickly you fall asleep, whether you sleep soundly, and whether your body is able to successfully complete the cycle of critical functions that only happen while you sleep.
Sleep is the foundation of health, yet almost 40 percent of adults struggle to get enough sleep.Cleveland Clinic, https://health.clevelandclinic.org/lack-sleep-make-crave-junk-food/ Lack of sleep affects mental and physical performance and can make you more irritable. The diminished energy that results from too little sleep often leads us to make poor decisions about most things, including food. Think about the last time you were really tired. Did you crave pizza, donuts, and fries—or a healthy salad? Studies have shown that people who sleep less are more likely to eat fewer vegetables and eat more fats and refined carbohydrates, like donuts.Cleveland Clinic, https://health.clevelandclinic.org/lack-sleep-make-crave-junk-food/
With sufficient sleep it is easier to learn, to remember what you learned, and to have the necessary energy to make the most of your educational experience. Without sufficient sleep it is harder to learn, to remember what you learned, and to have the energy to make the most of your educational experience. It’s that simple.
### What Happens When We Sleep?
Sleep is a time when our bodies are quite busy repairing and detoxifying. While we sleep we fix damaged tissue, toxins are processed and eliminated, hormones essential for growth and appetite control are released and restocked, and energy is restored.
A review of hundreds of sleep studies concluded that most adults need around eight hours of sleep to maintain good health. Some people may be able to function quite well on seven and others may need closer to nine, but as a general rule, most people need a solid eight hours of sleep each night. And when it comes to sleep, both quantity and quality are important.
When sleep is cut short, the body doesn’t have time to complete the phases for the repair and detoxification.
A tiny lobe called the pineal gland helps us fall asleep. The pineal gland secretes melatonin to calm the brain. The pineal gland responds to darkness. If you are watching TV until the minute you go to bed and then sleep with the artificial light from smartphones and other devices, your brain is tricked into thinking it is still daylight; this makes it difficult for the pineal gland to do its job. In addition, if the TV shows you watch before bed are violent or action-packed, your body will release cortisol (the stress hormone). Anything that creates stress close to bedtime will make it more difficult to fall asleep. A bedtime practice of quiet activities like reading, journaling, listening to music, or meditation will make it much easier to fall asleep.
### What Happens If You Don’t Get Enough Sleep?
Lack of sleep has a big impact on your overall state of health and well-being. Studies have linked poor sleep to a variety of health problems. The U.S. Centers for Disease Control and Prevention have identified sleep deprivation as a public health epidemic.
Some of the health risks of insufficient sleep include the following:
Increased risk of heart attack and stroke: In his book Why We Sleep, Matthew Walker, PhD, shares Japanese research showing that male workers who average six hours of sleep or less are 400 to 500 percent more likely to suffer one or more cardiac arrests than those getting more than six hours of sleep each night. Another study of women between the ages of 20 and 79 found that those who had mild sleep disturbance such as taking longer to fall asleep or waking up one or more times during the night were significantly more likely to have high blood pressure than those who fell asleep quickly and slept soundly.Matthew Walker, PhD
Impaired cognitive function: Even one night of sleeping less than six hours can impact your ability to think clearly the next day.
Increased risk of accidents: Sleep deprivation slows your reaction time, which increases your risk of accidents. You are three times more likely to be in a car crash if you are tired.
According to the American Sleep Foundation, 40 percent of people admitted to falling asleep behind the wheel at least once. A Governor’s Highway Safety Association report estimates there are 6,400 fatal drowsy-driving crashes each year. Fifty percent of these crashes involve drivers under the age of 25.Governors Highway Safety Association
Driving after 20 hours without sleep is the equivalent of driving with a blood-alcohol concentration of 0.08 percent—the U.S. legal limit for drunk driving.
Weight gain/increased risk for obesity: Sleep helps balance your appetite by regulating hormones that play a role in helping you feel full after a meal. Also, cortisol is released during times of anxiety, and exhaustion causes your body to produce more cortisol. This can stimulate your appetite.
Increased risk of cancer: Tumors grow up to three times faster in laboratory animals with severe sleep dysfunctions. Researchers believe this is because of disrupted melatonin production, as melatonin has both antioxidant and anticancer activity.
Increased emotional intensity: The part of the brain responsible for emotional reactions, your amygdala, can be 60 percent more reactive when you've slept poorly, resulting in increased emotional intensity.
For more information on the advantages and health risks of sleep watch this TED Talk by Matt Walker, PhD, Director of the Sleep Center at U California Berkeley.
### Tips to Improve the Quality of Your Sleep
Now that you are more aware of the ways insufficient sleep harms your body, let’s review some of the things you can do to enhance your sleep.
Make sleep a priority.
It can be challenging once in college, but try to get on a schedule where you sleep and wake at the same time every day to get your body accustomed to a routine. This will help your body get into a sleep rhythm and make it easier to fall asleep and get up in the morning.
Sleep in a cool, quiet, dark room.
Create a sleeping environment that is comfortable and conducive to sleep. If you can control the temperature in your room, keep it cool in the evening. Scientists believe a cool bedroom (around 65 degrees) may be best for sleep, since it mimics our body's natural temperature drop. Exposure to bright light suppresses our body’s ability to make melatonin, so keep the room as dark as possible. A 2010 study in The Journal of Clinical Endocrinology & Metabolism found that individuals exposed to room light “during the usual hours of sleep suppressed melatonin by greater than 50%.”JCEM, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3047226/ Even the tiniest bit of light in the room (like from a clock radio LCD screen) can disrupt your internal clock and your production of melatonin, which will interfere with your sleep. A sleep mask may help eliminate light, and earplugs can help reduce noise.
Avoid eating late or drinking alcohol or caffeine close to bedtime.
It is best to finish eating at least two hours before bedtime and avoid caffeine after lunch. While not everyone is affected in the same way, caffeine hangs around a long time in most bodies. Although alcohol will make you drowsy, the effect is short-lived and you will often wake up several hours later, unable to fall back to sleep. Alcohol can also keep you from entering the deeper stages of sleep, where your body does most of the repair and healing. A 2013 Scientific Research study concluded that “energy drinks, other caffeinated beverages and alcoholic beverages are risk factors of poor sleep quality.” It’s important to finish eating hours before bedtime so your body is able to heal and detoxify and it is not spending the first few hours of sleep digesting a heavy meal.
Start to wind down an hour before bed.
Making mindfulness and/or a gratitude practice (as discussed previously) a part of your bedtime routine are well documented as improving an individual's ability to fall asleep and have better quality of sleep. There are also great apps to help with relaxation, stress release, and falling asleep which include mediations, gratitude practice, and mindfulness. Consider the Insight Timer app, or any of the free apps listed by the American Sleep Association.
Exercise for 30 minutes a day.
One of the biggest benefits of exercise is its effect on sleep. A study from Stanford University found that 16 weeks in a moderate-intensity exercise program allowed people to fall asleep about 15 minutes faster and sleep about 45 minutes longer. Walking, yoga, swimming, strength training, jumping rope—whatever it is, find an exercise you like and make sure to move your body every day.
Improve your diet.
Low fiber and high saturated fat and sugar intake is associated with lighter, less restorative sleep with more wake time during the night. Processed food full of chemicals will make your body work extra hard during the night to remove the toxins and leave less time for healing and repair.
Sleep affects how we look, feel, and function on a daily basis and is vital to our health and quality of life. When you get the sleep your body needs, you look more vibrant, you feel more vibrant, and you have the energy to live your best life.
Now, with a better understanding of the benefits of getting the recommended hours of nightly sleep and the health risks of not getting enough sleep, what changes can you make to improve the quality and quantity of your sleep?
Difficulty sleeping may be a sign of something else happening in your mind or body (i.e., anxiety, insomnia, sleep apnea). If you are doing all the right things and still have trouble falling or staying asleep, talk to your doctor or go to your student health services.
Here are some resources to learn more:
1. Healthy Sleep, Harvard Medical School Division of Sleep Medicine
2. Insomnia Treatment, American Association of Sleep Medicine
3. Sleep Medicine, Society of Behavioral Sleep Medicine
### Friends & Family Matter
JT has always been a hard worker, even when balancing college and work has been stressful. However, shortly after the end of the year, JT’s family experiences the sudden death of his father. While he had had health issues, the family is not prepared for the loss, especially right after JT's grandparents, aunts, uncles, and cousins celebrated the holidays together. JT is very close to his family, and the thought of returning to his classes and continuing to work seems too much to bear.
Nonetheless, JT begins the new semester, but soon finds it difficult to get out of bed and go to class. Working is the only thing that he has motivation to do, perhaps because he needs to work to pay the bills. When JT feels well enough to go to class, he comes in late, loses focus during class, and forgets to submit assignments.
JT’s boss has seen no difference in his work ethic or behavior, but JT’s professors have noticed he is not performing well, and a few of them have reached out to find out what is going on. JT has ignored the professors’ emails and skipped appointments with his advisor to talk about his academic risk. Despite being encouraged to seek on-campus counseling, JT is convinced that he can get better on his own and doesn’t have the motivation to talk to anyone other than his family members who understand best what he is going through.
### Let’s Think About It
JT has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. JT continues to deal with his depression and anxiety by missing classes and avoiding work with the hope that with time it will get better.
2. JT talks to their professor about what he is going through to see if there is a way to get extensions on assignments.
3. JT meets with a counselor to talk through options for improving his mental health that would involve additional costs including regular therapy and medication.
### Let’s Talk About It
JT may feel uncomfortable expressing his mental and emotional needs—and he need not share personal health information with others if he does not want to—but he could communicate with those who are affected by his behaviors. Here are some suggestions for communicating with others about the dilemma that JT is facing:
1. “I am going through some tough things right now and have not been myself. While I am very committed to my education, my actions are not in line with that commitment. I am struggling with how to get back on track.”
2. “I have had some personal issues that have kept me from focusing on my course work. I am planning to seek some counseling and would like to talk about what steps I can take now, if any, to help me make up for lost time in the course.”
3. “I want to share an explanation—and not an excuse—about my behavior in and out of class. I have been struggling with some family issues that have made it difficult to feel good enough to come to class and do the work. Do you have any advice for me or would you be able to talk to me about it at length?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
As you learned in this chapter, your college experience will be impacted by your own health and well-being. During these years, you will start the process of learning who you are and who you want to be. Your values will be questioned and your strengths will become more apparent not only to you but also to your support system. The goal of this chapter was to introduce you to the complex relationship between your mind and body; to help you identify the differences between feeling stressed versus being anxious; and to know when feeling sad may be symptoms of depression.
This foundational knowledge will help to empower you to not only improve your self-efficacy, but also help you become more resilient during difficult situations. With the hope you can continue to grow in this area and improve your health and well-being, consider one of the items below and commit to setting it as your new top priority:
1. Reach out to your support system and start the conversation with a person you have identified as an important support for your health. Tell them why you included them and let them know that you value them as a key person in your life.
2. Identify other strategies that you can turn to during difficult times. Talk to your friends to learn how they handle difficult situations and if they have specific strategies that help them through such times.
3. Consider the resources available to you on campus. Are there classes that can help you learn to meditate or how to handle stress? Where is the student health service and what treatment and prevention opportunities are provided for students?
4. Think back to situations that did not go smoothly in the past. What knowledge and skills can you take from this chapter and apply to that situation which would have a different, more positive outcome. If a similar situation happens again, what would you do differently? |
# Understanding Financial Literacy
## Introduction
### Student Survey
How financially literate are you? This survey will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. Take this quick survey to figure it out, ranking the statements on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I actively and regularly plan and/or monitor my finances.
2. I understand the benefits and risks of credit.
3. I have a plan to repay my student loans.
4. I regularly take steps to protect my identity and assets.
You can also take the Chapter 8 survey anonymously online.
### About This Chapter
In this chapter, you will learn to reach your personal life goals by implementing financial planning and strategies to protect yourself, manage your money today, and put yourself in a better position for tomorrow. How you act today impacts your tomorrow.
By the end of this chapter, you should be able to do the following:
1. Align your personal and financial goals through smart financial planning.
2. Create a saving and spending plan and track your performance.
3. Identify best practices and risks associated with credit cards and other debt.
4. Determine the best opportunities for you to finance your college education.
### What Would You Do?
Think about this scenario: Everything was working out for Elan. They got into the college they wanted to, and some friends were planning to attend as well. They felt like an adult and were looking forward to new freedoms and opportunities. Elan’s parents let them get a credit card after high school graduation. Elan shared an apartment with their friends just off campus, and was able to get where they needed to go because they had a car. Elan had also saved over $1,000 from gifts and a summer job. They needed a new laptop.
Elan planned to stay within set limits. They went to the store and found a very knowledgeable salesperson, Jermain, who said he knew exactly what Elan needed. Jermain pointed out that the laptop in Elan’s budget would do schoolwork just fine, but it was not as powerful as the best unit with advanced gaming features. Plus, the better computer came with new headphones! Jermain suggested that Elan could later sell the computer to incoming students. (Most first-year students bought used computers if they did not have one when they came to school.) The high-powered computer was $2,000, though, and Elan didn’t have that much money. Maybe they should use the credit card? Maybe their new part-time job would pay for it? But Jermain arranged for a small down payment and monthly payments of only $100. That did not seem too bad to Elan. The future looked bright.
At least, that’s what Elan thought. They soon realized that working more hours meant fewer hours to study. Meanwhile, Elan’s rent and gas usage went up, and, as a young car owner, their insurance was through the roof. Only three months into the first semester, Elan missed a payment on the laptop and accrued a late fee. They put the next laptop payment on the credit card. Soon, Elan was alternating payments between the credit card, laptop, and car, building up interest and late charges. Now Elan was having trouble paying their rent and started getting calls from creditors. Everything had seemed so promising. Elan didn’t know where they had gone wrong.
Elan comes to you and shares the situation. They ask, “What could I have done differently?”
This chapter offers you insight into your finances so that you can make good decisions and avoid costly mistakes. We all face chances to spend money to try to get what we want. Many think only about now and not next month, next year, or ten years from now, but our behavior now has consequences later. Not everyone can own all the latest technology, drive their dream car, continually invest for their retirement, or live in the perfect home at this moment. But by understanding the different components of earning money, banking, credit, and budgeting, you can begin working toward your personal and financial goals. We’ll also discuss a related topic, safeguarding your accounts and personal information, which is critical to protecting everything you’ve worked for. By the end of this chapter, you will have good insights for Elan . . . and yourself! |
# Understanding Financial Literacy
## Personal Financial Planning
Questions to Consider:
1. What simple steps do I take to create a financial plan?
2. How do I use financial planning in everyday life?
3. How is the financial planning process implemented for every purchase?
Honestly, practicing money management isn’t that hard to figure out. In many ways it’s similar to playing a video game. The first time you play a game, you may feel awkward or have the lowest score. Playing for a while can make you okay at the game. But if you learn the rules of the game, figure out how to best use each tool in the game, read strategy guides from experts, and practice, you can get really good at it.
Money management is the same. It’s not enough to “figure it out as you go.” If you want to get good at managing your money, you must treat money like you treat your favorite game. You have to come at it with a well-researched plan. Research has shown that people with stronger finances are healthierhttps://www.sciencedirect.com/science/article/pii/S0277953613002839 and happier,https://academic.oup.com/geronj/article-abstract/38/5/626/578092 have better marriages,https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-3729.2012.00715.x and http://onlinelibrary.wiley.com/doi/10.1111/j.1741-3729.2012.00715.x/abstract and even have better cognitive functioning.https://science.sciencemag.org/content/341/6149/976%20
### The Financial Planning Process
Personal goals and behaviors have a financial component or consequence. To make the most of your financial resources, you need to do some financial planning. The financial planning process consists of five distinct steps: goal setting, evaluating, planning, implementing, and monitoring.
### Financial Planning in Five Steps
1. Develop Personal Goals
2. Identify and Evaluate Alternatives for Achieving Goals for My Situation
3. Write My Financial Plan
4. Implement the Plan
5. Monitor and Adjust the Plan
### How to Use Financial Planning in Everyday Life
The financial planning process isn’t only about creating one big financial plan. You can also use it to get a better deal when you buy a car or computer or rent an apartment. In fact, any time you are thinking about spending a lot of money, you can use the financial planning process to pay less and get more.
To explore financial planning in depth, we’ll use the example of buying a car.
### 1. Develop Goals
First, what do you really need? If you’re looking for a car, you probably need transportation. Before you decide to buy a car, consider alternatives to buying a car. Could you take a bus, walk, or bike instead? Often one goal can impact another goal. Cars are typically not good financial investments. We have cars for convenience and necessity, to earn an income and to enjoy life. Financially, they are an expense. They lose value, or depreciate, rather than increasing in value, like savings. So buying a car may slow your savings or retirement plan goals. Cars continually use up cash for gas, repairs, taxes, parking, and so on. Keep this in mind throughout the planning process.
### 2. Identify and Evaluate Alternatives for Achieving Goals in Your Current Situation.
For this example, let’s assume that you have determined the best alternative is to buy a car. Do you need a new car? Will your current car last with some upkeep? Consider a used car over a new one. On average, a new car will lose one-fifth of its value during its first year.Krome, Charles. “Car Depreciation.” 2018, Carfax. https://www.carfax.com/blog/car-depreciation Buying a one-year-old car is like getting a practically new car for a 20 percent discount. So in many cases, the best deal may be to buy a five- or six-year-old car. Sites such as the Kelley Blue Book website (KBB.com) and Edmunds.com can show you depreciation tables for the cars you are considering. Perhaps someone in your family has a car they will sell you at a discount.
Do you know how much it will cost in total to own the car? It will help to check out the total cost of ownership tools (also on KBB.com and Edmunds.com) to estimate how much each car will cost you in maintenance, repairs, gas, and insurance. A cheap car that gets poor gas mileage and breaks down all the time will actually cost you more in the long run.
### 3. Write Down Your Financial Plan
### 4. Implement Your Plan
Once you’ve narrowed down which car you are looking for, do more online research with resources such as Kelley Blue Book to see what is for sale in your area. You can also begin contacting dealerships and asking them if they have the car you are looking for with the features you want. Ask the dealerships with the car you want to give you their best offer, then compare their price to your researched price. You may have to spend more time looking at other dealerships to compare offers, but one goal of online research is to save time and avoid going from place to place if possible.
When you do go to buy the car, bring a copy of your written plan into the dealership and stick to it. If a dealership tries to switch you to a more expensive option, just say no, or you can leave to go to another dealership. Remember Elan in our opening scenario? They went shopping alone and caved to the pressure and persuasion of the salesperson. If you feel it is helpful, take a responsible friend or family member with you for support.
### 5. Monitor and Adjust the Plan to Changing Circumstances and New Life Goals
Life changes, and things wear out. Keep up the recommended maintenance on the car (or any other purchase). Keep saving money for your emergency fund, then for your next big purchase. The worst time to buy something is when you need to replace an important item that stops working or is damaged, because you are easier to take advantage of when you are desperate. You will be glad that you have an emergency fund.
A good practice is to keep making car payments once the car loan is paid off. If you are paying $300 per month for a car loan, when the loan is paid off, put $300 per month into a savings account for a new car instead. Do it long enough and you can buy your next car using your own money!
### Use the Financial Planning Process for Everything
The same process can be used to make every major purchase in your life. When you rent an apartment, begin with the same assessment of your current financial situation, what you need in an apartment, and what goals it will impact or fulfill. Then look for an apartment using a written plan to avoid being sold on a more expensive place than you want.
You can even use the process of assessing and planning for small things such as buying textbooks or weekly groceries. While saving a few bucks each week may seem like a small deal, you will gain practice using the financial planning process, so it will become automatic for when you make the big decisions in life. Stick to your plan. |
# Understanding Financial Literacy
## Savings, Expenses, and Budgeting
Questions to Consider:
1. How is the flow of money best measured?
2. How do I keep things balanced?
What is the best way to get to the Mississippi River from here? Do you know? To answer the question, even with a map app, you would need to know where you are starting from and exactly where on the river you want to arrive before you can map the best route. Our financial lives need maps, too. You need to know where you are now and where you want to end up in order to map a course to meet the goal.
You map your financial path using a spending and savings plan, or budget, which tracks your income, savings, and spending. You check on your progress using a balance sheet that lists your assets, or what you own, and your liabilities, or what you owe. A balance sheet is like a snapshot, a moment in time, that we use to check our progress.
### Budgets
The term budget is unpleasant to some people because it just looks like work. But who will care more about your money than you? We all want to know if we have enough money to pay our bills, travel, get an education, buy a car, etc. Technically, a budget is a specific financial plan for a specified time. Budgets have three elements: income, saving and investing, and expenses.
### Income
Income most often comes from our jobs in the form of a paper or electronic paycheck. During school, you may receive support from family that could be considered income. You may also receive scholarships, grants, or student loan money. When listing your income for your monthly budget, you should use your net pay, also called your disposable income. It is the only money you can use to pay bills. If you currently have a job, look at the pay stub or statement. You will find gross pay, then some money deducted for a variety of taxes, leaving a smaller amount—your net pay.
Sometimes you have the opportunity to have some other, optional deductions taken from your paycheck before you get your net pay. Examples of optional deductions include 401(k) or health insurance payments. You can change these amounts, but you should still use your net pay when considering your budget.
Some individuals receive disability income, social security income, investment income, alimony, child support, and other forms of payment on a regular basis. All of these go under income.
### Saving and Investing
The first bill you should pay is to yourself. You owe yourself today and tomorrow. The quote at the start of this section was said by Warren Buffet who is one of the most successful investors of the 20th century, with a personal fortune of more than $60 billion. Setting aside a certain amount of money for savings and investments, before paying bills and making discretionary, or optional, purchases, will put you on a path to building your own reserve. Savings can be for an emergency fund or for short-term goals such as education, a wedding, travel, or a car. Investing, such as putting your money into stocks, bonds, or real estate, offers higher returns at a higher risk than money saved in a bank. Investments include retirement accounts that can be automatically funded with money deducted from your paycheck. Automatic payroll deductions are an effective way to save money before you can get your hands on it. Make saving money a priority to assure that you will work as hard to make the payment to yourself as you work to make your car or housing payment. The money you “pay” toward saving or investing will earn you back your money, plus some money earned on your money. Compare this to the cost of buying an item on credit and paying your money plus interest to a creditor. Paying yourself first is a habit that pays off!
### Expenses
Expenses are categorized in two ways. One method separates them into fixed expenses and variable expenses. Rent, insurance costs, and utilities (power, water) are fixed: they cost about the same every month and are predictable based on your arrangement with the provider. Variable expenses, on the other hand, change based on your priorities and available funds; they include groceries, restaurants, cell phone plans, gas, clothing, and so on. You have a good degree of control over your variable expenses. You can begin organizing your expenses by categorizing each one as either fixed or variable.
A second way to categorize expenses is to identify them as either needs or wants. Your needs come first: food, basic clothing, safe housing, medical care, and water. Your wants come afterward, if you can afford them while sticking to a savings plan. Wants may include meals at a restaurant, designer clothes, video games, other forms of entertainment, or a new car. After you identify an item as a need or want, you must exercise self- control to avoid caving to your desire for too many wants.
How do your total “need” expenses compare to your total “want” expenses? Should either of them change?
Budgets are done in a chart or spreadsheet format and often look like the ones below. Pay attention to how the first budget differs from the second.
### Balancing Your Budget
Would you take all your cash outside and throw it up in the air on a windy day? Probably not. We want to hold on to every cent and decide where we want it to go. Our budget allows us to find a place for each dollar. We should not regularly have money left over. If we do, we should consider increasing our saving and investing. We also should not have a negative balance, meaning we don’t have enough to pay our bills. If we are short of money, we can look at all three categories of our budget: income, savings, and expenses.
We could increase our income by taking a second job or working overtime, although this is rarely advisable alongside college coursework. The time commitment quickly becomes overwhelming. Another option is to cut savings, or there’s always the possibility of reducing expenses. Any of these options in combination can work.
Another, even less desirable option is to take on debt to make up the shortfall. This is usually only a short-term solution that makes future months and cash shortages worse as we pay off the debt. When we budget for each successive month, we can look at what we actually spent the month before and make adjustments.
### Tracking the Big Picture
When you think about becoming more financially secure, you’re usually considering your net worth, or the total measure of your wealth. Earnings, savings, and investments build up your assets—that is, the valuable things you own. Borrowed money, or debt, increases your liabilities, or what you owe. If you subtract what you owe from what you own, the result is your net worth. Your goal is to own more than you owe.
When people first get out of college and have student debt, they often owe more than they own. But over time and with good financial strategies, they can reverse that situation. You can track information about your assets, liabilities, and net worth on a balance sheet or part of a personal financial statement. This information will be required to get a home loan or other types of loans. For your net worth to grow in a positive direction, you must increase your assets and decrease your liabilities over time. |
# Understanding Financial Literacy
## Credit Cards
Questions to Consider:
1. How dangerous is debt?
2. What should I think about when getting and using a credit card?
3. What is the purpose of a credit score?
Yes, taking on too much debt can (and does) have disastrous effects on people’s personal finances, but if used appropriately, debt can be a tool to help you build wealth. Debt is like fire. You can use it to keep yourself warm, cook food, and ward off animals—but if you don’t know how to control it, it’ll burn your house down.
### The Danger of Debt
When you take out a loan, you take on an obligation to pay the money back, with interest, through a monthly payment. You will take this debt with you when you apply for auto loans or home loans, when you enter into a marriage, and so on. Effectively, you have committed your future income to the loan. While this can be a good idea with student loans, take on too many loans and your future self will be poor, no matter how much money you make. Worse, you’ll be transferring more and more of your money to the bank through interest payments.
### Compounding Interest
While compounding works to make you money when you are earning interest on savings or investments, it works against you when you are paying the interest on loans. To avoid compounding interest on loans, make sure your payments are at least enough to cover the interest charged each month. The good news is that the interest you are charged will be listed each month on the loan account statements you are sent by the bank or credit union, and fully amortized loans will always cover the interest costs plus enough principal to pay off what you owe by the end of the loan term.
The two most common loans on which people get stuck paying compounding interest are credit cards and student loans. Paying the minimum payment each month on a credit card will just barely cover the interest charged that month, while anything you buy with the credit card will begin to accrue interest on the day you make the purchase. Since credit cards charge interest daily, you’ll begin paying interest on the interest immediately, starting the compound interest snowball working against you. When you get a credit card, always pay the credit card balance down to $0 each month to avoid the compound interest trap.
### Getting and Using a Credit Card
One of the most controversial aspects of personal finance is the use of credit cards. While credit cards can be an incredibly useful tool, their high interest rates, combined with how easily credit cards can bury you in debt, make them extremely dangerous if not managed correctly.
Reflect on Elan from the chapter introduction and how they felt. How would you (or did you) feel to hold a new credit card with a $2,000 spending limit?
### Benefits of a Credit Card
There are three main benefits of getting a credit card. The first is that credit cards offer a secure and convenient method of making purchases, similar to using a debit card. When you carry cash, you have the potential of having the money lost or stolen. A credit card or debit card, on the other hand, can be canceled and replaced at no cost to you.
Additionally, credit cards offer greater consumer protections than debit cards do when lost or stolen. These consumer protections are written into law, and with credit cards you have a maximum liability of $50. With a debit card, you are responsible for all charges made up until the point you report the card stolen. In order to have the same protections as with credit cards, you need to report the debit card lost or stolen within 48 hours. The longer you wait to report the loss of the card, or the longer it takes you to realize you lost your card, the more money in stolen charges you may be responsible for, up to an unlimited amount.Federal Trade Commission. “Lost Or Stolen Credit, ATM, and Debit Cards.” 2012.
The final benefit is that a credit card will allow you to build your credit score, which is helpful in many aspects of life. While most people associate a credit score with getting better rates on loans, credit scores are also important to getting a job, lowering car insurance rates, and finding an apartment.Purposeful Finance. “Four Surprising Ways Your Credit Score Will Affect Your Life.” https://www.purposefulfinance.org/home/Articles/2016/four-surprising-ways-your-credit-score-will-affect-your-life
### How to Use a Credit Card
All the benefits of credit cards are destroyed if you carry credit card debt. Credit cards should be used as a method of paying for things you can afford, meaning you should only use a credit card if the money is already sitting in your bank account and is budgeted for the item you are buying. If you use credit cards as a loan, you are losing the game.
Every month, you should pay off your credit card in full, meaning you will bring the loan amount down to $0. If your statement says you charged $432.56 that month, make sure you can pay off all $432.56. If you do this, you won’t pay any interest on the credit card.
But what happens if you don’t pay it off in full? If you are even one cent short on the payment, meaning you pay $432.55 instead, you must pay daily interest on the entire amount from the date you made the purchases. Your credit card company, of course, will be perfectly happy for you to make smaller payments—that’s how they make money. It is not uncommon for people to pay twice as much as the amount purchased and take years to pay off a credit card when they only pay the minimum payment each month.
What to Look for in Your Initial Credit Card
1. Find a Low-Rate Credit Card
Even though you plan to never pay interest, mistakes will happen, and you don’t want to be paying high interest while you fix a misstep. Start by narrowing the hundreds of card options to the few with the lowest APR (annual percentage rate).
2. Avoid Cards with Annual Fees or Minimum Usage Requirements
Your first credit card should ideally be one you can keep forever, but that’s expensive to do if they charge you an annual fee or have other requirements just for having the card. There are many options that won’t require you to spend a minimum amount each month and won’t charge you an annual fee.
3. Keep the Credit Limit Equal to Two Weeks’ Take-Home Pay
Even though you want to pay your credit card off in full, most people will max out their credit cards once or twice while they are building their good financial habits. If this happens to you, having a small credit limit makes that mistake a small mistake instead of a $5,000 mistake.
4. Avoid Rewards Cards
Everyone loves to talk about rewards cards, but credit card companies wouldn’t offer rewards if they didn’t earn them a profit. Rewards systems with credit cards are designed by experts to get you to spend more money and pay more interest than you otherwise would. Until you build a strong habit of paying off your card in full each month, don’t step into their trap.
### What Is a Good Credit Score?
Most credit scores have a 300–850 score range. The higher the score, the lower the risk to lenders. A “good” credit score is considered to be in the 670–739 score range.
### Components of a Credit Score and How to Improve Your Credit
Credit scores contain a total of five components. These components are credit payment history (35 percent), credit utilization (30 percent), length of credit history (15 percent), new credit (10 percent), and credit mix (10 percent). The main action you can take to improve your credit score is to stop charging and pay all bills on time. Even if you cannot pay the full amount of the credit card balance, which is the best practice, pay the minimum on time. Paying more is better for your debt load but does not improve your score. Carrying a balance on a credit card does not improve your score. Your score will go down if you pay bills late and owe more than 30 percent of your credit available. Your credit score is a reflection of your willingness and ability to do what you say you will do—pay your debts on time. |
# Understanding Financial Literacy
## Paying for College
Questions to Consider:
1. What choices should you consider when taking on student debt?
2. How do you match debt to postgraduate income?
3. What types of financial aid are available?
4. How do you apply for financial aid?
5. What are the best repayment strategies?
As you progress through your college experience, the cost of college can add up rapidly. Worse, your anxiety about the cost of college may rise faster as you hear about the rising costs of college and the horror stories regarding the “student loan crisis.” It is important to remember that you are in control of your choices and the cost of your college experience, and you do not have to be a sad statistic.
### Education Choices
Education is vital to living. Education starts at the beginning of our life, and as we grow, we learn language, sharing, and to look both ways before crossing the street. We also generally pursue a secular or public education that often ends at high school graduation. After that, we have many choices, including getting a job and stopping our education, working at a trade or business started by our parents and bypassing additional schooling, earning a certificate from a community college or four-year college or university, earning a two-year or associate degree from one of the same schools, and completing a bachelor’s or advanced degree at a college or university. We can choose to attend a public or private school. We can live at home or on a campus.
Each of these choices impacts our debt, happiness, and earning power. The average income goes up with an increase in education, but that is not an absolute rule. The New York Federal Reserve Bank reported in 2017 that approximately 34 percent of college graduates worked in a job that did not require a college degreeCooper. P. (2017). “New York Fed highlights underemployment among college graduates.” https://www.forbes.com/sites/prestoncooper2/2017/07/13/new-york-fed-highlights-underemployment-among-college-graduates/#55be172f40d8. Of course, many well-paying occupations do require a bachelor’s or master’s degree. You have started on a path that may be perfect for you, but you may also choose to make adjustments.
College success from a financial perspective means that you must:
1. Know the total cost of the education
2. Consider job market trends
3. Work hard at school during the education
4. Pursue ways to reduce costs
Most importantly: Buy only the amount of education that returns more than you invest.
According to US News & World Report, the average cost of college (including university) tuition and fees varies widely. In-state colleges average $10,338 while out-of-state students pay $22,698 for the same state college. Private colleges average $38,185 . The local community college averages approximately $3,726. On-campus housing and meals, if available, can add approximately $10,000 per year.Kerr, E. and Wood, S. (2019). “The cost of private versus public colleges.” US News and World Reports. https://www.usnews.com/education/best-colleges/paying-for-college/articles/2019-06-25/the-cost-of-private-vs-public-colleges See the table below, and create your own chart after you research.
You may need to adjust your college plan as circumstances change for you and in the job market. You can modify plans based on funding opportunities available to you (see next sections) and your location. You may prefer a community-college-only education, or you may complete two years at a community college and then transfer to a university to complete a bachelor’s degree. Living at home for the first two years or all of your college education will save a lot of money if your circumstances allow. Be creative!
### Key to Success: Matching Student Debt to Post-Graduation Income
Students and parents often ask, “How much debt should I have?” The problem is that the correct answer depends on your personal situation. A big-firm attorney in a major city might make $120,000 in their first year as a lawyer. Having $100,000 or even $200,000 in student debt in this situation may be reasonable. But a high school teacher making $40,000 in their first year would never be able to pay off the debt.
The amount of student debt you take on should be tied to the income you expect.
### Research Your Starting Salary
Begin by researching your expected starting salary when you graduate. Most students expect to make significantly more than they will actually make.Hess, Abigail. “College Grades expect to earn $60,000.” 2019. CNBC. https://www.cnbc.com/2019/02/15/college-grads-expect-to-earn-60000-in-their-first-jobfew-do.html As a result, your salary expectations are likely much higher than reality. Ask professors at your college what is typical for a recent graduate in your field, or do informational interviews with human resource managers at local companies. Explore the US Bureau of Labor Statistics' Occupational Outlook Handbook. Another handy tool that gives general information based on your personal experience and location is the PayScale. Search websites and talk to employees of companies that interest you for future employment to identify real starting salaries.
### Undergraduate Degree: 1 x Annual Salary
For students working toward a bachelor’s or associate degree, or both forms of undergraduate degrees, you should try to keep your student loans equal to or less than your expected first year’s salary. So if, based on research, you expect to make $40,000 in your first year out of college, then $33,000 in student loans would be a reasonable amount for you to pay out of a monthly budget with some sacrifice.
### Advanced Degrees: 1–2 x Annual Salary
Once you’ve graduated with your bachelor’s degree, you may want to get an advanced degree such as a master’s degree, a law degree, a medical degree, or a doctorate. While these degrees can greatly increase your income, you still need to match your student debt to your expected income. Advanced degrees can often double your expected annual salary, meaning your total debt for all your degrees should be equal to or less than twice your expected first job income. A lower number for the debt portion of your education would be more manageable.
Your goal should be to pay for college using multiple methods so your student loan debt can be as small as possible, rather than just making low monthly payments on a large loan that will lead to a higher overall cost.
### Types of Financial Aid: How to Pay for College
The true cost of college may be more than you expected, but you can make an effort to make the cost less than many might think. While the price tag for a school might say $40,000, the net cost of college may be significantly less. The net price for a college is the true cost a family will pay when grants, scholarships, and education tax benefits are factored in. The net cost for the average family at a public in-state school is only $3,980. And for a private school, free financial aid money reduces the cost to the average family from $32,410 per year to just $14,890.
If you haven’t visited your college’s financial aid office recently, it’s probably worth it to talk with them. You must seek out opportunities, complete paperwork, and learn about then meet the specific criteria, but it can save you thousands of dollars.
### Grants and Scholarships
Grants and scholarships are free money you can use to pay for college. Unlike loans, you never have to pay back a grant or a scholarship. All you have to do is go to school. And you don’t have to be a straight-A student to get grants and scholarships. There is so much free money, in fact, that billions of dollars go unclaimed every year.https://www.usatoday.com/story/college/2015/01/20/29-billion-unused-federal-grant-awards-in-last-academic-year/37399897/
While some grants and scholarships are based on a student’s academic record, many are given to average students based on their major, ethnic background, gender, religion, or other factors. There are likely dozens or hundreds of scholarships and grants available to you personally if you look for them.
### Federal Grants
Federal Pell Grants are awarded to students based on financial need, although there is no income or wealth limit on the grant program. The Pell Grant can give you more than $6,000 per year in free money toward tuition, fees, and living expenses.https://studentaid.ed.gov/sa/types/grants-scholarships/pell If you qualify for a Pell Grant based on your financial need, you will automatically get the money.
Federal Supplemental Educational Opportunity Grants (FSEOGs) are additional free money available to students with financial need. Through the FSEOG program, you can receive up to an additional $4,000 in free money. These grants are distributed through your school’s financial aid department on a first-come, first- served basis, so pay close attention to deadlines.
Teacher Education Assistance for College and Higher Education (TEACH) Grants are designed to help students who plan to go into the teaching profession. You can receive up to $4,000 per year through the TEACH Grant. To be eligible for a TEACH Grant, you must take specific classes and majors and must hold a qualifying teaching job for at least four years after graduation. If you do not fulfill these obligations, your TEACH Grant will be converted to a loan, which you will have to pay back with both interest and back interest.
There are numerous other grants available through individual states, employers, colleges, and private organizations.
### State Grants
Most states also have grant programs for their residents, often based on financial need. Eleven states have even implemented free college tuition programs for residents who plan to continue to live in the state. Even some medical schools are beginning to be tuition free. Check your school’s financial aid office and your state’s department of education for details.
### College/University Grants and Scholarships
Most colleges and universities have their own scholarships and grants. These are distributed through a wide variety of sources, including the school’s financial aid office, the school’s endowment fund, individual departments, and clubs on campus.
### Private Organization Grants and Scholarships
A wide variety of grants and scholarships are awarded by foundations, civic groups, companies, religious groups, professional organizations, and charities. Most are small awards under $4,000, but multiple awards can add up to large amounts of money each year. Your financial aid office can help you find these opportunities.
### Employer Grants and Scholarships
Many employers also offer free money to help employees go to school. A common work benefit is a tuition reimbursement program, where employers will pay students extra money to cover the cost of tuition once they’ve earned a passing grade in a college class. And some companies are going even further, offering to pay 100 percent of college costs for employees. Check to see whether your employer offers any kind of educational support.
### Additional Federal Support
The federal government offers a handful of additional options for college students to find financial support.
### Education Tax Credits
The IRS gives out free money to students and their parents through two tax credits, although you will have to choose between them. The American opportunity tax credit (AOTC) will refund up to $2,500 of qualifying education expenses per eligible student, while the lifetime learning credit (LLC) refunds up to $2,000 per year regardless of the number of qualifying students.
While the AOTC may be a better tax credit to choose for some, it can only be claimed for four years for each student, and it has other limitations. The LLC has fewer limitations, and there is no limit on the number of years you can claim it. Lifetime learners and nontraditional students may consider the LLC a better choice. Calculate the benefits for your situation.
The IRS warns taxpayers to be careful when claiming the credits. There are potential penalties for incorrectly claiming the credits, and you or your family should consult a tax professional or financial adviser when claiming these credits.
### Federal Work-Study Program
The Federal Work-Study Program provides part-time jobs through colleges and universities to students who are enrolled in the school. The program offers students the opportunity to work in their field, for their school, or for a nonprofit or civic organization to help pay for the cost of college. If your school participates in the program, it will be offered through your school’s financial aid office.
### Student Loans
Federal student loans are offered through the US Department of Education and are designed to give easy and inexpensive access to loans for school. You don’t have to make payments on the loans while you are in school, and the interest on the loans is tax deductible for most people. Direct Loans, also called Federal Stafford Loans, have a competitive fixed interest rate and don’t require a credit check or cosigner.
### Direct Subsidized Loans
Direct Subsidized Loans are federal student loans on which the government pays the interest while you are in school. Direct Subsidized Loans are made based on financial need as calculated from the information you provide in your application. Qualifying students can get up to $3,500 in subsidized loans in their first year, $4,500 in their second year, and $5,500 in later years of their college education.
### Direct Unsubsidized Loans
Direct Unsubsidized Loans are federal loans on which you are charged interest while you are in school. If you don’t make interest payments while in school, the interest will be added to the loan amount each year and will result in a larger student loan balance when you graduate. The amount you can borrow each year depends on numerous factors, with a maximum of $12,500 annually for undergraduates and $20,500 annually for professional or graduate students.
There are also total loan limits that apply to put a maximum cap on the total amount you can borrow for student loans.
### Direct PLUS Loans
Direct PLUS Loans are additional loans a parent, grandparent, or graduate student can take out to help pay for additional costs of college. PLUS loans require a credit check and have higher interest rates, but the interest is still tax deductible. The maximum PLUS loan you can receive is the remaining cost of attending the school.
Parents and other family members should be careful when taking out PLUS loans on behalf of a child. Whoever is on the loan is responsible for the loan forever, and the loan generally cannot be forgiven in bankruptcy. The government can also take Social Security benefits should the loan not be repaid.
### Private Loans
Private loans are also available for students who need them from banks, credit unions, private investors, and even predatory lenders. But with all the other resources for paying for college, a private loan is generally unnecessary and unwise. Private loans will require a credit check and potentially a cosigner, they will likely have higher interest rates, and the interest is not tax deductible. As a general rule, you should be wary of private student loans or avoid them altogether.
### Repayment Strategies
Payments on student loans will begin shortly after you graduate. While many websites, financial “gurus,” and talking heads in the media will encourage you to pay off your student loans as quickly as possible, you should give careful consideration to your repayment options and how they may impact your financial plans. Quickly paying off your student loans or refinancing your student loans into a private loan may be the worst option available to you.
### Payment Plans
The federal government has eight separate loan repayment programs, each with their own way of calculating the payment you owe. Five of the programs tie loan payments to your income, which can make it easier to afford your student loans when you are just starting off in your career. The programs are described briefly below, but you should seek the help of a licensed fiduciary financial adviser familiar with student loans when making decisions related to student loan payment plans.
The standard repayment plan sets a consistent monthly payment to pay off your loan within 10 years (or up to 30 years for consolidated loans). You can also choose a graduated repayment plan, which will begin with lower payments and then increase the payment every two years. The graduated plan is also designed to pay off your student loans in 10 years (or up to 30 years for consolidated loans). A third option is the extended repayment plan, which provides a fixed or graduated payment for up to 25 years. However, none of these programs are ideal for individuals planning to seek loan forgiveness options, which are discussed below.
Beyond the “normal” repayment options, the government offers five income-based repayment options: (1) the Pay As You Earn (PAYE) repayment plan, (2) the Revised Pay As You Earn (REPAYE) repayment plan, (3) the Income-Based Repayment (IBR) plan, (4) the Income-Contingent Repayment (ICR) plan, and (5) the Income- Sensitive Repayment (ISR) plan. Each program has its method of calculating payments, along with specific requirements for eligibility and rules for staying eligible in the program. Many income-based repayment plans are also eligible for loan forgiveness after a set period of time, assuming you follow all the rules and remain eligible.
### Loan Forgiveness Programs
Many income-based repayment options also have a loan forgiveness feature built into the repayment plan. If you make 100 percent of your payments on time and follow all of the other plan rules, any remaining loan balance at the end of the plan repayment term (typically 20 to 30 years) will be forgiven. This means you will not have to pay the remainder on your student loans.
This loan forgiveness, however, comes with a catch: taxes. Any forgiven balance will be counted and taxed as income during that year. So if you have a $100,000 loan forgiven, you could be looking at an additional $20,000 tax bill that year (assuming you were in the 20 percent marginal tax rate).
Another option is the Public Service Loan Forgiveness (PSLF) program for students who go on to work for a nonprofit or government organization. If eligible, you can have your loans forgiven after working for 10 years in a qualifying public service job and making 120 on-time payments on your loans. A major advantage of PSLF is that the loan forgiveness may not be taxed as income in the year the loan is forgiven.
### Consider Professional Advice
The complexity of the payment and forgiveness programs makes it difficult for non-experts to choose the best strategy to minimize costs. Additionally, the strict rules and potential tax implications create a minefield of potential financial problems. In 2017, the first year graduates were eligible for the PSLF program, 99 percent of applicants were denied due to misunderstanding the programs or having broken one of the many requirements for eligibility.https://www.forbes.com/sites/zackfriedman/2019/05/01/99-of-borrowers-rejected-again-for-student-loan-forgiveness/
### Your Rights as a Loan Recipient
As a recipient of a federal student loan, you have the same rights and protections as you would for any other loan. This includes the right to know the terms and conditions for any loan before signing the paperwork. You also have the right to know information on your credit report and to dispute any loan or information on your credit file.
If you end up in collections, you also have several rights, even though you have missed loan payments. Debt collectors can only call you between 8 a.m. and 9 p.m. They also cannot harass you, threaten you, or call you at work once you’ve told them to stop. The United States doesn’t have debtors’ prisons, so anyone threatening you with arrest or jail time is automatically breaking the law.
Federal student loans also come with many other rights, including the right to put your loan in deferment or forbearance (pushing pause on making payments) under qualifying circumstances. Deferment or forbearance can be granted if you lose your job, go back to school, or have an economic hardship. If you have a life event that makes it difficult to make your payments, immediately contact the student loan servicing company on your loan statements to see if you can pause your student loan payments.
The Consumer Financial Protection Bureau (CFPB) has created a series of sample letters you can use to respond to a debt collector. You can also file a complaint with the CFPB if you believe your rights have been violated.
### Applying for Financial Aid, FAFSA, and Everything Else
The federal government offers a standard form called the Free Application for Federal Student Aid (FAFSA), which qualifies you for federal financial aid and also opens the door for nearly all other financial aid. Most grants and scholarships require you to fill out the FAFSA, and they base their decisions on the information in the application.
The FAFSA only requests financial aid for the specific year you file your application. This means you will need to file a FAFSA for each year you are in college. Since your financial needs will change over time, you may qualify for financial aid even if you did not qualify before.
You can apply for the FAFSA through your college’s financial aid office or at studentaid.gov if you don’t have access to a financial aid office. Once you file a FAFSA, any college can gain access to the information (with your approval), so you can shop around for financial aid offers from colleges.
### Maintaining Financial Aid
To maintain your financial aid throughout your college career, you need to make sure you meet the eligibility requirements for each year you are in school, not just the year of your initial application. The basic requirements include being a US citizen or eligible noncitizen, having a valid Social Security number, and registering for selective service if required. Undocumented residents may receive financial aid as well and should check with their school’s financial aid office.
You also must make satisfactory academic progress, including meeting a minimum grade-point average, taking and completing a minimum number of classes, and making progress toward graduation or a certificate. Your school will have a policy for satisfactory academic progress, which you can get from the financial aid office.
### What to Do with Extra Financial Aid Money
One expensive mistake that students make with financial aid money is spending the money on non-education expenses. Students often use financial aid, including student loans, to purchase clothing, take vacations, or dine out at restaurants. Nearly 3 percent spend student loan money on alcohol and drugs.https://studentloanhero.com/featured/smart-dumb-money-moves-students/ These non-education expenses are major contributors to student loan debt, which will make it harder for you to afford a home, take vacations, or save for your retirement after you graduate.
When you have extra student loan money, consider saving it for future education expenses. Just like you will need an emergency fund all your adult life, you will want an emergency fund for college when expensive books or travel abroad programs present unexpected costs. If you make it through your college years with extra money in your savings, you can use the money to help pay down debt.
### Friends & Family Matter
Ana has several ideas for what to major in and because she has had to take out student loans to cover the costs of college, she is worried about getting a job after graduation that pays enough for her to afford the monthly loan payments. Fortunately, she has met with her financial aid advisor who has provided her with a few options that could help her cover her costs for the remainder of her time in college.
One of her options is to major in education and become a middle school science teacher. She likes this option because she loves science and working with young people. She finds out that her state has a student grant program for teachers in STEM (science, technology, engineering, and mathematics) fields who agree to teach for five years in a rural part of the state, a place that is several hours from Ana’s hometown. The program provides grants to cover the remaining costs of a degree for the promise of the graduate’s teaching in the designated district for the entire 5 years. However, the program requires that Ana commit to the major now, complete the degree, and sign on for at least 5 years of teaching service. If she breaks any part of the requirements, the grants will turn into loans that she will owe the state.
While Ana is excited by the opportunity to earn grant money, she is concerned about being so far away from her family for that long and the commitment to the degree and length of service. Her family still relies on her and had planned for her to be close to them after graduation. While this is not the only option that Ana has for covering the costs of her education, it is the most promising one. The others are scholarships and internships that are highly competitive, and Ana is not confident that she has the grades or the experiences to compete with other more accomplished or needy students.
### Let’s Think About It
Ana has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Ana majors in education and applies for the grant program even if it means being away from her family for an extended time and carries the possibility the grants will become loans if she doesn’t fulfill the commitment.
2. Ana chooses to apply for the scholarships and internships only.
3. Ana applies for the grant program and will wait until after she graduates to decide if she wants to maintain the commitment.
### Let’s Talk About It
Ana’s situation sounds as if it can help her get the financial support she needs, but it comes with a long-term commitment that she and her family may not be ready for. She will need to think about the pros and cons of any of her next steps and communicate what she is thinking to her family. Here are some suggestions for communicating with others about the dilemma that Ana is facing:
1. “I have an opportunity to get grants to cover my educational costs, but it comes with a big commitment. Can we talk about how this decision may affect all of us now and in the future?”
2. “I have explored different options for paying for college, and this one seems to be the best one. Can you help me talk through the others to see if there is anything else I need to consider?”
3. “I have to admit I am nervous about locking myself into such a commitment even though I know the grant money is much needed for me to continue my degree with less stress. Can I share with you what I am feeling and why?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
There are a lot of benefits to good financial management. Primarily, it generally allows you to do more of what you want with your life. When you have poor financial habits, too much of your money goes into other people’s pockets. But when you have good financial management habits, you can afford to do more because you have worked hard, separated needs from wants, saved and invested, and avoided credit card and debt pitfalls.
However, financial literacy is a topic that many college students struggle with, but good financial planning habits will benefit you long after your college days are behind you. To make the most of what you have learned about financial literacy, specifically student debt and strategies for managing your finances in college, consider what else you would like to work on. Choose one of the following to explore further this term:
1. Create a budget with your expenses and income. Look for ways to eliminate unnecessary spending and increase your ability to pay for your college expenses.
2. Research college grants, scholarships, and loans and create a list of potential opportunities that you can take now and in the future to help you cover your costs while in college. Rank your options.
3. Develop an emergency fund and guidelines for when to use it.
4. Research the best credit card options for you at this time.
### Checking In: Your College Readiness Checklist
### Summer
|
# Planning Your Future
## Introduction
### Student Survey
How do you feel about your readiness to create an academic and life plan? These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I know why I want to go to college and what I want to accomplish.
2. I have set both short- and long-term academic goals.
3. I am familiar with the requirements I must complete and options I must select to obtain a college degree.
4. I am familiar with the resources, tools, and individuals who can assist me in developing an effective plan for success.
You can also take the Chapter 9 survey anonymously online.
### About This Chapter
Among the most celebrated differences between high school and college is the freedom that students look forward to when they complete their mandatory high school education and take up the voluntary pursuit of a college degree. Though not every college freshman comes fresh from high school, those who do might be looking forward to the freedom of moving away from home onto a campus or into an apartment. Others might be excited about the potential to sleep in on a Monday morning and take their classes in the afternoon. For others, balancing a class schedule with an already-busy life filled with work and other responsibilities may make college seem less like freedom and more like obligation. In any case, and however they might imagine their next experience to be, students can anticipate increased freedom of choice in college and the ability to begin to piece together how their values, interests, and developing knowledge and skills will unfold into a career that meets their goals and dreams.
By the time you complete this chapter, you should be able to do the following:
1. Learn to set short-term goals that build toward a long- term goal, and plan how you will track progress toward your goals.
2. List the types of college certificates, degrees, special programs, and majors you can pursue, as well as general details about their related opportunities and requirements.
3. Take advantage of resources to draft and track an academic plan.
4. Recognize decision-making and planning as continuous processes, especially in response to unexpected change. |
# Planning Your Future
## Setting Goals and Staying Motivated
Questions to Consider:
1. How do I set motivational goals?
2. What are SMART goals?
3. What’s the importance of an action plan?
4. How do I keep to my plan?
Motivation often means the difference between success and failure. That applies to school, to specific tasks, and to life in general. One of the most effective ways to keep motivated is to set goals.
Goals can be big or small. A goal can range from I am going to write one extra page tonight, to I am going to work to get an A in this course, all the way to I am going to graduate in the top of my class so I can start my career with a really good position. The great thing about goals is that they can include and influence a number of other things that all work toward a much bigger picture. For example, if your goal is to get an A in a certain course, all the reading, studying, and every assignment you do for that course contributes to the larger goal. You have motivation to do each of those things and to do them well.
Setting goals is something that is frequently talked about, but it is often treated as something abstract. Like time management, goal setting is best done with careful thought and planning. This next section will explain how you can apply tested techniques to goal setting and what the benefits of each can be.
### Set Goals That Motivate You
The first thing to know about goal setting is that a goal is a specific end result you desire. If the goal is not something you are really interested in, there is little motivational drive to achieve it. Think back to when you were much younger and some well-meaning adult set a goal for you—something that didn’t really appeal to you at all. How motivated were you to achieve the goal? More than likely, if you were successful at all in meeting the goal, it was because you were motivated by earning the approval of someone or receiving a possible reward, or you were concerned with avoiding something adverse that might happen if you did not do what you were told. From an honest perspective in that situation, your real goal was based on something else, not the meeting of the goal set for you. To get the most from the goals you set, make sure they are things that you are interested in achieving.
That is not to say you shouldn’t set goals that are supported by other motivations (e.g., If I finish studying by Friday, I can go out on Saturday), but the idea is to be intellectually honest with your goals.
### Set SMART Goals
Goals should also be SMART. In this case, the word smart is not only a clever description of the type of goal, but it is also an acronym that stands for Specific, Measurable, Attainable, Relevant, and Time-bound. The reason these are all desirable traits for your goals is because they not only help you plan how to meet the goal, but they can also contribute to your decision-making processes during the planning stage.
What does it mean to create SMART goals?
1. Specific—For a goal to be specific, it must be defined enough to actually determine the goal. A goal of get a good job when I graduate is too general. It doesn’t define what a good job is. In fact, it doesn’t even necessarily include a job in your chosen profession. A more specific goal would be something like be hired as a nurse in a place of employment where it is enjoyable to work and that has room for promotion.
2. Measurable—The concept of measurable is one that is often overlooked when setting goals. What this means is that the goal should have clearly defined outcomes that are detailed enough to measure and can be used for planning of how you will achieve the goal. For example, setting a goal of doing well in school is a bit undefined, but making a goal of graduating with a GPA above 3.0 is measurable and something you can work with. If your goal is measurable, you can know ahead of time how many points you will have to earn on a specific assignment to stay in that range or how many points you will need to make up in the next assignment if you do not do as well as you planned.
3. Attainable—Attainable or achievable goals means they are reasonable and within your ability to accomplish. While a goal of make an extra one million dollars by the end of the week is something that would be nice to achieve, the odds that you could make that happen in a single week are not very realistic.
4. Relevant—For goal setting, relevant means it applies to the situation. In relation to college, a goal of getting a horse to ride is not very relevant, but getting dependable transportation is something that would contribute to your success in school.
5. Time-bound—Time-bound means you set a specific time frame to achieve the goal. I will get my paper written by Wednesday is time-bound. You know when you have to meet the goal. I will get my paper written sometime soon does not help you plan how and when you will accomplish the goal.
In the following table you can see some examples of goals that do and do not follow the SMART system. As you read each one, think about what elements make them SMART or how you might change those that are not.
### Long-Term Goals
Once you have learned how to set goals that are specific and measurable, consider developing both long-term and short-term goals. Long-term goals are future goals that often take years to complete. An example of a long-term goal might be to complete a Bachelor of Arts degree within four years. Another example might be purchasing a home or running a marathon. While this chapter focuses on academic and career planning, long-term goals are not exclusive to these areas of your life. You might set long-term goals related to fitness, wellness, spirituality, and relationships, among many others. When you set a long-term goal in any aspect of your life, you are demonstrating a commitment to dedicate time and effort toward making progress in that area. Because of this commitment, it is important that your long-term goals are aligned with your values.
### Short-Term Goals
Setting short-term goals helps you consider the necessary steps you’ll need to take, but it also helps to chunk a larger effort into smaller, more manageable tasks. Even when your long-term goals are SMART, it’s easier to stay focused and you’ll become less overwhelmed in the process of completing short-term goals.
You might assume that short-term and long-term goals are different goals that vary in the length of time they take to complete. Given this assumption, you might give the example of a long-term goal of learning how to create an app and a short-term goal of remembering to pay your cell phone bill this weekend. These are valid goals, but they don’t exactly demonstrate the intention of short- and long-term goals for the purposes of effective planning.
Instead of just being bound by the difference of time, short-term goals are the action steps that take less time to complete than a long-term goal, but that help you work toward your long-term goals. To determine your best degree option, it might make sense to do some research to determine what kind of career you’re most interested in pursuing. Or, if you recall that short-term goal of paying your cell phone bill this weekend, perhaps this short-term goal is related to a longer-term goal of learning how to better manage your budgeting and finances.
### Setting Long- and Short-Term Goals
Consider this scenario: While meeting with an academic advisor at his college to discuss his change of major, Sunil was tasked with setting long- and short-term goals aligned with that major. He selected a degree plan in business administration, sharing with his advisor his intention to work in business and hopefully human relations in particular. His advisor discussed with him how he could set short-term goals that would help his progress on that plan. Sunil wondered if he should be as specific as setting short-term goals week by week or for the successful completion of every homework assignment or exam. His advisor shared that he could certainly break his goals down into that level of specificity if it helped him to stay focused, but recommended that he start by outlining how many credits or courses he would hope to complete. Sunil drafted his goals and planned to meet again with his advisor in another week to discuss.
Sunil worried that his list of short-term goals looked more like a checklist of tasks than anything. His advisor reassured him, sharing that short-term goals can absolutely look like a checklist of tasks because their purpose is to break the long-term goal down into manageable chunks that are easier to focus on and complete. His advisor then recommended that Sunil add to his plan an additional note at the end of every other semester to “check in” with his advisor to make certain that he was on track.
### Planning for Adjustments
You will recall from the SMART goals goal-setting model that goals should be both measurable and attainable. Far too often, however, we set goals with the best of intentions but then fail to keep track of our progress or adjust our short-term goals if they’re not helping us to progress as quickly as we’d like. When setting goals, the most successful planners also consider when they will evaluate their progress. At that time, perhaps after each short-term goal should have been met, they may reflect on the following:
1. Am I meeting my short-term goals as planned?
2. Are my short-term goals still planned across time in a way that they will meet my long-term goals?
3. Are my long-term goals still relevant, or have my values changed since I set my goals?
While departing from your original goals may seem like a failure, taking the time to reflect on goals before you set them aside to develop new ones is a success. Pivoting from one goal to new, better-fitting goal involves increased self-awareness and increased knowledge about the processes surrounding your specific goal (such as the details of a college transfer, for example). With careful reflection and information seeking, your change in plans may even demonstrate learning and increased maturity!
Keep in mind that values and goals may change over time as you meet new people, your life circumstances change, and you gain more wisdom or self-awareness. In addition to setting goals and tracking your progress, you should also periodically reflect on your goals to ensure their consistency with your values. |
# Planning Your Future
## Planning Your Degree Path
Questions to Consider:
1. What types of college degrees or certifications can I pursue?
2. What is the difference between majors and minors?
3. How do preprofessional programs differ from other majors?
4. Do some majors have special requirements beyond regular coursework?
To set goals for your academic and career path, you must first have an understanding of the options available for you to pursue and the requirements you will need to meet. The next section provides an overview of academic programs and college degrees that are common among many colleges and universities in the United States. Please note that each institution will have its own specific options and requirements, so the intention of this section is both to help you understand your opportunities and to familiarize you with language that colleges typically use to describe these opportunities. After reviewing this section, you should be better able to formulate specific questions to ask at your school or be better prepared to navigate and search your own college’s website.
### Types of Degrees
Whereas in most states high school attendance through the 12th grade is mandatory, or compulsory, a college degree may be pursued voluntarily. There are fields that do not require a degree. Bookkeeping, computer repair, massage therapy, and childcare are all fields where certification programs—tracks to study a specific subject or career without need of a complete degree—may be enough.
However, many individuals will find that an associate or bachelor’s degree is a requirement to enter their desired career field. According to United States Census data published in 2017, more than one-third of the adult population in the country has completed at least a bachelor’s degree, so this may be the degree that is most familiar to you.
Not every job requires a bachelor’s degree, and some require even higher degrees or additional specialized certifications. As you develop your academic plan, it is important to research your field of interest to see what requirements might be necessary or most desirable.
To distinguish between the types of degrees, it is useful to understand that courses are often assigned a number of credits, sometimes called semester hours as well. Credits relate to the calculated hours during a course that a student spends interacting with the instructor and/or the course material through class time, laboratory time, online discussions, homework, etc. Courses at all degree levels are typically assigned a value of one to six credits, although students often need to complete a developmental education course or two, often in English or math. These requirements, which cost as much as typical college courses but do not grant college credit, are meant to provide some basic information students may have missed in high school but that will be necessary to keep up in college-level coursework.
The minimum or maximum number of credits required to graduate with different degrees varies by state or institution, but approximate minimum numbers of credits are explained below. Keep in mind that although a minimum number of credits must be completed to get a certain degree, total credits completed is not the only consideration for graduation—you must take your credits or courses in particular subjects indicated by your college.
To determine your best degree option, it might make sense to do some research to determine what kind of career you’re most interested in pursuing. Visit your campus career center or guidance office to meet with a counselor to guide you through this process. These services are free to students while they are enrolled in school, but can be pricey if used outside a school setting, so take advantage. There are other tools online you can investigate.
### Associate Degrees
To enter an associate degree program, students must have a high school diploma or its equivalent. Associate degree programs may be intended to help students enter a technical career field, such as automotive technology, graphic design, or entry-level nursing in some states. Such technical programs may be considered an Associate of Applied Arts (AAA) or Associate of Applied Science (AAS) degrees, though there are other titles as well.
Other associate degree programs are intended to prepare a student with the necessary coursework to transfer into a bachelor’s degree program upon graduation. These transfer-focused programs usually require similar general education and foundational courses that a student would need in the first half of a bachelor’s degree program. Transfer-focused associate degrees may be called Associate of Arts (AA) or Associate of Science (AS), or other titles, depending on the focus of study.
An associate degree is typically awarded when a student has completed a minimum of 60 credits, approximately 20 courses, meeting the requirements of a specific degree. Some technical associate degrees, such as nursing, may require additional credits in order to meet requirements for special certifications. You may find that your college or university does not offer associate degrees. Most associate degrees are offered by community or junior colleges, or by career and technical colleges.
### Bachelor’s Degrees
When someone generally mentions “a college degree,” they are often referring to the bachelor’s degree, or baccalaureate degree. Because it takes four years of full-time attendance to complete a bachelor’s degree, this degree is also referred to as a “four-year degree.” Similar to an associate degree, to enter a bachelor’s degree program a student must have completed a high school diploma or its equivalent. Both associate degrees and bachelor’s degrees are considered undergraduate degrees, thus students working toward these degrees are often called undergraduates. A student with an associate degree may transfer that degree to meet some (usually half) of the requirements of a bachelor’s degree; however, completion of an associate degree is not necessary for entry into a bachelor’s degree program.
A bachelor’s degree is usually completed with a minimum of 120 credits, or approximately 40 courses. Some specialized degree programs may require more credits. (If an associate degree has been transferred, the number of credits from that degree usually counts toward the 120 credits. For example, if an associate degree was 60 credits, then a student must take 60 additional credits to achieve their bachelor’s degree.)
Bachelor of Arts (BA), Bachelor of Science (BS), Bachelor of Science in Nursing (BSN), and Bachelor of Fine Arts (BFA) are the most popular degree titles at this level and differ primarily in their focus on exploring a broader range of subject areas, as with a BA, versus focusing in more depth on a particular subject, as with a BS, BSN, or BFA. Regardless of whether a student is pursuing a BA, BS, BSN, or BFA, each of these programs requires a balance of credits or courses in different subject areas. In the United States, a bachelor’s degree comprises courses from three categories: general education courses, major courses, and electives. A fourth category of courses would be those required for a minor, which we will discuss in more detail in the section on majors and minors.
### General Education
General education, also called core curriculum, is a group of courses that are often set as requirements by your state or by your individual college. These courses provide you with a foundation of knowledge across a breadth of fields and are also intended to help you further develop college-level critical-thinking and problem- solving abilities. You may be able to select courses from a general education menu of courses available at your institution. More than half of your bachelor’s degree program is likely made up of general education courses.
### Major Courses
Major courses are courses in your field of interest and provide you with the foundational knowledge required for further study in that field or with the skills necessary to enter your career. Some schools may refer to these as career studies courses. Major courses often have a series of prerequisites, or courses that must be taken in sequence prior to other courses, starting with an introductory course and progressing into more depth. Major courses usually make up about a fourth or more of a bachelor’s degree (30 credits, or approximately 10 courses). A BS or BFA degree may require more major courses than a BA degree. Colleges and universities usually require students to select a major by the time they’ve completed 30 total credits.
### Electives
Electives are free-choice courses. Though you may have a choice to select from a menu of options to meet general education and major requirements, electives are even less restricted. Some students may be able to take more electives than others due to their choice of major or if they are able to take courses that meet more than one requirement (for example, a sociology course may be both a major requirement and a general education social science course). Some colleges intentionally allow room for electives in a program to ensure that students, particularly those students who are undecided about their major, are able to explore different programs without exceeding the total number of credits required to graduate with a bachelor’s degree. In other cases, students may have taken all of their major courses and fulfilled their general education requirements but still need additional credits to fulfill the minimum to graduate. The additional courses taken to meet the total credit requirement (if necessary) are considered electives.
### Graduate Degrees
According to United States Census data published in 2018, 13.1 percent of the U.S. adult population have completed advanced degrees.United States Census Bureau. (2019, February 21). Number of People with Master’s and Doctoral Degrees Doubles Since 2000. Retrieved from: https://www.census.gov/library/stories/2019/02/number-of-people-with-masters-and-phd-degrees-double-since-2000.html Whereas associate and bachelor’s degrees are considered undergraduate degrees and require high school graduation for entry, advanced degrees called graduate degrees require prior completion of a bachelor’s degree. Some professions require graduate degrees as a minimum job qualification, such as pharmacists, lawyers, physical therapists, psychologists, and college professors. In other cases, students may be motivated to pursue a graduate degree to obtain a higher-level job or higher salary, or to be more competitive in their field. Some students are also interested in learning about some subject in greater depth than they did at the undergraduate level. Because graduate degrees do not include general education or free elective courses, they are very focused on career-specific knowledge and skills. Graduate degrees include master’s, doctoral, and professional degrees. Master’s degrees often require 30–60 credits and take one to two years of full-time attendance to complete. Some master’s degrees, like those for counselors, require supervised job experience as a component of the degree and therefore require more credits.
Doctorate and professional degrees are the highest level of advanced degrees. Approximately 3.5% of the U.S. adult population has completed a doctorate or professional degree. Very few careers require this level of education for entry, so fewer individuals pursue these degrees. Doctorates are offered in many subjects and primarily prepare students to become researchers in their field of study. This in-depth level of education often requires an additional 90–120 credits beyond the bachelor’s degree, and may or may not require a master’s degree prior to entry. (A master’s degree as an entry requirement may reduce the number of credits required to complete the doctoral degree.)
Professional degrees are a specific type of doctorate-level degree that focus on skills to be applied in a practical, or hands-on, career rather than as a researcher. The most common professional degrees are Doctor of Medicine (MD) for aspiring medical doctors, Juris Doctor (JD) for aspiring lawyers, Doctor of Pharmacy (PharmD) for aspiring pharmacists, and Doctor of Education (EdD) for aspiring school and college or university administrators. If the career you are pursuing requires a graduate degree, you should keep this end goal in mind as you plan for the timeline and finances required to meet your goals. You may also want to inquire about special agreements that your college or university may have to expedite admission into or completion of graduate degrees. For example, some universities offer 4+1 master’s programs, wherein students take both bachelor’s and master’s level courses during their last year as an undergraduate to accelerate the completion of both degrees.
### Majors and Minors
One of the most common questions an undergraduate college student will be asked is “What’s your major?” As we already noted, your major is only one part of your undergraduate (associate or bachelor’s) degree, but it is the part that most demonstrates your interests and possible future goals. At some point during your studies, you will be asked to decide on, or declare, a major. You may also be able to select a or additional concentration. Whereas a major comprises approximately 10–12 courses of a bachelor’s degree program and is required, a minor is usually 5–8 courses, is often optional, and may count toward or contribute to exceeding the total number of credits required for graduation. Rather than take elective courses, some students will select courses that meet the requirements for a minor. When selecting a major and possibly a minor, you’ll want to consider how the knowledge and skills you gain through those fields of study prepare you for a particular career. Majors and minors can be complementary. For example, a major in business might be well- matched with a minor in a foreign language, thus allowing the student to pursue a career in business with a company that hires bilingual employees. It is important to research careers of interest to you when selecting your major and/or minor to determine what will best help you to meet your goals.
### Preprofessional Programs
Some undergraduate degrees are specifically designed to prepare students to later pursue professional degrees (such as the MD or PharmD) at the graduate level. Such programs are called or preprofessional tracks. The most common preprofessional programs are premed, prelaw, and prepharmacy, but you may see other offerings. Although some preprofessional programs are structured as majors that you can declare, many preprofessional programs are a sequence of recommended courses and activities that a student can follow alongside a related major. While following a preprofessional program may not guarantee your admittance to a professional program, it does increase the likelihood of acceptance to and preparation for a graduate professional program.
Consider Loretta’s story as an example of how a student might be on a preprofessional track. Loretta has decided that she would like to become a medical doctor. She has declared biology as her major and is taking the courses required to graduate with a bachelor of science degree in biology. Her university does not have a premed major, but it does have a premed track. She informs her academic advisor of her career goals, and her advisor provides her information about the premed track. The premed track includes a list of courses that students should take to prepare for the medical school entrance exams, called MCATs. Some of these courses are biology courses that overlap with Loretta’s biology major, while others are higher-level chemistry courses that are not required for her major. She can take these chemistry courses, and any other premed-track courses, as her elective courses. The premed track at Loretta’s university includes opportunities to attend MCAT study workshops and premed student club meetings. It also provides recommendations for summer volunteering and internships that will strengthen Loretta’s resume and application to medical school following the completion of her bachelor’s degree.
### Special Requirements of Majors
While preprofessional programs prepare students for entrance into graduate professional degree programs, some undergraduate majors involve special requirements beyond the usual courses and classroom experience to prepare students for entrance to their career. Such requirements provide students practical experience or prerequisites for licensure necessary for a particular job. When requirements are major-specific, it is often because the requirement is state-mandated for that job. Majors that often include state-mandated special requirements are education, social work, and nursing. Some colleges and universities may require all students to participate in additional experiences beyond their regular coursework. You will want to ask your college about details specific to your major or institution. In this section we will generally discuss four such special requirements and experiences: fieldwork and internships, clinicals, student teaching, and service learning.
### Fieldwork and Internships
Fieldwork and internships may also be referred to as and field experience. These requirements provide hands-on work experience in a career, or field. When fieldwork or internships are required for your major, such as with a social work major, it is often listed as a course requirement among your major requirements. In other words, you usually receive credits for your fieldwork as you would for a lab or lecture course. Your fieldwork instructor will likely ask you to reflect on and report on your experiences. They will likely confer with a supervisor at your fieldwork site, the place where you are working, to help assess your hands-on learning. Fieldwork and internships provide students with opportunities to practice the skills they’ve learned in the classroom while also introducing them to the values and culture of the organizations and communities in which they hope to be employed. It is important to note that fieldwork and internship experiences are often available to students even if they are not required for their major. You may want to inquire with your academic advisors, faculty, or career services office to determine what opportunities might be available for you to gain this type of experience in your field of interest.
### Clinicals
Clinicals are a type of fieldwork specifically required of nursing students. Clinicals may take place in hospitals, nursing homes, or mental health facilities. They provide nursing students who are nearing the end of their degree programs with the opportunity to practice nursing skills that cannot be learned in a regular classroom. During clinicals, students will interact with real patients to conduct physical examinations, draw blood, administer medicine, and provide other care as necessary. Because of the risk to patients, students participating in clinicals are more closely supervised by experienced professionals than those in other types of fieldwork experiences. Thus, clinicals function very much like a real-world classroom and progress to more independent work through the semester. Before undertaking clinicals, nursing students will need to complete certain coursework and pass a physical examination and background check. Because clinicals are often much longer than a class meeting, students will need to work with staff from the program to plan their schedule. It may not be feasible to work at another job while completing clinicals, so if you must work while you’re in college, it’s important to discuss this with nursing staff or academic advisors and to plan ahead.
### Student Teaching
Student teaching is a specific type of fieldwork undertaken by students who plan to teach at the preschool, elementary, or middle and high school levels. Education students are often required to complete a student teaching experience in order to obtain a teaching license in their state. Students must often complete core education coursework prior to student teaching and must complete a background check prior to placement in a school setting. During their student teaching experience, students are usually paired one-on-one with an experienced teacher and have the opportunity to observe that teacher, get to know the students, understand the classroom culture, and participate in lessons as a teaching assistant as needed or appropriate. Much like nursing clinicals, this highly supervised fieldwork experience usually progresses to more independent work when the student teacher is asked to deliver and reflect on a lesson plan of their own design. Keep in mind as you plan for student teaching, that, unlike other fieldwork experiences, student teaching is limited to fall or spring semesters and cannot be completed in the summer because most schools are closed during the summer terms. Also, it may not be feasible to work at another job while completing your student teaching experience, so if you must work while you’re in college, it’s important to discuss this with your program staff or academic advisors and to plan ahead.
### Service Learning
While service learning may not be required of a specific major, you may see this special requirement for a course or as a general graduation requirement for your college or university. It’s also an excellent opportunity to try out something that interests you, something that could lead to or be part of your eventual career.
Service learning is very much like volunteering or community service. The purpose of service learning is to interact with and meet the needs of your local community. Service learning does differ from volunteering in that it is more structured to meet specific learning goals. For example, if you were engaging in service learning for an environmental science course, your activities would likely be focused on local environmental issues. Or, if you were engaging in service learning for a sociology course, you would likely be working with local community groups or organizations not only to assist these organizations, but also to observe how groups interact. Like fieldwork, service learning provides you an opportunity to observe and apply concepts learned in the classroom in a real-world setting. Students are often asked to reflect on their service learning activities in the context of what they’ve been learning in class, so if you’re engaged in service learning, be thinking about how the activities you do relate to what you’ve learned and know. |
# Planning Your Future
## Making a Plan
Questions to Consider:
1. What resources are available to help me understand my degree program requirements?
2. Who can assist me in making a plan?
3. What tools are available to help me develop and track the progress of my plan?
4. Is there anything else I can do now to plan for after I graduate?
As previously noted, most associate degrees require a minimum of 60 credit hours for completion, and bachelor’s degrees minimally require a total of 120 credits. Some individuals refer to these degrees as “two- year” and “four-year” degrees, respectively. To complete a 60-credit associate degree in two years, you would need to take 15 credits (about five classes) in the fall and spring semesters during both years of your attendance. To complete a 120-credit bachelor’s degree in four years, you would need to take 15 credits in the fall and spring semesters each of your four years. It is therefore entirely possible to complete these degrees in two and four years, particularly if you use the three primary resources that colleges provide to help you with your planning: curriculum maps, academic advisors, and interactive planning technology.
### Curriculum Maps
Many colleges and universities will provide , or course checklists to illustrate the sequence of courses necessary to follow this timeline. These timelines often assume that you are ready to take college-level math and English courses and that you will be attending college as a full-time student. If placement tests demonstrate a need for prerequisite math and English coursework to get you up to speed, your timeline will likely be longer.
Many students attend college part-time, often because of family or work responsibilities. This will obviously have an impact on your completion timeline as well. Programs that have special requirements may also require that you plan for additional time. For example, it may be the case that you cannot take other courses while completing clinicals or student teaching, so you will need to plan accordingly. Alternatively, you may be able to speed up, or accelerate, your timeline to degree by taking courses during summer or winter terms. Or if you take fewer than 15 credits per semester, you can take courses during the summer terms to “make up” those credits and stay on track toward those two- or four-year graduation goals.Brookdale Community College Office of Career and Leadership Development. (2016).
### Academic Advisors
All colleges and universities provide resources such as a academic advisors to assist you with your academic planning. Academic advisors may also be called success coaches, mentors, preceptors, or counselors. They may be staff members, or faculty may provide advisement as an additional role to their teaching responsibilities. Regardless of what your college calls this role, academic advisors are individuals who are able to assist you in navigating the puzzle of your academic plan and piecing your courses and requirements together with your other life obligations to help you meet your goals.
An advisor is an expert on college and major requirements and policies, while you are the expert on your life circumstances and your ability to manage your study time and workload. It is also an advisor’s responsibility to understand the details of your degree requirements. This person can teach you how to best utilize college resources to make decisions about your academic and career path. An advisor can help you connect with other college staff and faculty who might be integral to supporting your success. Together with your advisor, you can create a semester-by-semester plan for the courses you will take and the special requirements you will meet. Refer to the end of this section for a detailed planning template that you could use in this process. Even if your college does not require advising, it is wise to meet with your advisor every semester to both check your progress and learn about new opportunities that might lend you competitive advantage in entering your career.
Common Functions of Academic Advisors
Academic advisors can help you:
1. Set educational and career goals
2. Select a major and/or minor
3. Understand the requirements of your degree
4. Navigate the online tools that track the progress of your degree
5. Calculate your GPA and understand how certain choices may impact your GPA
6. Discuss your academic progress from semester to semester
7. Assist with time management strategies
8. Connect with other support and resources at the college such as counseling, tutoring, and career services
9. Navigate institutional policies such as grade appeals, admission to special programs, and other concerns
10. Strategize how to make important contacts with faculty or other college administrators and staff as necessary (such as discussing how to construct professional emails)
11. Discuss transfer options, if applicable
12. Prepare for graduate school applications |
# Planning Your Future
## Using the Career Planning Cycle
Questions to Consider:
1. What steps should I take to learn about my best opportunities?
2. What can I do to prepare for my career while in college?
3. What experiences and resources can help me in my search?
The Career Planning Cycle helps us apply some concrete steps to figuring out where we might fit into the work world. If you follow the steps, you will learn about who you truly are, and can be, as a working professional. You will discover important knowledge about the work world. You will gain more information to help you make solid career decisions. You will get experience that will increase your qualifications. You will be more prepared to reach your professional goals. And the good news is that colleges and universities are set up nicely to help you utilize this process.
### Learn About Yourself
To understand what type of work suits us and to be able to convey that to others to get hired, we must become experts in knowing who we are. Gaining self-knowledge is a lifelong process, and college is the perfect time to gain and adapt this fundamental information. Following are some of the types of information that we should have about ourselves:
1. Interests: Things that we like and want to know more about. These often take the form of ideas, information, knowledge, and topics.
2. Skills/Aptitudes: Things that we either do well or can do well. These can be natural or learned and are usually skills—things we can demonstrate in some way. Some of our skills are “hard” skills, which are specific to jobs and/or tasks. Others are “soft” skills, which are personality traits and/or interpersonal skills that accompany us from position to position.
3. Values: Things that we believe in. Frequently, these are conditions and principles.
4. Personality: Things that combine to make each of us distinctive. Often, this shows in the way we present ourselves to the world. Aspects of personality are customarily described as qualities, features, thoughts, and behaviors.
In addition to knowing the things we can and like to do, we must also know how well we do them. What are our strengths? When employers hire us, they hire us to do something, to contribute to their organization in some way. We get paid for what we know, what we can do, and how well or deeply we can demonstrate these things. Think of these as your Knowledge, Skills, and Abilities (KSAs). As working people, we can each think of ourselves as carrying a “tool kit.” In our tool kit are the KSAs that we bring to each job. As we gain experience, we learn how best to use our tools. We gain more tools and use some more often than others, but all the tools we gather during our career stay with us in some form.
### Formal Assessments
Formal assessments are typically referred to as “career tests.” There are thousands available, and many are found randomly on the Internet. While many of these can be fun, “free” and easily available instruments are usually not credible. It is important to use assessments that are developed to be reliable and valid. Look to your career center for their recommendations; their staff has often spent a good deal of time selecting instruments that they believe work best for students.
Here are some commonly used and useful assessments that you may run across:
1. Interest Assessments: Strong Interest Inventory, Self-Directed Search, Campbell Interest and Skill Survey, Harrington-O’Shea Career Decision-Making System
2. Personality Measures: Myers-Briggs Type Indicator, CliftonStrengths (formerly StrengthsQuest), Big Five Inventory, Keirsey Temperament Sorter, TypeFocus, DiSC
3. Career Planning Software: SIGI 3, FOCUS 2
### Informal Assessments
Often, asking questions and seeking answers can help get us information that we need. When we start working consciously on learning more about any subject, things that we never before considered may become apparent. Happily, this applies to self-knowledge as well. Some things that you can do outside of career testing to learn more about yourself can include:
### Self-Reflection:
1. Notice when you do something that you enjoy or that you did particularly well. What did that feel like? What about it made you feel positive? Is it something that you’d like to do again? What was the impact that you made through your actions?
2. Most people are the “go to” person for something. What do you find that people come to you for? Are you good with advice? Do you tend to be a good listener, observing first and then speaking your mind? Do people appreciate your repair skills? Are you good with numbers? What role do you play in a group?
3. If you like to write or record your thoughts, consider creating a career journal that you update regularly, whether it’s weekly or by semester. If writing your own thoughts is difficult, seek out guided activities that help prompt you to reflect.
4. Many colleges have a career planning course that is designed to specifically lead you through the career decision-making process. Even if you are decided on your major, these courses can help you refine and plan best for your field.
### Explore Jobs and Careers
Many students seem to believe that the most important decision they will make in college is to choose their major. While this is an important decision, even more important is to determine the type of knowledge you would like to have, understand what you value, and learn how you can apply this in the workplace after you graduate. For example, if you know you like to help people, this is a value. If you also know that you’re interested in math and/or finances, you might study to be an accountant. To combine both of these, you would gain as much knowledge as you can about financial systems and personal financial habits so that you can provide greater support and better help to your clients.
The four factors of self-knowledge (interests, skills/aptitudes, values, and personality), which manifest in your KSAs, are also the factors on which employers evaluate your suitability for their positions. They consider what you can bring to their organization that is at once in line with their organization’s standards and something they need but don’t have in their existing workforce.
Along with this, each job has KSAs that define it. You may think about finding a job/career as looking like the figure below.
The importance of finding the right fit cannot be overstated. Many people don’t realize that the KSAs of the person and the requirements of the job have to match in order to get hired in a given field. What is even more important, though, is that when a particular job fits your four factors of self-knowledge and maximizes your KSAs, you are most likely to be satisfied with your work! The “fit” works to help you not only get the job, but also enjoy the job.
So if you work to learn about yourself, what do you need to know about jobs, and how do you go about learning it? In our diagram, if you need to have self-knowledge to determine the YOU factors, then to determine the JOB factors, you need to have workplace knowledge. This involves understanding what employers in the workplace and specific jobs require. Aspects of workplace knowledge include:
1. Labor Market Information: Economic conditions, including supply and demand of jobs; types of industries in a geographic area or market; regional sociopolitical conditions and/or geographic attributes.
2. Industry Details: Industry characteristics; trends and opportunities for both industry and employers; standards and expectations.
3. Work Roles: Characteristics and duties of specific jobs and work roles; knowledge, skills, and abilities necessary to perform the work; training and education required; certifications or licenses; compensation; promotion and career path; hiring process.
This “research” may sound a little dry and uninteresting at first, but consider it as a look into your future. If you are excited about what you are learning and what your career prospects are, learning about the places where you may put all of your hard work into practice should also be very exciting! Most professionals spend many hours not only performing their work but also physically being located at work. For something that is such a large part of your life, it will help you to know what you are getting into as you get closer to realizing your goals.
There are many and varied types of experiential learning opportunities that can help you learn more about different career opportunities. The table below provides a brief overview.
### What to Do to Get Ready
Being prepared to find a job means putting evidence of your KSAs together in a way that employers will understand. It is one thing to say you can do something; it is another to show that you can. The following are things that you will want to compile as a part of your college career.
### Resumes and Profiles: The College Version
You may already have a resume or a similar profile (such as LinkedIn), or you may be thinking about developing one. Usually, these resources are not required for early college studies, but you may need them for internships, work-study, or other opportunities. When it comes to an online profile, something that is a public resource, be very considerate and intentional when developing it.
### Resume
A resume is a summary of your education, work experience, and other accomplishments. It is not simply a list of what you’ve done; it’s a showcase that presents the best you have to offer for a specific role. While most resumes have a relatively similar look and feel, there are some variations in the approach. Especially when developing your first résumé or applying in a new area, you should seek help from resources such as career counselors and others with knowledge of the field. Websites can be very helpful, but be sure to run your resume by others to make sure it fits the format and contains no mistakes.
A resume is a one-page summary (two, if you are a more experienced person) that generally includes the following information:
1. Name and contact information
2. Objective and/or summary
3. Education—all degrees and relevant certifications or licenses
4. Work or work-related experience—usually in reverse chronological order, starting with the most recent and working backward. (Some resumes are organized by subject/skills rather than chronologically.Writing@CSU. “Organizing Your Resume.” https://writing.colostate.edu/guides/page.cfm?pageid=1517&guideid=77)
5. Career-related/academic awards or similar accomplishments
6. Specific work-related skills
While you’re in college, especially if you go to college directly after high school, you may not have formal degrees or significant work experience to share. That’s okay. Tailor the resume to the position for which you’re applying, and include high school academic, extracurricular, and community-based experience. These show your ability to make a positive contribution and are a good indicator of your work ethic.
If you have significant experience outside of college, you should include it if it’s relatively recent, relates to the position, and/or includes transferable skills (discussed above) that can be used in the role for which you’re applying. Military service or similar experience should nearly always be included. If you had a long career with one company quite some time ago, you can summarize that in one resume entry, indicating the total years worked and the final role achieved. These are judgment calls, and again you can seek guidance from experts.
### Digital Profiles
An online profile is a nearly standard component of professional job seeking and networking. LinkedIn is a networking website used by people from nearly every profession. It combines elements of résumés and portfolios with social media. Users can view, connect, communicate, post events and articles, comment, and recommend others. Employers can recruit, post jobs, and process applications. Alternatives include Jobcase, AngelList, Hired, and Nexxt. These varying sites work in similar ways, with some unique features or practices.
Some professions or industries have specific LinkedIn groups or subnetworks. Other professions or industries may have their own networking sites, to be used instead of or in addition to LinkedIn. Industry, for example, is a networking site specifically for culinary and hospitality workers.
As a college student, it might be a great idea to have a LinkedIn or related profile. It can help you make connections in a prospective field, and provide access to publications and posts on topics that interest you. Before you join and develop a public professional profile, however, keep the following in mind:
1. Be professional. Write up your profile information, any summary, and job/education experience separately, check for spelling and other errors, and have someone review before posting. Be sure to be completely honest and accurate.
2. Your profile isn’t a contest. As a college student, you may only have two or three items to include on your profile. That’s okay. Overly long LinkedIn profiles—like overly long resumes—aren’t effective anyway, and a college student’s can be brief.
3. Add relevant experience and information as you attain it. Post internships, summer jobs, awards, or work-study experiences as you attain them. Don’t list every club or organization you’re in if it doesn’t pertain to the professional field, but include some, especially if you become head of a club or hold a competitive position, such as president or member of a performance group or sports team.
4. Don’t “over-connect.” As you meet and work with people relevant to your career, it is appropriate to connect with them through LinkedIn by adding a personal note on the invite message. But don’t send connection invites to people with whom you have no relationship, or to too many people overall. Even alumni from your own school might be reluctant to connect with you unless you know them relatively well.
5. Professional networking is not the same as social media. While LinkedIn has a very strong social media component, users are often annoyed by too much nonprofessional sharing (such as vacation/child pictures); aggressive commenting or arguing via comments is also frowned upon. As a student, you probably shouldn’t be commenting or posting too much at all. Use LinkedIn as a place to observe and learn. And in terms of your profile itself, keep it professional, not personal.
6. LinkedIn is not a replacement for a real resume.
### Building Your Portfolio
Future employers or educational institutions may want to see the work you’ve done during school. Also, you may need to recall projects or papers you wrote to remember details about your studies. Your portfolio can be one of your most important resources.
Portfolio components vary according to field. Business students should save projects, simulations, case studies, and any mock companies or competitions they worked on. Occupational therapy students may have patient thank-you letters, summaries of volunteer activity, and completed patient paperwork (identities removed). Education majors will likely have lesson plans, student teaching materials, sample projects they created, and papers or research related to their specialization.
Other items to include in your portfolio:
1. Evidence of any workshops or special classes you attended. Include a certificate, registration letter, or something else indicating you attended/completed it.
2. Evidence of volunteer work, including a write-up of your experience and how it impacted you.
3. Related experience and work products from your time prior to college.
4. Materials associated with career-related talks, performances, debates, or competitions that you delivered or took part in.
5. Products, projects, or experiences developed in internships, fieldwork, clinicals, or other experiences (see below).
6. Evidence of “universal” workplace skills such as computer abilities or communication, or specialized abilities such as computation/number crunching.
A portfolio is neither a scrapbook nor an Instagram story. No need to fill it with pictures of your college experience unless those pictures directly relate to your career. If you’re studying theology and ran a religious camp, include a picture. If you’re studying theology and worked in a food store, leave it out.
Certain disciplines, such as graphic design, music, computer science, and other technologies, may have more specific portfolio requirements and desired styles. You’ll likely learn about that in the course of your studies, but be sure to proactively inquire about these needs or seek examples. Early in your college career, you should be most focused on gathering components for your portfolio, not formalizing it for display or sharing.
### Preparing to Network
Throughout this chapter, we have discussed how important relationships are to your career development. It can sometimes be a little intimidating to meet new people in the professional environment. But with preparation and understanding, these encounters can be not only helpful, but also rewarding. Here are some ideas to consider when meeting new people who can be helpful to your career:
1. Be yourself. You’re your own best asset. If you’re comfortable with who you are and where you come from, others will be, too.
2. Remember, you’re in college and they know it. Don’t try to impress everyone with what you know; alumni or faculty know more. Instead, talk about what you’re learning—your favorite class, the project you’re most proud of, or even the ones by which you’ve been most challenged.
3. Be polite, not too casual. If your goal is to become a professional, look and sound the part.
4. Listen.
5. Think of some questions ahead of time. Don’t aim for difficult questions or anything too personal, but asking people how they got into their career, with whom they studied in college, what their job is like, and similar questions will both start conversations and provide you with meaningful insight.
6. Don’t stress. Remember, if alumni, even highly successful ones, are speaking to you, it’s usually because they want to. An encounter over finger food or a brief meetup in the Rad Tech department office isn’t going to make or break your job prospects.
7. If appropriate and timely, ask if you can keep in touch. Be prepared with a polished email address and phone number. For example, if your current address is “fortnitefan@gmail.com,” consider creating a second account that’s more professional.
8. Say thank you. No need to go on and on, but thank them for any advice they give or simply for taking the time to talk with you
### Making Your Case through the Words of Others: Letters of Recommendation
Whether you go on to graduate school or directly into the workforce (or both at the same time), decision makers will want to learn more about you. Your grades, interviews, test scores, and other performance data will tell them a lot. But sometimes they’ll want to hear from others.
Letters of recommendation are often a standard component of convincing people you’re the right person to join their organization. Some positions or institutions require a certain quantity of letters and may have specific guidance on who should write them. Other companies will accept them as additional evidence that you’re a great candidate. Either way, gathering such letters or having a few people whom you can ask for them will put you in a better position. Note that internships, especially competitive ones, may also require letters of recommendation.
### Friends & Family Matter
Michael has continued on his path to become a physical therapist even though he has struggled in some of the basic science classes. In fact, he earned Ds in Chemistry I and in Anatomy and Physiology. He will need to retake the courses and earn at least Cs in them to graduate with a bachelor’s degree in biology, but even more importantly, he will need to greatly improve his GPA if he wants to be able to get into a graduate program.
Michael has noticed that his enthusiasm for his major classes has waned considerably, especially since he has taken courses such as history and literature. He loves reading and discussing texts and analyzing their historical contexts. When he expressess this to his family, they encourage him to “get that out of his system” and continue on his pathway to physical therapy. In fact, they often share with him news stories about salaries for people who graduate with liberal arts degrees versus science and mathematics degrees, and the data show that his physical therapy degree will be far more lucrative over his lifetime.
Even though Michael knows he needs to be able to land a good-paying job after he graduates, he doesn’t think he has what it takes to get through his science courses. Now he is unsure of how to bring this up to his family as they have made it clear what their expectations are. He doesn’t want to disappoint them—and perhaps they know better what he should do—but he just can’t find the motivation to retake the courses and work harder.
### Let’s Think About It
Michael has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Michael continues on the path to become a physical therapist even if that means retaking classes to earn a higher GPA so he can apply for graduate school.
2. Michael talks with a career counselor and an academic advisor about his dilemma and finds a more viable pathway for himself.
3. Michael has an honest conversation with his family about how he is feeling and why he is not doing well in his science classes.
### Let’s Talk About It
Michael’s situation is common among students who think they want to major in something because they like the idea of it, their family supports the pathway, and the choice can lead to a lucrative career. However, it is okay to change your mind or decide to study something that interests you even if you are not sure just yet how to connect it to a career. Here are some suggestions for communicating with others about the dilemma that Michael is facing:
1. “After some thought and experiences in my classes, I don’t feel as though my original major and career plan are a good fit for what I would like to study. I would like to explore other options.”
2. “I have been talking with a career counselor about other options for careers. I have found some interesting pathways that would be different from what I originally chose, but would still be viable ways to use what I am learning in college in a career that makes a difference for others.”
3. “I am struggling with what I want to study and do with my life. I have found some classes are more enjoyable for me—even when they are challenging—and I would like to talk to my professors, advisors, and the career services staff about what this may mean for my degree pathway.”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.
### Summary and Next Steps for College Success
This chapter began by describing the process of creating short-term, long-term, and SMART goals that can serve as motivation for you. After a discussion of the relationship between short- and long-term goals and the importance of tracking the progress of our goals, the chapter dove into the specifics of academic plans. Sections on degree types and the special considerations and requirements of certain programs should help you understand the type of opportunities that may be available to you and the types of questions you should research and ask. The section on planning your semesters provided you with the types of resources, people, and tools that you should look for when developing your academic plan. The final section shared some basic job-seeking advice and information that will allow you to begin the process of building the components needed to apply for positions during and after college.
To make the most of the time you have in college to explore and plan for your future, consider what you can do now to create your educational and career pathway. Choose one of the following to explore further or do this term:
1. Take a variety of values, interests, skills, and personality inventories to learn more about what kinds of career environments and tasks would be worth pursuing.
2. Create a degree plan for yourself that includes opportunities to participate in experiential learning and activities such as internships and service learning.
3. Explore additional education or credentials you may need to fulfill your career goals.
4. Begin to create a resume or professional profile via social media that shares the experiences you have. |
# Exploring College
## Introduction
### Student Survey
How do you feel about your ability to meet the expectations of college? These questions will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking questions on a scale of 1 – 4, 1 meaning “least like me” and 4 meaning “most like me.”
Don’t be concerned with the results. If your score is low, you will most likely gain even more from this book.
1. I am fully aware of the expectations of college and how to meet them.
2. I know why I am in college and have clear goals that I want to achieve.
3. Most of the time, I take responsibility for my learning new and challenging concepts.
4. I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.
You can also take the Chapter 1 survey anonymously online.
### About this Chapter
In this chapter, you will learn about what you can do to get ready for college. By the time you complete this chapter, you should be able to do the following:
1. Recognize the purpose and value of college.
2. Describe the transitional experience of the first year of college.
3. Discuss how to handle college culture and expectations.
4. Identify resources in this text and on your campus for supporting your college success.
While Reginald and Madison have had different experiences before and certainly have different motivations for enrolling in college, they have quite a bit in common. They are both committed to this new chapter in their lives, and they are both connected to their families in ways that can influence their commitment to this pursuit. What they don’t know just yet—because they haven’t started their classes—is that they will have even more in common as they move through each term, focus on a major, and plan for life after graduation. And they have a lot in common with you as well because you are in a similar position—starting the next chapter of the rest of your life.
In this chapter, you will first learn more about identifying the reason you are in college. This is an important first step because knowing your why will keep you motivated. Next, the chapter will cover the transitions that you may experience as a new college student. Then, the chapter will focus on how you can acclimate to the culture and meeting the expectations—all of which will make the transition to a full-fledged college student easier. Finally, the chapter will provide you with strategies for overcoming the challenges that you may face by providing information about how to find and access resources. |
# Exploring College
## Why College?
Questions to Consider:
1. Why are you in college?
2. What are the rewards and value of a college degree?
3. Why this course?
This chapter started with the profiles of two students, Reginald and Madison, but now we turn to who you are and why you are in college. Starting this chapter with you, the student, seems to make perfect sense. Like Reginald and Madison, you are probably full of emotions as you begin this journey toward a degree and the fulfillment of a dream. Are you excited about meeting new people and finally getting to take classes that interest you? Are you nervous about how you are going to handle your courses and all the other activities that come along with being a college student? Are you thrilled to be making important decisions about your future? Are you worried about making the right choice when deciding on a major or a career? All these thoughts, even if contradictory at times, are normal. And you may be experiencing several of them at the same time.
### Why Are You in College?
We know that college is not mandatory—like kindergarten through 12th grade is—and it is not free. You have made a choice to commit several years of hard work to earn a degree or credential. In some cases, you may have had to work really hard to get here by getting good grades and test scores in high school and earning money to pay for tuition and fees and other expenses. Now you have more at stake and a clearer path to achieving your goals, but you still need to be able to answer the question.
To help answer this question, consider the following questioning technique called “The Five Whys” that was originally created by Sakichi Toyoda, a Japanese inventor, whose strategy was used by the Toyota Motor Company to find the underlying cause of a problem. While your decision to go to college is not a problem, the exercise is helpful to uncover your underlying purpose for enrolling in college.
The process starts with a “Why” question that you want to know the answer to. Then, the next four “Why” questions use a portion of the previous answer to help you dig further into the answer to the original question. Here is an example of “The Five Whys,” with the first question as “Why are you in college?” The answers and their connection to the next “Why” question have been underlined so you can see how the process works.
While the example is one from a student who knows what she wants to major in, this process does not require that you have a specific degree or career in mind. In fact, if you are undecided, then you can explore the “why” of your indecision. Is it because you have lots of choices, or is it because you are not sure what you really want out of college?
Do you see how this student went beyond a standard answer about the degree that she wants to earn to connecting her degree to an overall purpose that she has to help others in a specific way? Had she not been instructed to delve a little deeper with each answer, it is likely that she would not have so quickly articulated that deeper purpose. And that understanding of “why” you are in college—beyond the degree you want or the job you envision after graduation—is key to staying motivated through what will most likely be some challenging times.
How else does knowing your “why,” or your deeper reason for being in college, help you? According to Angela Duckworth (2016), a researcher on grit—what it takes for us to dig in deep when faced with adversity and continue to work toward our goal—knowing your purpose can be the booster to grit that can help you succeed.Duckworth, A. (2016). Other research has found that people who have a strong sense of purpose are less likely to experience stress and anxiety (Burrown, 2013)Burrow, A.L. & Hill, P.L. (2013). Derailed by diversity? Purpose buffers the relationship between ethnic composition on trains and passenger negative mood. and more likely to be satisfied in their jobs (Weir, 2013).Weir, K. (2013). More than job satisfaction: Psychologists are discovering what makes work meaningful--and how to create value in any job. Therefore, being able to answer the question “Why are you in college?” not only satisfies the person asking, but it also has direct benefits to your overall well-being.
### What Are the Rewards and Value of a College Degree?
Once you have explored your “why” for enrolling in college, it may be worth reviewing what we know about the value of a college degree. There is no doubt you know people who have succeeded in a career without going to college. Famous examples of college dropouts include Bill Gates (the cofounder and CEO of Microsoft) and Ellen DeGeneres (comedian, actor, and television producer, among her many other roles). These are two well-known, smart, talented people who have had tremendous success on a global scale. They are also not the typical profile of a student who doesn’t finish a degree. For many students, especially those who are first-generation college students, a college degree helps them follow a career pathway and create a life that would not have been possible without the credential. Even in this time of rapid change in all kinds of fields, including technology and education, a college degree is still worth it for many people.
Consider the following chart that shows an average of lifetime earnings per level of education. As you can see, the more education you receive, the greater the increase in your average lifetime earnings. Even though a degree costs a considerable amount of money on the front end, if you think about it as an investment in your future, you can see that college graduates receive a substantial return on their investment. To put it into more concrete terms, let’s say you spend $100,000 for a four-year degree (Don’t faint! That is the average sticker cost of a four-year degree at a public university if you include tuition, fees, room, and board). The return on investment (ROI) over a lifetime, according to the information in the figure below, is 1,500%! You don’t have to be a financial wizard to recognize that 1,500% return is fantastic.
Making more money over time is not the only benefit you can earn from completing a college degree. College graduates are also more likely to experience the following:
1. Greater job satisfaction. That’s right! College graduates are more likely to get a job that they like or to find that their job is more enjoyable than not.
2. Better job stability. Employees with college degrees are more likely to find and keep a job, which is comforting news in times of economic uncertainty.
3. Improved health and wellness. College graduates are less likely to smoke and more likely to exercise and maintain a healthy weight.
4. Better outcomes for the next generation. One of the best benefits of a college degree is that it can have positive influences for the graduate’s immediate family and the next generations.
One last thing: There is some debate as to whether a college degree is needed to land a job, and there are certainly jobs that you can get without a college degree. However, there are many reasons that a college degree can give you an edge in the job market. Here are just a few reasons that graduating with a degree is still valuable:
1. More and more entry-level jobs will require a college degree. According to Georgetown University’s Center on Education and the Workforce, in 2020, 35% of jobs will require a college degree.Carnevale, A.P., Smith, N., & Strohl, J. (2013). Recover: Job growth and education requirements through 2020. Georgetown University's Center on Education and the Workforce. Retrieved from https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/.
2. A credential from a college or university still provides assurance that a student has mastered the material. Would you trust a doctor who never went to medical school to do open-heart surgery on a close relative? No, we didn’t think so.
3. College provides an opportunity to develop much-needed soft skills. The National Association of Colleges and Employers has identified eight career-readiness competencies that college students should develop: critical thinking/problem solving, oral/written communication, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/intercultural fluency.National Association of Colleges and Employers. (2019). Career readiness defined. Retrieved from https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/. There are few occasions that will provide you the opportunity to develop all of these skills in a low-stakes environment (i.e., without the fear of being fired!). You will learn all of this and more in your classes. Seems like a great opportunity, doesn’t it? If you find yourself asking the question “What does this course have to do with my major?” or “Why do I have to take that?” challenge yourself to learn more about the course and look for connections between the content and your larger educational, career, and life goals.
### Why This Course?
Now that you have considered why you are in college and why a college degree may be valuable to you, it’s time to focus on why you are reading this book. Most likely, you are enrolled in a course that is helping you learn about college and how to make the most of it. You may be asking yourself “Why am I taking this course?” or even “Why do I have to read this book?” Answers to the first question may vary, depending on your college’s requirements for first-year students. Nevertheless, you are probably taking this course because your college believes that it will help you succeed in college and beyond. Likewise, the reason your professor has assigned this book is because it has been designed to give you the best information about how to make your transition to college a little smoother. If you are not convinced just yet of the value of this course and its content, consider the following questions that you will be encouraged to answer as you learn about how to succeed in college:
1. What will college expect of me in terms of skills, habits, and behaviors, and how can I develop them to ensure that I am successful?
2. What do I need to know about how to navigate the process of completing a college degree?
3. How can I ensure that I develop worthy long-term goals, and how best can I meet those goals?
These questions are designed to assist you in the transition from high school, or the workforce, to the new world of college. And this won’t be the last monumental transition that you will experience. For example, you will experience a new job more than once in your life, and you may experience the excitement and challenge of moving to a new house or a new city. You can be assured that transitions will require that you identify what you need to get through them and that you will experience some discomfort along the way. It wouldn’t be such a great accomplishment without a little uncertainty, doubt, and self-questioning. To help you, the next section speaks specifically to transitions for the purpose of making your next steps a little smoother. |
# Exploring College
## The First Year of College Will Be an Experience
Questions to Consider:
1. How will you adjust to college?
2. What are the common college experiences you will have?
### Adjustments to College Are Inevitable
College not only will expand your mind, but it may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. It is hard to truly learn anything without getting messy. This is what education does: it transforms us. For that to happen, however, means that we will need to be open to the transformation and allow the changes to occur. Flexibility, transition, and change are all words that describe what you will experience. Laurie Hazard and Stephanie Carter (2018)Hazard, L., & Carter, S. (2018). A framework for helping families understand the college transition. use the word adjustment. Hazard and Carter (2018) believe there are six adjustment areas that first-year college students experience: academic, cultural, emotional, financial, intellectual, and social. Of course, you won’t go through these adjustments all at once or even in just the first year. Some will take time, while others may not even feel like much of a transition. Let’s look at them in brief as a way of preparing for the road ahead:
1. Academic adjustment. No surprises here. You will most likely—depending on your own academic background—be faced with the increased demands of learning in college. This could mean that you need to spend more time learning to learn and using those strategies to master the material.
2. Cultural adjustment. You also will most likely experience a cultural adjustment just by being in college because most campuses have their own language (syllabus, registrar, and office hours, for example) and customs. You may also experience a cultural adjustment because of the diversity that you will encounter. Most likely, the people on your college campus will be different than the people at your high school—or at your workplace.
3. Emotional adjustment. Remember the range of emotions presented at the beginning of the chapter? Those will likely be present in some form throughout your first weeks in college and at stressful times during the semester. Knowing that you may have good days and bad—and that you can bounce back from the more stressful days—will help you find healthy ways of adjusting emotionally.
4. Financial adjustment. Most students understand the investment they are making in their future by going to college. Even if you have all your expenses covered, there is still an adjustment to a new way of thinking about what college costs and how to pay for it. You may find that you think twice about spending money on entertainment or that you have improved your skills in finding discounted textbooks.
5. Intellectual adjustment. Experiencing an intellectual “a-ha!” moment is one of the most rewarding parts of college, right up there with moving across the graduation stage with a degree in hand. Prepare to be surprised when you stumble across a fascinating subject or find that a class discussion changes your life. At the very least, through your academic work, you will learn to think differently about the world around you and your place in it.
6. Social adjustment. A new place often equals new people. But in college, those new relationships can have even more meaning. Getting to know professors not only can help you learn more in your classes, but it can also help you figure out what career pathway you want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.
The table Six Areas of Adjustment for First-Year College Students provides a succinct definition for each of the areas as well as examples of how you can demonstrate that you have adjusted. Think about what you have done so far to navigate these transitions in addition to other things you can do to make your college experience a successful one. |
# Exploring College
## College Culture and Expectations
Questions to Consider:
1. What language and customs do you need to know to succeed in college?
2. What is your responsibility for learning in college?
3. What resources will you use to meet these expectations?
4. What are the common challenges in the first year?
### College Has Its Own Language and Customs
Going to college—even if you are not far from home—is a cultural experience. It comes with its own language and customs, some of which can be confusing or confounding at first. Just like traveling to a foreign country, it is best if you prepare by learning what words mean and what you are expected to say and do in certain situations.
Let’s first start with the language you may encounter. In most cases, there will be words that you have heard before, but they may have different meanings in a college setting. Take, for instance, “office hours.” If you are not in college, you would think that it means the hours of a day that an office is open. If it is your dentist’s office, it may mean Monday through Friday from 8 a.m. to 5 p.m. In college, “office hours” can refer to the specific hours a professor is in her office to meet with students, and those hours may be only a few each day: for example, Mondays and Wednesdays from 1 p.m. until 3 p.m.
“Syllabus” is another word that you may not have encountered, but it is one you will soon know very well. A syllabus is often called the “contract of the course” because it contains information about what to expect—from the professor and the student. It is meant to be a roadmap for succeeding in the class. Understanding that office hours are for you to ask your professor questions and the syllabus is the guide for what you will be doing in the class can make a big difference in your transition to college. The table on Common College Terms, has a brief list of other words that you will want to know when you hear them on campus.
In addition to its own language, higher education has its own way of doing things. For example, you may be familiar with what a teacher did when you were in high school, but do you know what a professor does? It certainly seems like they fulfill a very similar role as teachers in high school, but in college professors’ roles are often much more diverse. In addition to teaching, they may also conduct research, mentor graduate students, write and review research articles, serve on and lead campus committees, serve in regional and national organizations in their disciplines, apply for and administer grants, advise students in their major, and serve as sponsors for student organizations. You can be assured that their days are far from routine. See the Table on Differences between High School Teachers and College Professors for just a few differences between high school teachers and college professors.
The relationships you build with your professors will be some of the most important ones you create during your college career. You will rely on them to help you find internships, write letters of recommendation, nominate you for honors or awards, and serve as references for jobs. You can develop those relationships by participating in class, visiting during office hours, asking for assistance with coursework, requesting recommendations for courses and majors, and getting to know the professor’s own academic interests. One way to think about the change in how your professors will relate to you is to think about the nature of relationships you have had growing up. In Figure 1.X: You and Your Relationships Before College you will see a representation of what your relationships probably looked like. Your family may have been the greatest influencer on you and your development.
In college, your networks are going to expand in ways that will help you develop other aspects of yourself. As described above, the relationships you will have with your professors will be some of the most important. But they won’t be the only relationships you will be cultivating while in college. Consider the Figure on You and Your Relationships during College and think about how you will go about expanding your network while you are completing your degree.
Your relationships with authority figures, family, and friends may change while you are in college, and at the very least, your relationships will expand to peer networks—not friends, but near-age peers or situational peers (e.g., a first-year college student who is going back to school after being out for 20 years)—and to faculty and staff who may work alongside you, mentor you, or supervise your studies. These relationships are important because they will allow you to expand your network, especially as it relates to your career. As stated earlier, developing relationships with faculty can provide you with more than just the benefits of a mentor. Faculty often review applications for on-campus jobs or university scholarships and awards; they also have connections with graduate programs, companies, and organizations. They may recommend you to colleagues or former classmates for internships and even jobs.
Other differences between high school and college are included in the table about Differences between High School and College. Because it is not an exhaustive list of the differences, be mindful of other differences you may notice. Also, if your most recent experience has been the world of work or the military, you may find that there are more noticeable differences between those experiences and college.
### Some of What You Will Learn Is “Hidden”
Many of the college expectations that have been outlined so far may not be considered common knowledge, which is one reason that so many colleges and universities have classes that help students learn what they need to know to succeed. The term, which was coined by sociologists,P.P. Bilbao, P. I. Lucido, T. C. Iringan and R. B. Javier. (2008). describes unspoken, unwritten, or unacknowledged (hence, hidden) rules that students are expected to follow that can affect their learning. To illustrate the concept, consider the situation in the following activity.
The expectations before, during, and after class, as well as what you should do if you miss class, are often unspoken because many professors assume you already know and do these things or because they feel you should figure them out on your own. Nonetheless, some students struggle at first because they don’t know about these habits, behaviors, and strategies. But once they learn them, they are able to meet them with ease.
### Learning Is Your Responsibility
As you may now realize by reviewing the differences between high school and college, learning in college is your responsibility. Before you read about the how and why of being responsible for your own learning, complete the Activity below.
Taking responsibility for your learning will take some time if you are not used to being in the driver’s seat. However, if you have any difficulty making this adjustment, you can and should reach out for help along the way.
### What to Expect During the First Year
While you may not experience every transition within your first year, there are rhythms to each semester of the first year and each year you are in college. Knowing what to expect each month or week can better prepare you to take advantage of the times that you have more confidence and weather through the times that seem challenging. Review the table on First-Year College Student Milestones. There will be milestones each semester you are in college, but these will serve as an introduction to what you should expect in terms of the rhythms of the semester.
The first few weeks will be pretty exhilarating. You will meet new people, including classmates, college staff, and professors. You may also be living in a different environment, which may mean that a roommate is another new person to get to know. Overall, you will most likely feel both excited and nervous. You can be assured that even if the beginning of the semester goes smoothly, your classes will get more challenging each week. You will be making friends, learning who in your classes seem to know what is going on, and figuring your way around campus. You may even walk into the wrong building, go to the wrong class, or have trouble finding what you need during this time. But those first-week jitters will end soon. Students who are living away from home for the first time can feel homesick in the first few weeks, and others can feel what is called “imposter syndrome,” which is a fear some students have that they don’t belong in college because they don’t have the necessary skills for success. Those first few weeks sound pretty stressful, but the stress is temporary.
After the newness of college wears off, reality will set in. You may find that the courses and assignments do not seem much different than they did in high school (more on that later), but you may be in for a shock when you get your graded tests and papers. Many new college students find that their first grades are lower than they expected. For some students, this may mean they have earned a B when they are used to earning As, but for many students, it means they may experience their first failing or almost-failing grades in college because they have not used active, effective study strategies; instead, they studied how they did in high school, which is often insufficient. This can be a shock if you are not prepared, but it doesn’t have to devastate you if you are willing to use it as a wake-up call to do something different.
By the middle of the semester, you’ll likely feel much more confident and a little more relaxed. Your grades are improving because you started going to tutoring and using better study strategies. You are looking ahead, even beyond the first semester, to start planning your courses for the next term. If you are working while in college, you may also find that you have a rhythm down for balancing it all; additionally, your time management skills have likely improved.
By the last few weeks of the semester, you will be focused on the increasing importance of your assignments and upcoming finals and trying to figure out how to juggle that with the family obligations of the impending holidays. You may feel a little more pressure to prepare for finals, as this time is often viewed as the most stressful period of the semester. All of this additional workload and need to plan for the next semester can seem overwhelming, but if you plan ahead and use what you learn from this chapter and the rest of the course, you will be able to get through it more easily.
### Don’t Do It Alone
Think about our earlier descriptions of two students, Reginald and Madison. What if they found that the first few weeks were a little harder than they had anticipated? Should they have given up and dropped out? Or should they have talked to someone about their struggles? Here is a secret about college success that not many people know: successful students seek help. They use resources. And they do that as often as necessary to get what they need. Your professors and advisors will expect the same from you, and your college will have all kinds of offices, staff, and programs that are designed to help. This bears calling out again: you need to use those resources. These are called “help-seeking behaviors,” and along with self-advocacy, which is speaking up for your needs, they are essential to your success. As you get more comfortable adjusting to life in college, you will find that asking for help is easier. In fact, you may become really good at it by the time you graduate, just in time for you to ask for help finding a job! Review the table on Issues, Campus Resources, and Potential Outcomes for a few examples of times you may need to ask for help. See if you can identify where on campus you can find the same or a similar resource.
### Common Challenges in the First Year
It seems fitting to follow up the expectations for the first year with a list of common challenges that college students encounter along the way to a degree. If you experience any—or even all—of these, the important point here is that you are not alone and that you can overcome them by using your resources. Many college students have felt like this before, and they have survived—even thrived—despite them because they were able to identify a strategy or resource that they could use to help themselves. At some point in your academic career, you may do one or more of the following:
1. Feel like an imposter. There is actually a name for this condition: imposter syndrome. Students who feel like an imposter are worried that they don’t belong, that someone will “expose them for being a fake.” This feeling is pretty common for anyone who finds themselves in a new environment and is not sure if they have what it takes to succeed. Trust the professionals who work with first-year college students: you do have what it takes, and you will succeed. Just give yourself time to get adjusted to everything.
2. Worry about making a mistake. This concern often goes with imposter syndrome. Students who worry about making a mistake don’t like to answer questions in class, volunteer for a challenging assignment, and even ask for help from others. Instead of avoiding situations where you may fail, embrace the process of learning, which includes—is even dependent on—making mistakes. The more you practice courage in these situations and focus on what you are going to learn from failing, the more confident you become about your abilities.
3. Try to manage everything yourself. Even superheroes need help from sidekicks and mere mortals. Trying to handle everything on your own every time an issue arises is a recipe for getting stressed out. There will be times when you are overwhelmed by all you have to do. This is when you will need to ask for and allow others to help you.
4. Ignore your mental and physical health needs. If you feel you are on an emotional rollercoaster and you cannot find time to take care of yourself, then you have most likely ignored some part of your mental and physical well-being. What you need to do to stay healthy should be non-negotiable. In other words, your sleep, eating habits, exercise, and stress-reducing activities should be your highest priorities.
5. Forget to enjoy the experience. Whether you are 18 years old and living on campus or 48 years old starting back to college after taking a break to work and raise a family, be sure to take the time to remind yourself of the joy that learning can bring. |
# Exploring College
## How Can This Book And This Course Help?
Questions to Consider:
1. How will you be able to develop your purpose?
2. In what ways will you be able to create strategies for your success?
3. What other resources can you use to help you succeed?
As Reginald and Madison go through their college experiences and create a balance between their academic and personal lives, their stories, no doubt, will diverge. But you can be assured that each of them will demonstrate grit, the ability to stay focused on a goal over the long-term, along the way. As Duckworth (2016) has said, it takes passion and perseverance to be gritty. It also takes resilience, or the ability to bounce back from adversity. The challenges you face will certainly stretch you, but if you have these three things—purpose, strategies, and resources—you will be more likely to bounce back, even become stronger in the process. This book has been designed with these things in mind.
### Develop Your “Why”
This chapter began with the suggestion to explore why you are in college or, more simply, what your purpose is. This course—and this book—will help you continue to refine your answer and create a map for your journey to fulfill your purpose. The features in this book that help you develop your purpose include the following:
1. Student Survey Questions: Each chapter opens with several questions that provide you with a snapshot on how you feel about the chapter content. How does this feature help you develop purpose? It allows you to develop better self-awareness, which will in turn help you build an awareness of your purpose.
2. Analysis Questions: These questions are included throughout each chapter. Consider them “pauses” to help you reflect on what you have read and how to incorporate the information into your own journey.
### Refine Your Strategies for Success
Purpose by itself may illuminate the pathway forward, but it will take strategies to help you complete your journey. Think of the strategies you will learn in this course as tools you will need along the way to completing your degree. The following features provide you with an opportunity to practice and refine strategies for success:
1. Application Questions: Any time you are asked to apply what you are learning in the chapters, you are improving your skills. Look for them throughout and take some time to stop, think, and use the skill.
2. Activities: As you read, you will also have the opportunity to interact with the content. They give you the chance to refine the strategies that will help you succeed in college.
3. Career Connection: This feature allows you to consider how the skills you are developing for college connect to your future career. Making these connections will help you appreciate the deeper importance of them.
### Use Your Resources
In addition to developing strategies for succeeding in your academic and future professional career, you will find that this course will point out the resources you may need to obtain more tools or refuel your desire to continue along the pathway. No one succeeds at anything by oneself. The features related to resources will certainly help you find ways to fill up your toolkit of information.
1. Get Connected: Despite its ability to distract us from the work we need to do, technology can help you accomplish your day-to-day tasks with relative ease. This feature offers suggestions for apps and websites that can help you build skills or just keep track of due dates!
2. Where Do You Go from Here?: The skills and habits you are building now will serve you well in your future endeavors. This feature is designed to help you dig deeper into the chapter content and refine your research skills. It also asks that you find ways to connect what you are learning now to your life and career.
All of these features, in addition to the content, will help you see yourself for who you are and provide opportunities to develop in ways that will make reaching your goal a little easier. Will it be challenging at times? Yes, it will. Will it take time to reflect on those challenges and find better ways to learn and reach your goals? Most definitely. But the effort you put into completing your college degree will result in the confidence you will gain from knowing that anything you set your mind to do—and you work hard for—can be accomplished.
### Chapter Summary
This chapter provides an introduction to the transition to college by first asking “Why?” Understanding why you are in college and what a college degree can do for you is the foundation of making a smooth transition. These transitional experiences are part of being in college, and this chapter provides you with information about what to expect and how to handle the changes you will go through. Next, the chapter discusses college culture and how to understand the customs and language of higher education. The chapter ends with resources throughout the text that can help you practice skills and dive deeper into the topics.
### Rethinking
Revisit the questions you answered at the beginning of the chapter, and consider one option you learned in this chapter that might change your answer to them.
1. I am fully aware of the expectations of college and how to meet them.
2. I know why I am in college and have clear goals that I want to achieve.
3. Most of the time, I take responsibility for my learning new and challenging concepts.
4. I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.
### Where Do You Go from Here?
Making the transition into college smoother for you can have long-term benefits. What have you learned about in this chapter that you want to know more about that could help you? Choose topics from the list below or create your own, and then create an annotated bibliography of three to five reliable sources that provide information about your topic.
1. What is the long-term value of a college degree?
2. What is the “hidden curriculum,” and how can knowing about it help you succeed in college?
3. What learning strategies are the most effective?
4. What kinds of resources and services do colleges now offer that help students’ personal development? |
# The Truth About Learning Styles
## Introduction
### Student Survey
How do you feel about your learning abilities? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.
1. Learning for me is easy. I don’t even have to think about it.
2. I have a preferred learning style.
3. If I can't learn something right away, I have difficulty staying with it.
4. I think my teachers are the most significant aspect of my learning.
You can also take the Chapter 2 survey anonymously online.
### About This Chapter
In this chapter you will learn about the art of learning itself, as well as how to employ strategies that enable you to learn more efficiently.
After reading this chapter, you should be able to do the following:
1. Discover the different types of learning and your learning practices.
2. Make informed and effective learning choices in regards to personal engagement and motivation.
3. Identify and apply the learning benefits of a growth mindset.
4. Evaluate and make informed decisions about learning styles and learning skills.
5. Recognize how personality type models influence learning and utilize that knowledge to improve your own learning.
6. Identify the impact of outside circumstances on personal learning experiences and develop strategies to compensate for them.
7. Recognize the presence of the “hidden curriculum” and how to navigate it. |
# The Truth About Learning Styles
## The Power to Learn
Questions to Consider:
1. What actually happens to me when I learn something?
2. Am I aware of different types of learning?
3. Do I approach studying or practicing differently depending on the desired outcome?
Welcome to one of the most empowering chapters in this book! While each chapter focuses on showing you clear paths to success as a student, this one deals specifically with what is at the core of being a student: the act of learning.
We humans have been obsessed with how we learn and understand things since ancient times. Because of this, some of our earliest recorded philosophies have tried to explain how we take in information about the world around us, how we acquire new knowledge, and even how we can be certain what we learn is correct. This obsession has produced a large number of theories, ideas, and research into how we learn. There is a great deal of information out there on the subject—some of it is very good, and some of it, while well intentioned, has been a bit misguided.
Because of this obsession with learning, over the centuries, people have continually come up with new ideas about how we acquire knowledge. The result has been that commonly held “facts” about education have been known to change frequently. Often, what was once thought to be the newest, greatest discovery about learning was debunked later on. One well-known example of this is that of corporal punishment. For most of the time formal education has existed in our society, educators truly believed that beating students when they made a mistake actually helped them learn faster. Thankfully, birching (striking someone with a rod made from a birch tree) has fallen out of favor in education circles, and our institutions of learning have adopted different approaches. In this chapter, not only will you learn about current learning theories that are backed by neuroscience (something we did not have back in the days of birching), but you will also learn other learning theories that did not turn out to be as effective or as thoroughly researched as once thought. That does not mean those ideas about learning are useless. Instead, in these cases you find ways to separate the valuable parts from the myths to make good learning choices.
### What Is the Nature of Learning?
To begin with, it is important to recognize that learning is work. Sometimes it is easy and sometimes it is difficult, but there is always work involved. For many years people made the error of assuming that learning was a passive activity that involved little more than just absorbing information. Learning was thought to be a lot like copying and pasting words in a document; the student’s mind was blank and ready for an instructor to teach them facts that they could quickly take in. As it turns out, learning is much more than that. In fact, at its most rudimentary level, it is an actual process that physically changes our brains. Even something as simple as learning the meaning of a new word requires the physical alteration of neurons and the creation of new paths to receptors. These new electrochemical pathways are formed and strengthened as we utilize, practice, or remember what we have learned. If the new skill or knowledge is used in conjunction with other things we have already learned, completely different sections of the brain, our nerves, or our muscles may be tied in as a part of the process. A good example of this would be studying a painting or drawing that depicts a scene from a story or play you are already familiar with. Adding additional connections, memories, and mental associations to things you already know something about expands your knowledge and understanding in a way that cannot be reversed. In essence, it can be said that every time we learn something new we are no longer the same.
In addition to the physical transformation that takes place during learning, there are also a number of other factors that can influence how easy or how difficult learning something can be. While most people would assume that the ease or difficulty would really depend on what is being learned, there are actually several other factors that play a greater role.
In fact, research has shown that one of the most influential factors in learning is a clear understanding about learning itself. This is not to say that you need to become neuroscientists in order to do well in school, but instead, knowing a thing or two about learning and how we learn in general can have strong, positive results for your own learning. This is called metacognition (i.e., thinking about thinking).
Some of the benefits to how we learn can be broken down into different areas such as
1. attitude and motivation toward learning,
2. types of learning,
3. methods of learning, and
4. your own preferences for learning.
In this chapter you will explore these different areas to better understand how they may influence your own learning, as well as how to make conscious decisions about your own learning process to maximize positive outcomes.
### All Learning Is Not the Same
The first, fundamental point to understand about learning is that there are several types of learning. Different kinds of knowledge are learned in different ways. Each of these different types of learning can require different processes that may take place in completely different parts of our brain.
For example, simple memorization is a form of learning that does not always require deeper understanding. Children often learn this way when they memorize poems or verses they recite. An interesting example of this can be found in the music industry, where there have been several hit songs sung in English by vocalists who do not speak English. In these cases, the singers did not truly understand what they were singing, but instead they were taught to memorize the sounds of the words in the proper order.
Memorizing sounds is a very different type of learning than, say, acquiring a deep understanding of Einstein’s general theory of relativity.
Notice in the comparative examples of music and physics that the different levels of learning are being defined by what they allow you to know or do. When classifying learning in this way, people usually agree on six different levels of learning. In this next section we will take a detailed look at each of these.
In the table below, the cells in the left column each contain one of the main levels of learning, categorized by what the learning allows you to do. To the right of each category are the “skill acquired” and a set of real-world examples of what those skills might be as applied to a specific topic. This set of categories is called Bloom’s Taxonomy, and it is often used as a guide for educators when they are determining what students should learn within a course.
A review of the above table shows that actions in the left column (or what you will be able to do with the new knowledge) has a direct influence over what needs to be learned and can even dictate the type of learning approach that is best. For example, remembering requires a type of learning that allows the person basic memorization. In the case of Charles the Bald and his reign, it is simply a matter of committing the dates to memory. When it comes to understanding and comprehension, being able to explain how Charles came to power requires not only the ability to recall several events, but also for the learner to be able to understand the cause and effect of those events and how they worked together to make Charles emperor. Another example would be the ability to analyze. In this particular instance the information learned would not only be about Charles, but also about other rulers, such as Charlemagne. The information would have to be of such a depth that the learner could compare the events and facts about each ruler.
When you engage in any learning activity, take the time to understand what you will do with the knowledge once you have attained it. This can help a great deal when it comes to making decisions on how to go about it. Using flashcards to help memorize angles does not really help you solve problems using geometry formulas. Instead, practicing problem-solving with the actual formulas is a much better approach. The key is to make certain the learning activity fits your needs. |
# The Truth About Learning Styles
## The Motivated Learner
Questions to Consider:
1. How do different types of motivation affect my learning?
2. What is resilience and grit?
3. How can I apply the Uses and Gratification Theory to make decisions about my learning?
4. How do I prevent negative bias from hindering learning?
In this section, you will continue to increase your ability as an informed learner. Here you will explore how much of an influence motivation has on learning, as well as how to use motivation to purposefully take an active role in any learning activity. Rather than passively attempting to absorb new information, you will learn how to make conscious decisions about the methods of learning you will use (based on what you intend to do with the information), how you will select and use learning materials that are appropriate for your needs, and how persistent you will be in the learning activity.
There are three main motivation concepts that have been found to directly relate to learning. Each of these has been proven to mean the difference between success and failure. You will find that each of these is a strong tool that will enable you to engage with learning material in a way that not only suits your needs, but also gives you ownership over your own learning processes.
### Resilience and Grit
While much of this chapter will cover very specific aspects about the act of learning, in this section, we will present different information that may at first seem unrelated. Some people would consider it more of a personal outlook than a learning practice, and yet it has a significant influence on the ability to learn.
What we are talking about here is called grit or resilience. Grit can be defined as personal perseverance toward a task or goal. In learning, it can be thought of as a trait that drives a person to keep trying until they succeed. It is not tied to talent or ability, but is simply a tendency to not give up until something is finished or accomplished.
This personality trait was defined as “grit” by the psychologist Angela Duckworth.Duckworth, A.L.; Peterson, C.; Matthews, M.D.; Kelly, D.R. (June 2007). "Grit: Perseverance and passion for long-term goals". In a 2007 study Duckworth and colleagues found that individuals with high grit were able to maintain motivation in learning tasks despite failures. The study examined a cross section of learning environments, such as GPA scores in Ivy League universities, dropout rates at West Point, rankings in the National Spelling Bee, and general educational attainment for adults. What the results showed was that grit and perseverance were better predictors of academic success and achievement than talent or IQ.
### Applying Grit
The concept of grit is an easy one to dismiss as something taken for granted. In our culture, we have a number of sayings and aphorisms that capture the essence of grit: “If at first you do not succeed, try, try again,” or the famous quote by Thomas Edison: “Genius is one percent inspiration, ninety-nine percent perspiration.”
The problem is we all understand the concept, but actually applying it takes work. If the task we are trying to complete is a difficult one, it can take a lot of work.
The first step in applying grit is to adopt an attitude that looks directly to the end goal as the only acceptable outcome. With this attitude comes an acceptance that you may not succeed on the first attempt—or the nineteenth attempt. Failed attempts are viewed as merely part of the process and seen as a very useful way to gain knowledge that moves you toward success. An example of this would be studying for an exam. In your first attempt at studying you simply reread the chapters of your textbook covered in the exam. You find that while this reinforces some of the knowledge you have gained, it does not ensure you have all the information you will need to do well on the test. You know that if you simply read the chapters yet again, there is no guarantee you are going to be any more successful. You determine that you need to find a different approach. In other words, your first attempt was not a complete failure, but it did not achieve the end goal, so you try again with a different method.
On your second try, you copy down all of the main points onto a piece of paper using the section headlines from the chapters. After a short break you come back to your list and write down a summary of what you know about each item on your list. This accomplishes two things: first, you are able to immediately spot areas where you need to learn more, and second, you can check your summaries against the text to make certain what you know is correct and adequate. In this example, while you may not have yet achieved complete success, you will have learned what you need to do next.
In true grit fashion, for your next try, you study those items on your list where you found you needed a bit more information, and then you go through your list again. This time you are able to write down summaries of all the important points, and you are confident you have the knowledge you need to do well on the exam. After this, you still do not stop, but instead you change your approach to use other methods that keep what you have learned fresh in your mind.
### Keeping Grit in Mind: Grit to GRIT
The concept of grit has been taken beyond the original studies of successful learning. While the concept of grit as a personality trait was originally recognized as something positive in all areas of activity, encouraging grit became very popular in education circles as a way to help students become more successful. In fact, many of those that were first introduced to grit through education have begun applying it to business, professional development, and their personal lives. Using a grit approach and working until the goal is achieved has been found to be very effective in not only academics, but in many other areas.
The New York Times best-selling author Paul G. Stoltz has taken grit and turned it into an acronym (GRIT) to help people remember and use the attributes of a grit mindset.Stoltz, Paul G. (2014). “GRIT The New Science of What It Takes To Persevere, Flourish, Succeed”. ClimbStrong Press His acronym is Growth, Resilience, Instinct, and Tenacity. Each of these elements is explained in the table below.
There is one other thing to keep in mind when it comes to applying grit (or GRIT) to college success. The same sort of persevering approach can not only be used for individual learning activities, but can be applied to your entire degree. An attitude of tenacity and “sticking with it” until you reach the desired results works just as well for graduation as it does for studying for an exam.
### How Do You Get Grit?
A quick Internet search will reveal that there are a large number of articles out there on grit and how to get it. While these sources may vary in their lists, most cover about five basic ideas that all touch upon concepts emphasized by Duckworth. What follows is a brief introduction to each. Note that each thing listed here begins with a verb. In other words, it is an activity for you to do and keep doing in order to build grit.
1. Pursue what interests you.
Personal interest is a great motivator! People tend to have more grit when pursuing things that they have developed an interest in.
2. Practice until you can do it, and then keep practicing.
The idea of practicing has been applied to every skill in human experience. The reason everyone seems to be so fixated with practice is because it is effective and there is no “grittier” activity.
3. Find a purpose in what you do.
Purpose is truly the driver for anything we pursue. If you have a strong purpose in any activity, you have reason to persist at it. Think in terms of end goals and why doing something is worth it. Purpose answers the question of “Why should I accomplish this?”
4. Have hope in what you are doing.
Have hope in what you are doing and in how it will make things different for you or others. While this is somewhat related to purpose, it should be viewed as a separate and positive overall outlook in regard to what you are trying to achieve. Hope gives value to purpose. If purpose is the goal, hope is why the goal is worth attaining at all.
5. Surround yourself with gritty people.
Persistence and tenacity tend to rub off on others, and the opposite does as well. As social creatures we often adopt the behaviors we find in the groups we hang out with. If you are surrounded by people that quit early, before achieving their goals, you may find it acceptable to give up early as well. On the other hand, if your peers are all achievers with grit, you will tend to exhibit grit yourself.
### Uses and Gratification Theory and Learning
In the middle of the last century, experts held some odd beliefs that we might find exceptionally strange in our present age. For example, many scholars were convinced that not only was learning a passive activity, but that mass media such as movies, television, and newspapers held significant control over us as individuals. The thinking at that time was that we were helpless to think for ourselves or make choices about learning or the media we consumed. The idea was that we just simply ingested information fed to us and we were almost completely manipulated by it.
What changed this way of thinking was a significant study on audience motivations for watching different political television programs.Blumler, J. G., & McQuail, D. (1969). The study found that not only did people make decisions about what information they consumed, but they also had preferences in content and how it was delivered. In other words, people were active in their choices about information. What is more important is that the research began to show that our own needs, goals, and personal opinions are bigger drivers for our choices in information than anything else. This gave rise to what became known as the Uses and Gratification Theory (UGT).
At first, personal choices about television programs might seem a strange topic for a chapter on learning, but if you think about it, learning at its simplest is the consumption of information to meet a specific need. You choose to learn something so you can attain certain goals. This makes education and UGT a natural fit.
Applying UGT to education is a learner-centered approach that focuses on helping you take control of how and what you learn. Not only that, but it gives you a framework as an informed learner and allows you to choose information and learning activities with the end results in mind. The next section examines UGT a little more closely and shows how it can be directly applied to learning.
### The Uses and Gratification Model
The Uses and Gratification model is how people are thought to react according to UGT. It considers individual behavior and motivation as the primary driver for media consumption. In education this means that the needs of the learner are what determine the interaction with learning content such as textbooks, lectures, and other information sources. Since any educational program is essentially content and delivery (the same as with any media), the Uses and Gratification model can be applied to meet student needs, student satisfaction, and student academic success. This is something that is not recognized in many other learning theories since they begin with the premise that it is learning content and how it is delivered that influences the learner more than the learner’s own wants and expectations.
The main assumption of the Uses and Gratification model is that media consumers will seek out and return to specific media sources based on a personal need. For learners this is exceptionally useful since it gives an insight and the ability to positively influence their own motivations, expectations, and the perceived value of their education.
If you understand the key concepts of the Uses and Gratification model, you can make informed decisions about your own learning: how you learn, which materials you use to learn, and what motivates you to learn. An illustration of this was found in the example given in the previous section on grit. There, a series of exam study activities were presented—first reading the appropriate chapters, then making a list of chapter concepts and reviewing what was known, then returning to learn the information needed to fill the gaps. Each activity was chosen by the learner based on how well it fit their needs to help reach the goal of doing well on an exam.
Here we should offer a brief word of caution about being wary when choosing materials and media. There is a great deal of misleading and inaccurate information presented via the Internet and social media. Making informed decisions about your learning and the material you consume includes checking sources and avoiding information that is not credible.
In his book Key Themes in Media Theory,Dan Laughey, (2007). Key Themes in Media Theory, Open University Press Dan Laughey presents the UGT model according to its original authors as a single sentence that divides each area of influence into the following concerns:
1. Social and psychological origins of …
2. needs, which generate …
3. expectations of …
4. the mass media or other sources, which lead to …
5. differential patterns of media exposure, resulting in …
6. needs gratification and …
7. other unintended consequences.
Taken as a list or a single sentence, this can be a bit overwhelming to digest. There are many things being said at the same time, and they may not all be immediately clear. To better understand what each of the “areas of concern” are and how they can impact learning, each has been separated and explained in the table below.
### What to Do with UGT
On the surface, UGT may seem overly complex, but this is due to its attempt to capture everything that influences how and why we take in information. At this point in your understanding, the main thing to focus on is the bigger idea that our motivations, our end goals, and our expectations are what drive us to learn. If we are aware of these motivations, we can use them to make influential decisions about what we learn and how we learn.
One of the things that will become apparent as you continue reading this chapter and doing the included activities is that all of it fits within the UGT model. Everything about learning styles, your own attitude about learning, how you prefer to learn, and what you get out of it are covered in UGT. Being familiar with it gives you a way to identify and apply everything else you will learn about learning. As you continue in this chapter, rather than looking at each topic as a stand-alone idea, think about where each fits in the Uses and Gratification model. Does it influence your motivations, or does it help you make decisions about the way you learn? This way UGT can provide a way for you to see the value and how to apply everything you learn from this point forward and for every learning experience along the way.
If you were going to define how UGT applies to learning with a few quick statements, it would look something like this:
UGT asks:
1. What is it that motivates you to learn something?
2. What need does it fulfill?
3. What do you expect to have happen with certain learning activities?
4. How can you choose the right learning activities to better ensure you meet your needs and expectations?
5. What other things might result from your choices?
### Combating Negative Bias
In addition to being a motivated learner through the use of grit and UGT, there is a third natural psychological tendency you should be aware of. It is a tendency that you should guard against. Ignoring the fact that it exists can not only adversely affect learning, but it can set up roadblocks that may prevent you from achieving many goals. This tendency is called
Negative bias is the psychological trait of focusing on the negative aspects of a situation rather than the positive. An example of this in a learning environment would be earning a 95 percent score on an assignment but obsessing over the 5 percent of the points that were missed. Another example would be worrying and thinking negative thoughts about yourself over a handful of courses where you did not do as well as in others—so much so that you begin to doubt your abilities altogether.
Unfortunately, this is a human tendency that can often overwhelm a student. As a pure survival mechanism it does have its usefulness in that it reminds us to be wary of behaviors that can result in undesirable outcomes. Imagine that as a child playing outside, you have seen dozens if not hundreds of bees over the years. But once, out of all those other times, you were stung by a single bee. Now, every time you see a bee you recall the sting, and you now have a negative bias toward bees in general. Whenever possible you avoid bees altogether.
It is easy to see how this psychological system could be beneficial in those types of situations, but it can be a hindrance in learning since a large part of the learning process often involves failure on early attempts. Recognizing this is a key to overcoming negative bias. Another way to combat negative bias is to purposefully focus on successes and to acknowledge earlier attempts that fail as just a part of the learning.
What follows are a few methods for overcoming negative bias and negative self-talk. Each focuses on being aware of any negative attitude or emphasizing the positive aspects in a situation.
1. Be aware of any negative bias. Keep an eye out for any time you find yourself focusing on some negative aspect, whether toward your own abilities or on some specific situation. Whenever you recognize that you are exhibiting a negative bias toward something, stop and look for the positive parts of the experience. Think back to what you have learned about grit, how any lack of success is only temporary, and what you have learned that gets you closer to your goal.
2. Focus on the positive before you begin. While reversing the impact of negative bias on your learning is helpful, it can be even more useful to prevent it in the first place. One way to do this is to look for the positives before you begin a task. An example of this would be receiving early feedback for an assignment you are working on. To accomplish this, you can often ask your instructor or one of your classmates to look over your work and provide some informal comments. If the feedback is positive then you know you are on the right track. That is useful information. If the feedback seems to indicate that you need to make a number of corrections and adjustments, then that is even more valuable information, and you can use it to greatly improve the assignment for a much better final grade. In either case, accurate feedback is what you really want most, and both outcomes are positive for you.
3. Keep a gratitude and accomplishment journal. Again, the tendency to recall and overemphasize the negative instances while ignoring or forgetting about the positive outcomes is the nature of negative bias. Sometimes we need a little help remembering the positives, and we can prompt our memories by keeping a journal. Just as in a diary, the idea is to keep a flowing record of the positive things that happen, the lessons you learned from instances that were “less than successful,” and all accomplishments you make toward learning. In your journal you can write or paste anything that you appreciated or that has positive outcomes. Whenever you are not feeling up to a challenge or when negative bias is starting to wear on you, you can look over your journal to remind yourself of previous accomplishments in the face of adversity. |
# The Truth About Learning Styles
## It's All in the Mindset
Questions to Consider:
1. What is a growth mindset, and how does it affect my learning?
2. What are performance goals versus learning goals?
In the previous sections of this chapter you have focused on a number of concepts and models about learning. One of the things they all have in common is that they utilize different approaches to education by presenting new ways to think about learning. In each of these, the common element has been a better understanding of yourself as a learner and how to apply what you know about yourself to your own learning experience. If you were to distill all that you have learned in this chapter so far down to a single factor, it would be about using your mindset to your best advantage. In this next section, you will examine how all of this works in a broader sense by learning about the significance of certain mindsets and how they can hinder or promote your own learning efforts.
### Performance vs. Learning Goals
As you have discovered in this chapter, much of our ability to learn is governed by our motivations and goals. What has not yet been covered in detail has been how sometimes hidden goals or mindsets can impact the learning process. In truth, we all have goals that we might not be fully aware of, or if we are aware of them, we might not understand how they help or restrict our ability to learn. An illustration of this can be seen in a comparison of a student that has performance-based goals with a student that has learning-based goals.
If you are a student with strict performance goals, your primary psychological concern might be to appear intelligent to others. At first, this might not seem to be a bad thing for college, but it can truly limit your ability to move forward in your own learning. Instead, you would tend to play it safe without even realizing it. For example, a student who is strictly performance-goal-oriented will often only says things in a classroom discussion when they think it will make them look knowledgeable to the instructor or their classmates. For example, a performance-oriented student might ask a question that she knows is beyond the topic being covered (e.g., asking about the economics of Japanese whaling while discussing the book Moby Dick in an American literature course). Rarely will they ask a question in class because they actually do not understand a concept. Instead they will ask questions that make them look intelligent to others or in an effort to “stump the teacher.” When they do finally ask an honest question, it may be because they are more afraid that their lack of understanding will result in a poor performance on an exam rather than simply wanting to learn.
If you are a student who is driven by learning goals, your interactions in classroom discussions are usually quite different. You see the opportunity to share ideas and ask questions as a way to gain knowledge quickly. In a classroom discussion you can ask for clarification immediately if you don’t quite understand what is being discussed. If you are a person guided by learning goals, you are less worried about what others think since you are there to learn and you see that as the most important goal.
Another example where the difference between the two mindsets is clear can be found in assignments and other coursework. If you are a student who is more concerned about performance, you may avoid work that is challenging. You will take the “easy A” route by relying on what you already know. You will not step out of your comfort zone because your psychological goals are based on approval of your performance instead of being motivated by learning.
This is very different from a student with a learning-based psychology. If you are a student who is motivated by learning goals, you may actively seek challenging assignments, and you will put a great deal of effort into using the assignment to expand on what you already know. While getting a good grade is important to you, what is even more important is the learning itself.
If you find that you sometimes lean toward performance-based goals, do not feel discouraged. Many of the best students tend to initially focus on performance until they begin to see the ways it can restrict their learning. The key to switching to learning-based goals is often simply a matter of first recognizing the difference and seeing how making a change can positively impact your own learning.
What follows in this section is a more in-depth look at the difference between performance- and learning-based goals. This is followed by an exercise that will give you the opportunity to identify, analyze, and determine a positive course of action in a situation where you believe you could improve in this area.
### Fixed vs. Growth Mindset
The research-based model of these two mindsets and their influence on learning was presented in 1988 by Carol Dweck.Dweck, C.S. & Leggett, E.L. (1988). A Social-Cognitive Approach to Motivation and Personality In Dr. Dweck’s work, she determined that a student’s perception about their own learning accompanied by a broader goal of learning had a significant influence on their ability to overcome challenges and grow in knowledge and ability. This has become known as the Fixed vs. Growth Mindset model. In this model, the performance-goal-oriented student is represented by the fixed mindset, while the learning-goal-oriented student is represented by the growth mindset.
In the following graphic, based on Dr. Dweck’s research, you can see how many of the components associated with learning are impacted by these two mindsets.
### The Growth Mindset and Lessons About Failing
Something you may have noticed is that a growth mindset would tend to give a learner grit and persistence. If you had learning as your major goal, you would normally keep trying to attain that goal even if it took you multiple attempts. Not only that, but if you learned a little bit more with each try you would see each attempt as a success, even if you had not achieved complete mastery of whatever it was you were working to learn.
With that in mind, it should come as no surprise that Dr. Dweck found that those people who believed their abilities could change through learning (growth vs. a fixed mindset) readily accepted learning challenges and persisted despite early failures.
### Improving Your Ability to Learn
As strange as it may seem, research into fixed vs. growth mindsets has shown that if you believe you can learn something new, you greatly improve your ability to learn. At first, this may seem like the sort of feel-good advice we often encounter in social media posts or quotes that are intended to inspire or motivate us (e.g., believe in yourself!), but in looking at the differences outlined between a fixed and a growth mindset, you can see how each part of the growth mindset path would increase your probability of success when it came to learning. |
# The Truth About Learning Styles
## Learning Preferences
Questions to Consider:
1. What are learning styles, and do they really work?
2. How do I take advantage of learning in a way that works for me?
3. How can I combine learning preferences and styles for better outcomes?
4. What opportunities and resources are available for students with disabilities?
Several decades ago, a new way of thinking about learning became very prominent in education. It was based on the concept that each person has a preferred way to learn. It was thought that these preferences had to do with each person’s natural tendencies toward one of their senses. The idea was that learning might be easier if a student sought out content that was specifically oriented to their favored sense. For example, it was thought that a student who preferred to learn visually would respond better to pictures and diagrams.
Over the years there were many variations on the basic idea, but one of the most popular theories was known as the VAK model. VAK was an acronym for the three types of learning, each linked to one of the basic senses thought to be used by students: visual, aural, and kinesthetic. What follows is an outline of each of these and the preferred method.
1. Visual: The student prefers pictures, images, and the graphic display of information to learn. An example would be looking at an illustration that showed how to do something.
2. Aural: The student prefers sound as a way to learn. Examples would be listening to a lecture or a podcast.
3. Kinesthetic: The student prefers using their body, hands, and sense of touch. An example would be doing something physical, such as examining an object rather than reading about it or looking at an illustration.
### The Truth about Learning Styles
In many ways these ideas about learning styles made some sense. Because of this, educators encouraged students to find out about their own learning styles. They developed tests and other techniques to help students determine which particular sense they preferred to use for learning, and in some cases learning materials were produced in multiple ways that focused on each of the different senses. That way, each individual learner could participate in learning activities that were tailored to their specific preferences.
While it initially seemed that dividing everyone by learning styles provided a leap forward in education, continued research began to show that the fixation on this new model might not have been as effective as it was once thought. In fact, in some cases, the way learning styles were actually being used created roadblocks to learning. This was because the popularization of this new idea brought on a rush to use learning styles in ways that failed to take into account several important aspects that are listed below:
1. A person does not always prefer the same learning style all the time or for each situation. For example, some learners might enjoy lectures during the day but prefer reading in the evenings. Or they may prefer looking at diagrams when learning about mechanics but prefer reading for history topics.
2. There are more preferences involved in learning than just the three that became popular. These other preferences can become nearly impossible to make use of within certain styles. For example, some prefer to learn in a more social environment that includes interaction with other learners. Reading can be difficult or restrictive as a group effort. Recognized learning styles beyond the original three include: social (preferring to learn as a part of group activity), solitary (preferring to learn alone or using self-study), or logical (preferring to use logic, reasoning, etc.).
3. Students that thought they were limited to a single preferred learning style found themselves convinced that they could not do as well with content that was presented in a way that differed from their style.Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork. For example, a student that had identified as a visual learner might feel they were at a significant disadvantage when listening to a lecture. Sometimes they even believed they had an even greater impairment that prevented them from learning that way at all.
4. Some forms of learning are extremely difficult in activities delivered in one style or another. Subjects like computer programming would be almost impossible to learn using an aural learning style. And, while it is possible to read about a subject such as how to swing a bat or how to do a medical procedure, actually applying that knowledge in a learning environment is difficult if the subject is something that requires a physical skill.
### Knowing and Taking Advantage of Learning in a Way That Works for You
The problem with relying on learning styles comes from thinking that just one defines your needs. Coupling what you know about learning styles with what you know about UGT can make a difference in your own learning. Rather than being constrained by a single learning style, or limiting your activities to a certain kind of media, you may choose media that best fit your needs for what you are trying to learn at a particular time.
Following are a couple of ways you might combine your learning style preference with a given learning situation:
1. You are trying to learn how to build something but find the written instructions confusing so you watch a video online that shows someone building the same thing.
2. You have a long commute on the bus but reading while riding makes you dizzy. You choose an aural solution by listening to pre-recorded podcasts or a mobile device that reads your texts out loud.
These examples show that by recognizing and understanding what different learning styles have to offer, you can use the techniques that are best suited for you and that work best under the circumstances of the moment. You may also find yourself using two learning styles at the same time - as when you watch a live demonstration or video in which a person shows you how to do something while verbally explaining what you are being shown. This helps to reinforce the learning as it utilizes different aspects of your thinking. Using learning styles in an informed way can improve both the speed and the quality of your learning.
### What about Students with Disabilities?
Students with disabilities are sometimes the most informed when it comes to making decisions about their own learning. They should understand that it is in their best interest to take ownership of their own approach to education, especially when it comes to leveraging resources and opportunities. In this section, you will learn about the laws that regulate education for students with disabilities as well as look at some resources that are available to them.
Just like anyone else, under the law, qualified students with disabilities are entitled to the same education colleges and universities provide to students without disabilities. Even though a particular disability may make attending college more difficult, awareness on the part of the government, learning institutions, and the students themselves has brought about a great deal of change over the years. Now, students with disabilities find that they have available appropriate student services, campus accessibility, and academic resources that can make school attendance and academic success possible.
Due to this increased support and advocacy, colleges have seen an increase of students with disabilities. According to the National Center for Education Statistics, in 2012, 11.1 percent of the total undergraduate population in the United States was made up of people with disabilities.U.S. Department of Education, National Center for Education Statistics. (2019).
### The Legal Rights of Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 protects students “with a physical or mental impairment which substantially limits one or more major life activities.”U.S. Department of Education. Protecting Students with Disabilities: Frequently Asked Questions. https://www2.ed.gov/about/offices/list/ocr/504faq.html Learning definitely falls within the definition of major life activities.
In addition to Section 504, another set of laws that greatly help learners with disabilities is the Americans with Disabilities Act of 1990 (also known as ADA). Both of these acts have been driving forces in making certain that students with disabilities have equal access to higher education, and they have been instrumental in helping educators looking for new ways and resources to provide services that do just that.
What follows is a list of services that schools commonly provide to help students with disabilities. These are often referred to as ADA accommodations and are named after the American with Disabilities Act:
1. Recordings of class lectures or lecture transcription by in-class note takers
2. Text readers or other technologies that can deliver content in another format
3. Test or assessment accommodations
4. Interpreter services and Braille transcriptions
5. Physical access accommodations
6. Accommodations of time and due dates
Most colleges will have policies and staff that are designated to help arrange for these types of accommodations. They are often found within the Department of Student Services or in related departments within your college campus. If you are a student with disabilities protected under these acts, it is in your best interest to contact the person responsible for ADA accommodations at your school. Even if you decide that you do not need accommodations, it is a good idea to find out about any services and policies the school has in place.
### Organizations
In addition to the accommodations that schools commonly provide, there are also a number of national and local organizations that can provide assistance and advice when it comes to being a student with a disability. If you fit into this category, it is recommended that you make contact with one or more of these organizations in order to find out how they can help. These can be tremendously beneficial resources that offer everything from information and support to simple social connections that can make pursuing a formal education easier. |
# The Truth About Learning Styles
## Personality Types and Learning
Questions to Consider:
1. Is there any connection between personality types and learning?
2. Can the Myers-Briggs test be used to identify personality traits and learning styles?
3. Is there a real correlation between personality styles and learning?
4. What is the impact on learning with work that you enjoy?
Much like learning styles, there have been a number of theories surrounding the idea that different personality types may prefer different kinds of learning. Again, this builds on the original learning style concept that people may have a single preference toward how they learn, and then adds to it that certain personality traits may determine which learning style a person prefers.
Since it has already been determined that learning styles are more effective when selected for the subject being learned rather than the sensory preference of the learner, it might seem foolish to revisit another learning style theory. But, in this case, understanding how personality traits and learning styles are categorized can be useful in making decisions and choices for your own learning activities. In other words, we won’t dismiss the theory out of hand without first seeing if there is anything useful in it.
One part of this theory that can be useful is the identification of personality traits that affect your motivation, emotions, and interests toward learning. You have already read a great deal about how these internal characteristics can influence your learning. What knowing about personality traits and learning can do for you is to help you be aware and informed about how these affect you so you can deal with them directly.
### Myers-Briggs: Identifying Personality Traits and Styles
The Myers-Briggs system is one of the most popular personality tests, and it is relatively well known. It has seen a great deal of use in the business world with testing seminars and presentations on group dynamics. In fact, it is so popular that you may already be familiar with it and may have taken a test yourself to find out which of the 16 personality types you most favor.
The basic concept of Myers-Briggs is that there are four main traits. These traits are represented by two opposites, seen in the table below.
It is thought that people generally exhibit one trait or the other in each of these categories, or that they fall along a spectrum between the two opposites. For example, an individual might exhibit both Feeling and Thinking personality traits, but they will favor one more than the other.
Also note that with each of these traits there is a letter in parentheses. The letter is used to represent the specific traits when they are combined to define a personality type (e.g., Extrovert is E and Introvert is I, Intuition is N, etc.). To better understand these, each is briefly explained.
Extroverted (E) vs. Introverted (I): In the Myers-Briggs system, the traits of Extroverted and Introverted are somewhat different from the more common interpretations of the two words. The definition is more about an individual’s attitude, interests, and motivation. The extrovert is primarily motivated by the outside world and social interaction, while the introvert is often more motivated by things that are internal to them—things like their own interests.
Intuition (N) vs. Sensing (S): This personality trait is classified as a preference toward one way of perceiving or another. It is concerned with how people tend to arrive at conclusions. A person on the intuitive end of the spectrum often perceives things in broader categories. A part of their process for “knowing things” is internal and is often described as having a hunch or a gut feeling. This is opposed to the preferred method of a sensing person, who often looks to direct observation as a means of perception. They prefer to arrive at a conclusion by details and facts, or by testing something with their senses.
Feeling (F) vs. Thinking (T): This trait is considered a decision-making process over the information gathered through the perception (N versus S). People that find themselves more on the Feeling end of the spectrum tend to respond based on their feelings and empathy. Examples of this would be conclusions about what is good versus bad or right versus wrong based on how they feel things should be. The Thinking person, on the other hand, arrives at opinions based on reason and logic. For them, feeling has little to do with it.
Judging (J) vs. Perceiving (P): This category can be thought of as a personal preference for using either the Feeling versus Thinking (decision-making) or the Intuition versus Sensing (perceiving) when forming opinions about the outside world. A person that leans toward the Judging side of the spectrum approaches things in a structured way—usually using Sensing and Thinking traits. The Perceiving person often thinks of structure as somewhat inhibiting. They tend to make more use of Intuition and Feeling in their approach to life.
### The Impact of Personality Styles on Learning
To find out their own personality traits and learning styles, a person takes an approved Myers-Briggs test, which consists of a series of questions that help pinpoint their preferences. These preferences are then arranged in order to build a profile using each of the four categories.
For example, a person that answered questions in a way that favored Extroverted tendencies along with a preference toward Sensing, Thinking, and Judging would be designated as ESTJ personality type. Another person that tended more toward answers that aligned with Intuitive traits than Sensing traits would fall into the ENTJ category.
As with other learning style models, Myers-Briggs has received a good deal of criticism based on the artificial restrictions and impairments it tends to suggest. Additionally, the claim that each person has a permanent and unwavering preference towards personality traits and learning styles has not turned out to be as concrete as it was once thought. This has been demonstrated by people taking tests like the Myers-Briggs a few weeks apart and getting different results based on their personal preferences at that time.
What this means is that, just as with the VAK and other learning style models, you should not constrain your own learning activities based on a predetermined model. Neither should you think of yourself as being limited to one set of preferences. Instead, different types of learning and different preferences can better fit your needs at different times. This and how to best apply the idea of personality types influencing learning styles is explained in the next section.
### How to Use Personality Type Learning Styles
To recap, personality tests such as the Myers-Briggs can provide a great deal of insight into personal choices toward learning. Unfortunately, many people interpret them as being something that defines them as both a person and a learner. They tell themselves things like “I am an ESTJ, so I am only at my best when I learn a certain way” or “I rely on intuition, so a science course is not for me!” They limit themselves instead of understanding that while they may have particular preferences under a given situation, all of the different categories are open to them and can be put to good use.
What is important to know is that these sorts of models can serve you better as a way to think about learning. They can help you make decisions about how you will go about learning in a way that best suits your needs and goals for that particular task. As an example of how to do this, what follows are several different approaches to learning about the play Julius Caesar by William Shakespeare. In each case, Myers-Briggs categories are used to define what sort of activities would help you meet your desired learning goals.
1. Your assignment is to read Julius Caesar as a work of English literature. Your learning goal is not just to read the play, but to be able to compare it to other, more modern works of literature. To do that, it would be beneficial to use a more introverted approach so that you can think about the influences that may have affected each author. You might also want to focus on a thinking learning style when examining and comparing the use of words and language in the 17th-century piece to more modern writing styles.
2. Your use of learning style approaches would be very different if you were assigned to actually perform a scene from Julius Caesar as a part of a class. In this case, it would be better for you to rely on an extroverted attitude since you will be more concerned with audience reaction than your own inner thoughts about the work. And since one of your goals would be to create a believable character for the audience, you would want to base decisions on the gestures you might make during the performance through feeling so that you have empathy with the character and are convincing in your portrayal.
3. A third, completely different assignment, such as examining the play Julius Caesar as a political commentary on English society during the reign of Queen Elizabeth, would have very different goals and therefore should be approached using different learning styles. In this example, you might want to begin by using a sensing approach to gather facts about what was happening politically in that time period and then switch to intuition for insight into the motivations of Shakespeare and the attitudes of his audience in England at that time.
As you can see in the examples above, the choices about each of the different approaches can be entirely dictated by what you will be doing with the learning. Because of this, being aware of the personality type learning styles you have available to you can make a tremendous difference in both how you go about it and your success.
### The Impact of Work You Enjoy
For a final word on personality types and learning styles, there is no denying that there are going to be different approaches you enjoy more than others. While you do have the ability to use each of the different approaches to meet the goals of your learning activities, some will come more easily for you in certain situations and some will be more pleasurable. As most people do, you will probably find that your work is actually better when you are doing things you like to do. Because of this, it is to your advantage to recognize your preferred methods of learning and to make use of them whenever possible. As discussed elsewhere in this book, in college you will often have opportunities to make decisions about the assignments you complete. In many instances, your instructor may allow for some creativity in what you do and in the finished product. When those opportunities arise, you have everything to gain by taking a path that will allow you to employ preferences you enjoy most. An example of this might be an assignment that requires you to give a presentation on a novel you read for class. In such a case, you might have the freedom to focus your presentation on something that interests you more and better aligns with how you like to learn. It might be more enjoyable for you to present a study on each of the characters in the book and how they relate to each other, or you might be more interested in doing a presentation on the historical accuracy of the book and the background research the author put into writing it.
Whatever the case, discuss your ideas with your instructor to make certain they will both meet the criteria of the assignment and fulfill the learning goals of the activity. There is a great potential for benefit in talking with your instructors when you have ideas about how you can personalize assignments or explore areas of the subject that interest you. In fact, it is a great practice to ask your instructors for guidance and recommendations and, above all, to demonstrate to them that you are taking a direct interest in your own learning. There is never any downside to talking with your instructors about your learning. |
# The Truth About Learning Styles
## Applying What You Know about Learning
Questions to Consider:
1. How can I apply what I now know to learning?
2. How can I make decisions about my own learning?
3. Will doing so be different from what I have experienced before?
Another useful part of being an informed learner is recognizing that as a college student you will have many choices when it comes to learning. Looking back at the Uses and Gratification model, you’ll discover that your motivations as well as your choices in how you interact with learning activities can make a significant difference in not only what you learn, but how you learn. By being aware of a few learning theories, students can take initiative and tailor their own learning so that it best benefits them and meets their main needs.
### Making Decisions about Your Own Learning
As a learner, the kinds of materials, study activities, and assignments that work best for you will derive from your own experiences and needs (needs that are both short-term as well as those that fulfill long-term goals). In order to make your learning better suited to meet these needs, you can use the knowledge you have gained about UGT and other learning theories to make decisions concerning your own learning. These decisions can include personal choices in learning materials, how and when you study, and most importantly, taking ownership of your learning activities as an active participant and decision maker. In fact, one of the main principles emphasized in this chapter is that students not only benefit from being involved in planning their instruction, but learners also gain by continually evaluating the actual success of that instruction. In other words: Does this work for me? Am I learning what I need to by doing it this way?
While it may not always be possible to control every component of your learning over an entire degree program, you can take every opportunity to influence learning activities so they work to your best advantage. What follows are several examples of how this can be done by making decisions about your learning activities based on what you have already learned in this chapter.
### Make Mistakes Safe
Create an environment for yourself where mistakes are safe and mistakes are expected as just another part of learning. This practice ties back to the principles you learned in the section on grit and persistence. The key is to allow yourself the opportunity to make mistakes and learn from them before they become a part of your grades. You can do this by creating your own learning activities that you design to do just that. An example of this might be taking practice quizzes on your own, outside of the more formal course activities. The quizzes could be something you find in your textbook, something you find online, or something that you develop with a partner. In the latter case you would arrange with a classmate for each of you to produce a quiz and then exchange them. That particular exercise would serve double learning duty, since to create a good quiz you would need to learn the main concepts of the subject, and answering the questions on your partner’s quiz might help you identify areas where you need more knowledge.
The main idea with this sort of practice is that you are creating a safe environment where you can make mistakes and learn from them before those mistakes can negatively impact your success in the course. Better to make mistakes on a practice run than on any kind of assignment or exam that can heavily influence your final grade in a course.
### Make Everything Problem Centered
When working through a learning activity, the practical act of problem-solving is a good strategy. Problem-solving, as an approach, can give a learning activity more meaning and motivation for you, as a learner. Whenever possible it is to your advantage to turn an assignment or learning task into a problem you are trying to solve or something you are trying to accomplish.
In essence, you do this by deciding on some purpose for the assignment (other than just completing the assignment itself). An example of this would be taking the classic college term paper and writing it in a way that solves a problem you are already interested in.
Typically, many students treat a term paper as a collection of requirements that must be fulfilled—the paper must be on a certain topic; it should include an introduction section, a body, a closing, and a bibliography; it should be so many pages long, etc. With this approach, the student is simply completing a checklist of attributes and components dictated by the instructor, but other than that, there is no reason for the paper to exist.
Instead, writing it to solve a problem gives the paper purpose and meaning. For example, if you were to write a paper with the purpose of informing the reader about a topic they knew little about, that purpose would influence not only how you wrote the paper but would also help you make decisions on what information to include. It would also influence how you would structure information in the paper so that the reader might best learn what you were teaching them. Another example would be to write a paper to persuade the reader about a certain opinion or way of looking at things. In other words, your paper now has a purpose rather than just reporting facts on the subject. Obviously, you would still meet the format requirements of the paper, such as number of pages and inclusion of a bibliography, but now you do that in a way that helps to solve your problem.
### Make It Occupation Related
Much like making assignments problem centered, you will also do well when your learning activities have meaning for your profession or major area of study. This can take the form of simply understanding how the things you are learning are important to your occupation, or it can include the decision to do assignments in a way that can be directly applied to your career. If an exercise seems pointless and possibly unrelated to your long-term goals, you will be much less motivated by the learning activity.
An example of understanding how a specific school topic impacts your occupation future would be that of a nursing student in an algebra course. At first, algebra might seem unrelated to the field of nursing, but if the nursing student recognizes that drug dosage calculations are critical to patient safety and that algebra can help them in that area, there is a much stronger motivation to learn the subject.
In the case of making a decision to apply assignments directly to your field, you can look for ways to use learning activities to build upon other areas or emulate tasks that would be required in your profession. Examples of this might be a communication student giving a presentation in a speech course on how the Internet has changed corporate advertising strategies, or an accounting student doing statistics research for an environmental studies course. Whenever possible, it is even better to use assignments to produce things that are much like what you will be doing in your chosen career. An example of this would be a graphic design student taking the opportunity to create an infographic or other supporting visual elements as a part of an assignment for another course. In cases where this is possible, it is always best to discuss your ideas with your instructor to make certain what you intend will still meet the requirements of the assignment.
### Managing Your Time
One of the most common traits of college students is the constraint on their time. As adults, we do not always have the luxury of attending school without other demands on our time. Because of this, we must become efficient with our use of time, and it is important that we maximize our learning activities to be most effective. In fact, time management is so important that there is an entire chapter in this text dedicated to it. When you can, refer to that chapter to learn more about time management concepts and techniques that can be very useful.
### Instructors as Learning Partners
In K-12 education, the instructor often has the dual role of both teacher and authority figure for students. Children come to expect their teachers to tell them what to do, how to do it, and when to do it. College learners, on the other hand, seem to work better when they begin to think of their instructors as respected experts that are partners in their education. The change in the relationship for you as a learner accomplishes several things: it gives you ownership and decision-making ability in your own learning, and it enables you to personalize your learning experience to best fit your own needs. For the instructor, it gives them the opportunity to help you meet your own needs and expectations in a rich experience, rather than focusing all of their time on trying to get information to you.
The way to develop learning partnerships is through direct communication with your instructors. If there is something you do not understand or need to know more about, go directly to them. When you have ideas about how you can personalize assignments or explore areas of the subject that interest you or better fit your needs, ask them about it. Ask your instructors for guidance and recommendations, and above all, demonstrate to them that you are taking a direct interest in your own learning. Most instructors are thrilled when they encounter students that want to take ownership of their own learning, and they will gladly become a resourceful guide for you. |
# The Truth About Learning Styles
## The Hidden Curriculum
Questions to Consider:
1. What is the hidden or invisible curriculum?
2. How can I work within the hidden curriculum to prevent negative results?
The hidden curriculum is a phrase used to cover a wide variety of circumstances at school that can influence learning and affect your experience. Sometimes called the invisible curriculum, it varies by institution and can be thought of as a set of unwritten rules or expectations.
Situation: According to your syllabus, your history professor is lecturing on the chapter that covers the stock market crash of 1929 on Tuesday of next week.
Sounds pretty straightforward and common. Your professor lectures on a topic and you will be there to hear it. However, there are some unwritten rules, or hidden curriculum, that are not likely to be communicated. Can you guess what they may be?
1. What is an unwritten rule about what you should be doing before attending class?
2. What is an unwritten rule about what you should be doing in class?
3. What is an unwritten rule about what you should be doing after class?
4. What is an unwritten rule if you are not able to attend that class?
Some of your answers could have included the following:
The expectations before, during, and after class, as well as what you should do if you miss class, are often unspoken because many professors assume you already know and do these things or because they feel you should figure them out on your own. Nonetheless, some students struggle at first because they don’t know about these habits, behaviors, and strategies. But once they learn them, they are able to meet them with ease.
While the previous example may seem obvious once they’ve been pointed out, most instances of the invisible curriculum are complex and require a bit of critical thinking to uncover. What follows are some common but often overlooked examples of this invisible curriculum.
One example of a hidden curriculum could be found in the beliefs of your professor. Some professors may refuse to reveal their personal beliefs to avoid your writing toward their bias rather than presenting a cogent argument of your own. Other professors may be outspoken about their beliefs to force you to consider and possibly defend your own position. As a result, you may be influenced by those opinions which can then influence your learning, but not as an official part of your study.
Other examples of how this hidden curriculum might not always be so easily identified can be found in classroom arrangements or even scheduling. To better understand this, imagine two different classes on the exact same subject and taught by the same instructor. One class is held in a large lecture hall and has over 100 students in it, while the other meets in a small classroom and has fewer than 20 students. In the smaller class, there is time for all of the students to participate in discussions as a learning activity, and they receive the benefit of being able to talk about their ideas and the lessons through direct interaction with each other and the professor. In the larger class, there is simply not enough time for all 100 students to each discuss their thoughts. On the flip side, most professors who teach lecture classes use technology to give them constant feedback on how well students understand a given subject. If the data suggests more time should be spent, these professors discover this in real time and can adapt the class accordingly.
Another instance where class circumstances might heavily influence student learning could be found in the class schedule. If the class was scheduled to meet on Mondays and Wednesdays and the due date for assignments was always on Monday, those students would benefit from having the weekend to finalize their work before handing it in. If the class met on a different day, students might not have as much free time just before handing in the assignment. The obvious solution would be better planning and time management to complete assignments in advance of due dates, but nonetheless, conditions caused by scheduling may still impact student learning.
### Working Within the Hidden Curriculum
The first step in dealing with the hidden curriculum is to recognize it and understand how it can influence your learning. After any specific situation has been identified, the next step is to figure out how to work around the circumstances to either take advantage of any benefits or to remove any roadblocks.
To illustrate this, here are some possible solutions to the situations given as examples earlier in this section:
Prevailing Opinions—Simply put, you are going to encounter instructors and learning activities that you sometimes agree with and sometimes do not. The key is to learn from them regardless. In either case, take ownership of your learning and even make an effort to learn about other perspectives, even if it is only for your own education on the matter. There is no better time to expose yourself to other opinions and philosophies than in college. In fact, many would say that this is a significant part of the college experience. With a growth mindset, it is easy to view everything as a learning opportunity.
Classroom Circumstances—These kinds of circumstances often require a more structured approach to turn the situation to your advantage, but they also usually have the most obvious solutions. In the example of the large class, you might find yourself limited in the ability to participate in classroom discussions because of so many other students. The way around that would be to speak to several classmates and create your own discussion group. You could set up a time to meet, or you could take a different route by using technology such as an online discussion board, a Skype session, or even a group text. Several of the technologically based solutions might even be better than an in-class discussion since you do not all have to be present at the same time. The discussion can be something that occurs all week long, giving everyone the time to think through their ideas and responses.
Again, the main point is to first spot those things in the hidden curriculum that might put your learning at a disadvantage and devise a solution that either reduces the negative impact or even becomes a learning advantage.
### Chapter Summary
The purpose of this chapter is to help make you a motivated learner and empower you to make informed choices about your own learning. Throughout the chapter, you were introduced to ideas, research, and popular models on learning and given examples of how to use each of these as an effective part of your own learning experience.
Most importantly, you were able to explore how things like motivation, grit, and mindset are the most influential aspects of successful learning.
Watch this TEDx video on learning styles and the importance of critical thinking. After you have watched the video, consider some of the reflective points below.
The concept of personalized learning styles has been popular for almost half a century. Given the information presented in this video, why do you think people are attracted to the idea of personal learning styles even though evidence shows they do not actually exist?
If you were going to devise an experiment to prove or disprove the idea of personalized learning styles, what would you do?
Recall the four statements that you evaluated at the beginning of this chapter (see below). Have you changed your mind about any of them, or do you intend to work on changing any of them? If you answered no to either or both, why do you feel no change is needed?
1. Learning for me is easy. I don’t even have to think about it.
2. I have a preferred learning style.
3. If I can't learn something right away, I have difficulty staying with it.
4. I think my teachers are the most significant aspect of my learning.
### Where Do You Go From Here?
Learning about how we learn allows us to make informed decisions about our own learning activities. This chapter covered a number of concepts, and more than likely a few may have sparked a deeper interest in you. Hopefully these will be things you will choose to explore further. If you would like to learn more, choose from any of the topics covered in this chapter or from those in the list below.
1. More details about the growth mindset
2. Additional strategies for overcoming negative bias
3. The influence of grit as a personal trait
4. Uses and Gratification model as a structure for understanding our daily decisions |
# Managing Your Time and Priorities
## Introduction
### Student Survey
How do you feel about your time management abilities? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.
1. I regularly procrastinate completing tasks that don't interest me or seem challenging.
2. I use specific time management strategies to complete tasks.
3. I find it difficult to prioritize tasks because I am not sure what is really important.
4. I am pleased with my ability to manage my time.
You can also take the Chapter 3 survey anonymously online.
### About This Chapter
In this chapter you will learn about two of the most valuable tools used for academic success: prioritizing and time management. By the time you complete this chapter, you should be able to do the following:
1. Articulate the ways in which time management differs from high school to college.
2. Outline reasons and effects of procrastination, and provide strategies to overcome it.
3. Describe ways to evaluate your own time management skills.
4. Discuss the importance and the process of prioritization.
5. Articulate the importance of goal setting and motivation.
6. Detail strategies and specific tactics for managing your time. |
# Managing Your Time and Priorities
## The Benefits of Time Management
A very unfortunate but all-too-common situation in higher education is the danger students face from poor time management. Many college administrators that work directly with students are aware that a single mishap or a case of poor time management can set into motion a series of events that can seriously jeopardize a student’s success. In some of the more extreme instances, the student may even fail to graduate because of it.
To better understand how one instance of poor time management can trigger a cascading situation with disastrous results, imagine that a student has an assignment due in a business class. She knows that she should be working on it, but she isn’t quite in the mood. Instead she convinces herself that she should think a little more about what she needs to complete the assignment and decides to do so while looking at social media or maybe playing a couple more rounds of a game on her phone. In a little while, she suddenly realizes that she has become distracted and the evening has slipped away. She has little time left to work on her assignment. She stays up later than usual trying to complete the assignment but cannot finish it. Exhausted, she decides that she will work on it in the morning during the hour she had planned to study for her math quiz. She knows there will not be enough time in the morning to do a good job on the assignment, so she decides that she will put together what she has and hope she will at least receive a passing grade.
At this point in our story, an evening of procrastination has not only resulted in a poorly done business class assignment, but now she is going to take a math quiz that she has not studied for. She will take the quiz tired from staying up too late the night before. Her lack of time management has now raised potential issues in two courses. Imagine that each of these issues also causes additional problems, such as earning low scores on both the assignment and the quiz. She will now have to work harder in both courses to bring her grades up. Any other problems she has with future assignments in either course could cause a domino effect of circumstances that begins to overwhelm her.
In our imagined situation, you can see how events set into motion by a little procrastination can quickly spiral out of control. You can probably think of similar experiences in your own life, when one small bit of poor time management set off a chain of events that threatened to cause big problems.
### The High Cost of Poor Time Management
It’s not just your academic performance that can be affected by cascading events that have a domino effect on your college path. And dropping out of school is not your only danger. There are other consequences that affect the financial cost to you as a student if your lack of time management skills causes you to delay when you finish college.
Based on independent research, a Washington Post article details the financial impact delaying graduation by two semesters can have on a student.https://www.washingtonpost.com/news/grade-point/wp/2016/06/21/spending-a-few-extra-years-in-college-may-cost-you-more-than-you-think/?noredirect=on&utm_term=.f06be365e5d6 (Spending a Few Extra Years in College May Cost You More Than You Think, Danielle Douglas-Gabriel, June 21, 2016)
According to the article, there is a significant cost associated with delaying graduation from college by only one year (by dropping and retaking courses, taking less than a full credit load, etc.). Not only will you pay for additional tuition, textbooks, and other fees associated with going to school, but if you are using student loans, you will also accumulate interest on those loans. On average this would come to an extra $12,557 in actual costs and $6,040 in interest at a public university, or $18,992 in tuition and fees and $7,823 in interest (over 10 years) at a private school. That's a lot of extra cost to you!
While a loss of $26,815 may seem like a lot of money, it pales in comparison to the other financial areas impacted by a single extra year in school. The Washington Post article estimates that one year’s delay of graduation would cost you an additional $46,355 based on average lost earnings. To make matters worse, like the story of the student that procrastinates finishing her business assignment, there is a spiraling effect that takes place with loss of income when it comes to retirement investments. The figure cited by the Washington Post as lost retirement earnings for taking five years instead of four years to graduate is $82,074. That brings the average total cost for only two extra semesters to over $150,000. Measured by the financial cost to you, even a slight delay of graduation can have a serious impact.
It is worth noting that any situation that brings about a delay in graduation has the potential to increase the cost of college. This also includes attending school on a part-time basis. While in some instances responsibilities may make it impossible to go to school full-time, from a financial perspective you should do all you can to graduate as soon as you can.
While it may not be possible to prevent life challenges while you are in college, you can do a great deal to prevent the chaos and the chain reaction of unfortunate events that they can cause. This can be accomplished through thoughtful prioritization and time management efforts.
What follows in the rest of this chapter is a close look at the nature of time management and prioritization in ways that can help keep you on track to graduate college on time. |
# Managing Your Time and Priorities
## Time Management in College
Questions to Consider:
1. Is time management different in college from what I am used to?
2. How different is college schoolwork from high school work?
You may find that time management in college is very different from anything you have experienced previously. For the last 12 years, almost all your school time was managed by educators and your parents. What you did and when you did it was controlled by others. In many cases, even after-school time was set by scheduled activities (such as athletics) and by nightly homework that was due the next day.
In the workplace, the situation is not very different, with activities and time on task being monitored by the company and its management. This is so much a part of the working environment that many companies research how much time each task should take, and they hold employees accountable for the time spent on these job functions. In fact, having these skills will help you stand out on the job and in job interviews.
In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.
As an example of how this works, think about a college assignment that involves giving a classroom presentation. To complete the assignment, you are given time to research and reflect on the information found. As a part of the assignment, you must reach your own conclusions and determine which information that you have found is best suited for the presentation. While the date of the actual presentation and how long it will last are usually determined by the instructor, how much time you spend gathering information, the sources you use, and how you use them are left to you.
### You Have Lots of Time to Manage
For college-level learning, this approach is important enough that you can expect to spend much more time on learning activities outside the classroom than you will in the classroom. In fact, the estimated time you should spend will be at least two hours of outside learning for every one hour of lecture. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. If those hours are multiplied over several courses in a given session, you can see how there is a significant amount of time to manage. Unfortunately, many students do not always take this into consideration, and they spend far less time than is needed to be successful. The results of poor time management are often a shock to them.
### The Nature of What You Have to Do Has Changed
Returning to our example of the classroom-presentation assignment, you can see that the types of learning activities in college can be very different from what you have experienced previously. While there may have been similar assignments in high school, such as presentations or written papers, the level of expectation with length and depth is significantly different in college. This point is made very clear when comparing facts about the requirements of high school work to the type of work students produce in college. One very strong statistic that underscores this comes from a study conducted by the Pew Research Center. They found that 82 percent of teens report that their typical high school writing assignments were only a single paragraph to one page in length.http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/ (Writing Technology and Teens, 2004, Pew Research Center) This is in stark contrast to a number of sources that say that writing assignments in lower-level college courses are usually 5–7 pages in length, while writing assignments in upper-level courses increase to 15–20 pages.
It is also interesting to note that the amount of writing done by a college student can differ depending on their program of study. The table below indicates the estimated average amount of writing assigned in several disciplines. To estimate the number of pages of assigned writing, the average number of writing assignments of a given page length was multiplied by an approximate number of pages for the assignment type (see Estimating Number of Pages Written for calculation details).
High school homework often consists of worksheets or tasks based on reading or classroom activities. In other words, all the students are doing the same tasks, at relatively the same time, with little autonomy over their own education.
Using the earlier example of the presentation assignment, not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered in previous assignments. This is because there are greater expectations required of college graduates in the workplace. Nearly any profession that requires a college degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning. An often-cited example of this is the healthcare professional. The learning requirements for that profession are strict because we depend on those graduates for our health and, in some cases, our lives. While not every profession may require the same level of study needed for healthcare, most do require that colleges maintain a certain level of academic rigor to produce graduates who are competent in their fields. |
# Managing Your Time and Priorities
## Procrastination: The Enemy Within
Questions to Consider:
1. Why do we procrastinate?
2. What are the effects of procrastination?
3. How can we avoid procrastination?
Simply put, procrastination is the act of delaying some task that needs to be completed. It is something we all do to greater and lesser degrees. For most people, a little minor procrastination is not a cause for great concern. But there are situations where procrastination can become a serious problem with a lot of risk. These include: when it becomes a chronic habit, when there are a number of tasks to complete and little time, or when the task being avoided is very important.
Because we all procrastinate from time to time, we usually do not give it much thought, let alone think about its causes or effects. Ironically, many of the psychological reasons for why we avoid a given task also keep us from using critical thinking to understand why procrastination can be extremely detrimental, and in some cases difficult to overcome.
To succeed at time management, you must understand some of the hurdles that may stand in your way. Procrastination is often one of the biggest. What follows is an overview of procrastination with a few suggestions on how to avoid it.
### The Reasons behind Procrastination
There are several reasons we procrastinate, and a few of them may be surprising. On the surface we often tell ourselves it is because the task is something we do not want to do, or we make excuses that there are other things more important to do first. In some cases this may be true, but there can be other contributors to procrastination that have their roots in our physical well-being or our own psychological motivations.
### Lack of Energy
Sometimes we just do not feel up to a certain task. It might be due to discomfort, an illness, or just a lack of energy. If this is the case, it is important to identify the cause and remedy the situation. It could be something as simple as a lack of sleep or improper diet. Regardless, if a lack of energy is continually causing you to procrastinate to the point where you are beginning to feel stress over not getting things done, you should definitely assess the situation and address it.
### Lack of Focus
Much like having low physical energy, a lack of mental focus can be a cause of procrastination. This can be due to mental fatigue, being disorganized, or allowing yourself to be distracted by other things. Again, like low physical energy, this is something that may have farther-reaching effects in your life that go beyond the act of simply avoiding a task. If it is something that is recurring, you should properly assess the situation.
### Fear of Failure
This cause of procrastination is not one that many people are aware of, especially if they are the person avoiding tasks because of it. To put it in simple words, it is a bit of trickery we play on ourselves by avoiding a situation that makes us psychologically uncomfortable. Even though they may not be consciously aware of it, the person facing the task is afraid that they cannot do it or will not be able to do it well. If they fail at the task, it will make them appear incompetent to others or even to themselves. Where the self-trickery comes in is by avoiding the task. In the person’s mind, they can rationalize that the reason they failed at the task was because they ran out of time to complete it, not that they were incapable of doing it in the first place.
It is important to note that a fear of failure may not have anything to do with the actual ability of the person suffering from it. They could be quite capable of doing the task and performing well, but it is the fear that holds them back.
### The Effects of Procrastination
In addition to the causes of procrastination, you must also consider what effects it can have. Again, many of these effects are obvious and commonly understood, but some may not be so obvious and may cause other issues.
### Loss of Time
The loss of time as an effect of procrastination is the easiest to identify since the act of avoiding a task comes down to not using time wisely. Procrastination can be thought of as using the time you have to complete a task in ways that do not accomplish what needs to be done.
### Loss of Goals
Another of the more obvious potentially adverse effects of procrastination is the loss of goals. Completing a task leads to achieving a goal. These can be large or small (e.g., from doing well on an assignment to being hired for a good job). Without goals you might do more than delay work on a task—you may not complete it at all. The risk for the loss of goals is something that is very impactful.
### Loss of Self-Esteem
Often, when we procrastinate we become frustrated and disappointed in ourselves for not getting important tasks completed. If this continues to happen, we can begin to develop a low opinion of ourselves and our own abilities. We begin to suffer from low self-esteem and might even begin to feel like there is something wrong with us. This can lead to other increasingly negative mental factors such as anger and depression. As you can see, it is important for our own well-being to avoid this kind of procrastination effect.
### Stress
Procrastination causes stress and anxiety, which may seem odd since the act of procrastination is often about avoiding a task we think will be stressful in itself! Anyone who has noticed that nagging feeling when they know there is something else they should be doing is familiar with this.
On the other hand, some students see that kind of stress as a boost of mental urgency. They put off a task until they feel that surge of motivation. While this may have worked in the past, they quickly learn that procrastinating when it comes to college work almost always includes an underestimation of the tasks to be completed— sometimes with disastrous results.
### Strategies for Psyching Ourselves Out and Managing Procrastination
Now that you understand a few of the major problems procrastination can produce, let’s look at methods to manage procrastination and get you on to completing the tasks, no matter how unpleasant you think they might be.
### Get Organized
Much of this chapter is dedicated to defining and explaining the nature of time management. The most effective way to combat procrastination is to use time and project management strategies such as schedules, goal setting, and other techniques to get tasks accomplished in a timely manner.
### Put Aside Distractions
Several of the methods discussed in this chapter deal specifically with distractions. Distractions are time-killers and are the primary way people procrastinate. It is too easy to just play a video game a little while longer, check out social media, or finish watching a movie when we are avoiding a task. Putting aside distractions is one of the primary functions of setting priorities.
### Reward Yourself
Rewarding yourself for the completion of tasks or meeting goals is a good way to avoid procrastination. An example of this would be rewarding yourself with the time to watch a movie you would enjoy after you have finished the things you need to do, rather than using the movie to keep yourself from getting things done.
### Be Accountable—Tell Someone Else
A strong motivational tool is to hold ourselves accountable by telling someone else we are going to do something and when we are going to do it. This may not seem like it would be very effective, but on a psychological level we feel more compelled to do something if we tell someone else. It may be related to our need for approval from others, or it might just serve to set a level of commitment. Either way, it can help us stay on task and avoid procrastination—especially if we take our accountability to another person seriously enough to warrant contacting that person and apologizing for not doing what we said we were going to do. |
# Managing Your Time and Priorities
## How to Manage Time
Questions to Consider:
1. How can I use time-on-task estimates to improve time management?
2. What behaviors can help or hinder when it comes to managing time?
In this next section you will learn about managing time and prioritizing tasks. This is not only a valuable skill for pursuing an education, but it can become an ability that follows you through the rest of your life, especially if your career takes you into a leadership role.
### How to Manage Time
The simplest way to manage your time is to accurately plan for how much time it will take to do each task, and then set aside that amount of time. How you divide the time is up to you. If it is going to take you five hours to study for a final exam, you can plan to spread it over five days, with an hour each night, or you can plan on two hours one night and three hours the next. What you would not want to do is plan on studying only a few hours the night before the exam and find that you fell very short on the time you estimated you would need. If that were to happen, you would have run out of time before finishing, with no way to go back and change your decision. In this kind of situation, you might even be tempted to “pull an all-nighter,” which is a phrase that has been used among college students for decades. In essence it means going without sleep for the entire night and using that time to finish an assignment. While this method of trying to make up for poor planning is common enough to have a name, rarely does it produce the best work.
Of all the parts of time management, accurately predicting how long a task will take is usually the most difficult—and the most elusive. Part of the problem comes from the fact that most of us are not very accurate timekeepers, especially when we are busy applying ourselves to a task. The other issue that makes it so difficult to accurately estimate time on task is that our estimations must also account for things like interruptions or unforeseen problems that cause delays.?
When it comes to academic activities, many tasks can be dependent upon the completion of other things first, or the time a task takes can vary from one instance to another, both of which add to the complexity and difficulty of estimating how much time and effort are required.
For example, if an instructor assigned three chapters of reading, you would not really have any idea how long each chapter might take to read until you looked at them. The first chapter might be 30 pages long while the second is 45. The third chapter could be only 20 pages but made up mostly of charts and graphs for you to compare. By page count, it might seem that the third chapter would take the least amount of time, but actually studying charts and graphs to gather information can take longer than regular reading.?
To make matters even more difficult, when it comes to estimating time on task for something as common as reading, not all reading takes the same amount of time. Fiction, for example, is usually a faster read than a technical manual. But something like the novel Finnegan’s Wake by James Joyce is considered so difficult that most readers never finish it.
### Knowing Yourself
While you can find all sorts of estimates online as to how long a certain task may take, it is important to know these are only averages. People read at different speeds, people write at different speeds, and those numbers even change for each individual depending on the environment.
If you are trying to read in surroundings that have distractions (e.g., conversations, phone calls, etc.), reading 10 pages can take you a lot longer than if you are reading in a quiet area. By the same token, you may be reading in a quiet environment (e.g., in bed after everyone in the house has gone to sleep), but if you are tired, your attention and retention may not be what it would be if you were refreshed.
In essence, the only way you are going to be able to manage your time accurately is to know yourself and to know how long it takes you to do each task. But where to begin?
Below, you will find a table of common college academic activities. This list has been compiled from a large number of different sources, including colleges, publishers, and professional educators, to help students estimate their own time on tasks. The purpose of this table is to both give you a place to begin in your estimates and to illustrate how different factors can impact the actual time spent.
You will notice that beside each task there is a column for the unit, followed by the average time on task, and a column for notes. The unit is whatever is being measured (e.g., pages read, pages written, etc.), and the time on task is an average time it takes students to do these tasks. It is important to pay attention to the notes column, because there you will find factors that influence the time on task. These factors can dramatically change the amount of time the activity takes.
Again, these are averages, and it does not mean anything if your times are a little slower or a little faster. There is no “right amount of time,” only the time that it takes you to do something so you can accurately plan and manage your time.
There is also another element to look for in the table. These are differentiations in the similar activities that will also affect the time you spend. A good example of this can be found in the first four rows. Each of these activities involves reading, but you can see that depending on the material being read and its complexity, the time spent can vary greatly. Not only do these differences in time account for the different types of materials you might read (as you found in the comparative reading exercise earlier in this chapter), but also they also take into consideration the time needed to think about what you are reading to truly understand and comprehend what it is saying. |
# Managing Your Time and Priorities
## Prioritization: Self-Management of What You Do and When You Do It
Questions to Consider:
1. Why is prioritization important?
2. What are the steps involved in prioritization?
3. How do I deal with situation where others’ priorities are not the same as my own?
4. What do I do when priorities conflict?
5. What are the best ways to make sure I complete tasks?
### Prioritization: Self-Management of What You Do and When You Do It
Another key component in time management is that of prioritization. Prioritization can be thought of as ordering tasks and allotting time for them based on their identified needs or value.
This next section provides some insight into not only helping prioritize tasks and actions based on need and value, but also how to better understand the factors that contribute to prioritization.
### How to Prioritize
The enemy of good prioritization is panic, or at least making decisions based on strictly emotional reactions. It can be all too easy to immediately respond to a problem as soon as it pops up without thinking of the consequences of your reaction and how it might impact other priorities. It is very natural for us to want to remove a stressful situation as soon as we can. We want the adverse emotions out of the way as quickly as possible. But when it comes to juggling multiple problems or tasks to complete, prioritizing them first may mean the difference between completing everything satisfactorily and completing nothing at all.
### Make Certain You Understand the Requirements of Each Task
One of the best ways to make good decisions about the prioritization of tasks is to understand the requirements of each. If you have multiple assignments to complete and you assume one of those assignments will only take an hour, you may decide to put it off until the others are finished. Your assumption could be disastrous if you find, once you begin the assignment, that there are several extra components that you did not account for and the time to complete will be four times as long as you estimated. Or, one of the assignments may be dependent on the results of another—like participating in a study and then writing a report on the results. If you are not aware that one assignment depends upon the completion of the other before you begin, you could inadvertently do the assignments out of order and have to start over. Because of situations like this, it is critically important to understand exactly what needs to be done to complete a task before you determine its priority.
### Make Decisions on Importance, Impact on Other Priorities, and Urgency
After you are aware of the requirements for each task, you can then decide your priorities based on the importance of the task and what things need to be finished in which order.
To summarize: the key components to prioritization are making certain you understand each task and making decisions based on importance, impact, and urgency.
### Who Is Driving Your Tasks?
Another thing to keep in mind when approaching time management is that while you may have greater autonomy in managing your own time, many of your tasks are being driven by a number of different individuals. These individuals are not only unaware of the other things you need to do, but they often have goals that are in conflict with your other tasks. This means that different instructors, your manager at work, or even your friends may be trying to assert their needs into your priorities. An example of this might be a boss that would like for you to work a few hours of overtime, but you were planning on using that time to do research for a paper.
Just like assessing the requirements and needs for each priority, doing the same with how others may be influencing your available time can be an important part of time management. In some cases, keeping others informed about your priorities may help avert possible conflicts (e.g., letting your boss know you will need time on a certain evening to study, letting your friends know you plan to do a journal project on Saturday but can do something on Sunday, etc.).
It will be important to be aware of how others can drive your priorities and for you to listen to your own good judgment. In essence, time management in college is as much about managing all the elements of your life as it is about managing time for class and to complete assignments.
### Making the Tough Decision When It Is Needed
Occasionally, regardless of how much you have planned or how well you have managed your time, events arise where it becomes almost impossible to accomplish everything you need to by the time required. While this is very unfortunate, it simply cannot be helped. As the saying goes, “things happen.”
Finding yourself in this kind of situation is when prioritization becomes most important. You may find yourself in the uncomfortable position of only being able to complete one task or another in the time given. When this occurs with college assignments, the dilemma can be extremely stressful, but it is important to not feel overwhelmed by the anxiety of the situation so that you can make a carefully calculated decision based on the value and impact of your choice.
As an illustration, imagine a situation where you think you can only complete one of two assignments that are both important and urgent, and you must make a choice of which one you will finish and which one you will not. This is when it becomes critical to understand all the factors involved. While it may seem that whichever assignment is worth the most points to your grade is how you make the choice, there are actually a number of other attributes that can influence your decision in order to make the most of a bad situation. For example, one of the assignments may only be worth a minimal number of points toward your total grade, but it may be foundational to the rest of the course. Not finishing it, or finishing it late, may put other future assignments in jeopardy as well. Or the instructor for one of the courses might have a “late assignment” policy that is more forgiving—something that would allow you to turn in the work a little late without too much of a penalty.
If you find yourself in a similar predicament, the first step is to try to find a way to get everything finished, regardless of the challenges. If that simply cannot happen, the next immediate step would be to communicate with your instructors to let them know about the situation. They may be able to help you decide on a course of action, or they may have options you had not thought of. Only then can you make the choices about prioritizing in a tough situation.
The key here is to make certain you are aware of and understand all the ramifications to help make the best decision when the situation dictates you make a hard choice among priorities.
### Completing the Tasks
Another important part of time management is to develop approaches that will help you complete tasks in a manner that is efficient and works for you. Most of this comes down to a little planning and being as informed about the specifics of each task as you can be.
### Knowing What You Need to Do
As discussed in previous parts of this chapter, many learning activities have multiple components, and sometimes they must occur in a specific order. Additionally, some elements may not only be dependent on the order they are completed, but can also be dependent on how they are completed. To illustrate this we will analyze a task that is usually considered to be a simple one: attending a class session. In this analysis we will look at not only what must be accomplished to get the most out of the experience, but also at how each element is dependent upon others and must be done in a specific order. The graphic below shows the interrelationship between the different activities, many of which might not initially seem significant enough to warrant mention, but it becomes obvious that other elements depend upon them when they are listed out this way.
As you can see from the graphic above, even a task as simple as “going to class” can be broken down into a number of different elements that have a good deal of dependency on other tasks. One example of this is preparing for the class lecture by reading materials ahead of time in order to make the lecture and any complex concepts easier to follow. If you did it the other way around, you might miss opportunities to ask questions or receive clarification on the information presented during the lecture.
Understanding what you need to do and when you need to do it can be applied to any task, no matter how simple or how complex. Knowing what you need to do and planning for it can go a long way toward success and preventing unpleasant surprises.
### Knowing How You Will Get It Done
After you have a clear understanding of what needs to be done to complete a task (or the component parts of a task), the next step is to create a plan for completing everything.
This may not be as easy or as simple as declaring that you will finish part one, then move on to part two, and so on. Each component may need different resources or skills to complete, and it is in your best interest to identify those ahead of time and include them as part of your plan.
A good analogy for this sort of planning is to think about it in much the same way you would preparing for a lengthy trip. With a long journey you probably would not walk out the front door and then decide how you were going to get where you were going. There are too many other decisions to be made and tasks to be completed around each choice. If you decided you were going by plane, you would need to purchase tickets, and you would have to schedule your trip around flight times. If you decided to go by car, you would need gas money and possibly a map or GPS device. What about clothes? The clothes you will need are dependent on how long will you be gone and what the climate will be like. If it far enough away that you will need to speak another language, you may need to either acquire that skill or at least come with something or someone to help you translate.
What follows is a planning list that can help you think about and prepare for the tasks you are about to begin.
### What Resources Will You Need?
The first part of this list may appear to be so obvious that it should go without mention, but it is by far one of the most critical and one of the most overlooked. Have you ever planned a trip but forgotten your most comfortable pair of shoes or neglected to book a hotel room? If a missing resource is important, the entire project can come to a complete halt. Even if the missing resource is a minor component, it may still dramatically alter the end result.
Learning activities are much the same in this way, and it is also important to keep in mind that resources may not be limited to physical objects such as paper or ink. Information can be a critical resource as well. In fact, one of the most often overlooked aspects in planning by new college students is just how much research, reading, and information they will need to complete assignments.
For example, if you had an assignment in which you were supposed to compare and contrast a novel with a film adapted from that novel, it would be important to have access to both the movie and the book as resources. Your plans for completing the work could quickly fall apart if you learned that on the evening you planned to watch the film, it was no longer available.
### What Skills Will You Need?
Poor planning or a bad assumption in this area can be disastrous, especially if some part of the task has a steep learning curve. No matter how well you planned the other parts of the project, if there is some skill needed that you do not have and you have no idea how long it will take to learn, it can be a bad situation.
Imagine a scenario where one of your class projects is to create a poster. It is your intent to use some kind of imaging software to produce professional-looking graphics and charts for the poster, but you have never used the software in that way before. It seems easy enough, but once you begin, you find the charts keep printing out in the wrong resolution. You search online for a solution, but the only thing you can find requires you to recreate them all over again in a different setting. Unfortunately, that part of the project will now take twice as long.
It can be extremely difficult to recover from a situation like that, and it could have been prevented by taking the time to learn how to do it correctly before you began or by at least including in your schedule some time to learn and practice.
### Set Deadlines
Of course, the best way to approach time management is to set realistic deadlines that take into account which elements are dependent on which others and the order in which they should be completed. Giving yourself two days to write a 20- page work of fiction is not very realistic when even many professional authors average only 6 pages per day. Your intentions may be well founded, but your use of unrealistic deadlines will not be very successful.
Setting appropriate deadlines and sticking to them is very important—so much so that several sections in the rest of this chapter touch on effective deadline practices.
### Be Flexible
It is ironic that the item on this list that comes just after a strong encouragement to make deadlines and stick to them is the suggestion to be flexible. The reason that being flexible has made this list is because even the best-laid plans and most accurate time management efforts can take an unexpected turn. The idea behind being flexible is to readjust your plans and deadlines when something does happen to throw things off. The worst thing you could do in such a situation is panic or just stop working because the next step in your careful planning has suddenly become a roadblock. The moment when you see that something in your plan may become an issue is when to begin readjusting your plan.
Adjusting a plan along the way is incredibly common. In fact, many professional project managers have learned that it seems something always happens or there is always some delay, and they have developed an approach to deal with the inevitable need for some flexibility. In essence, you could say that they are even planning for problems, mistakes, or delays from the very beginning, and they will often add a little extra time for each task to help ensure an issue does not derail the entire project or that the completion of the project does not miss the final due date.
### The Importance of Where You Do Your Work
A large part of ensuring that you can complete tasks on time comes to setting up conditions that will allow you to do the work well. Much of this has to do with the environment where you will do your work. This not only includes physical space such as a work area, but other conditions like being free from distractions and your physical well-being and mental attitude.
### The Right Space
Simple things, like where you are set up to do your work, can not only aid in your efficiency but also affect how well you can work or even if you can get the work completed at all. One example of this might be typing on a laptop. While it might seem more comfortable to lie back on a couch and type a long paper, sitting up at a desk or table actually increases your typing speed and reduces the number of mistakes. Even the kind of mouse you use can impact how you work, and using one you are comfortable with can make a big difference.
There are a host of other factors that can come into play as well. Do you have enough space? Is the space cluttered, or do you have the room to keep reference materials and other things you might need within arm’s reach? Are there other ways you could work that might be even more efficient? For example, buying an inexpensive second monitor—even secondhand—might be the key to decreasing the amount of time you spend when you can have more than one document displayed at a time.
The key is to find what works for you and to treat your work space as another important resource needed to get the task finished.
### Distraction Free
Few things are more frustrating than trying to do work while distractions are going on around you. If other people are continually interrupting you or there are things that keep pulling your attention from the task at hand, everything takes longer and you are more prone to mistakes.https://en.calameo.com/read/00009178915b8f5b352ba
Many people say they work better with distractions—they prefer to leave the television or the radio on—but the truth is that an environment with too many interruptions is rarely helpful when focus is required. Before deciding that the television or talkative roommates do not bother you when you work, take an honest accounting of the work you produce with interruptions compared to work you do without.
If you find that your work is better without distractions, it is a good idea to create an environment that reduces interruptions. This may mean you have to go to a private room, use headphones, or go somewhere like a library to work. Regardless, the importance of a distraction-free environment cannot be emphasized enough.
### Working at the Right Time
Most people are subject to their own rhythms, cycles, and preferences throughout their day. Some are alert and energetic in the mornings, while others are considered “night owls” and prefer to work after everyone else has gone to sleep. It can be important to be aware of your own cycles and to use them to your advantage. Rarely does anyone do their best work when they are exhausted, either physically or mentally. Just as it can be difficult to work when you are physically ill, it can also be a hindrance to try to learn or do mental work when you are tired or emotionally upset.
Your working environment definitely includes your own state of mind and physical well-being. Both have a significant influence on your learning and production ability. Because of this, it is not only important to be aware of your own condition and work preferences, but to actually try to create conditions that help you in these areas. One approach is to set aside a specific time to do certain kinds of work. You might find that you concentrate better after you have eaten a meal. If that is the case, make it a habit of doing homework every night after dinner. Or you might enjoy reading more after you are ready for bed, so you do your reading assignments just before you go to sleep at night. Some people find that they are more creative during a certain time of the day or that they are more comfortable writing with subtle lighting. It is worth taking the time to find the conditions that work best for you so that you can take advantage of them. |
# Managing Your Time and Priorities
## Goal Setting and Motivation
Questions to Consider:
1. How do I set motivational goals?
2. What are SMART goals?
3. What’s the importance of an action plan?
4. How do I keep to my plan?
Motivation often means the difference between success and failure. That applies to school, to specific tasks, and to life in general. One of the most effective ways to keep motivated is to set goals.
Goals can be big or small. A goal can range from I am going to write one extra page tonight, to I am going to work to get an A in this course, all the way to I am going to graduate in the top of my class so I can start my career with a really good position. The great thing about goals is that they can include and influence a number of other things that all work toward a much bigger picture. For example, if your goal is to get an A in a certain course, all the reading, studying, and every assignment you do for that course contributes to the larger goal. You have motivation to do each of those things and to do them well.
Setting goals is something that is frequently talked about, but it is often treated as something abstract. Like time management, goal setting is best done with careful thought and planning. This next section will explain how you can apply tested techniques to goal setting and what the benefits of each can be.
### Set Goals That Motivate You
The first thing to know about goal setting is that a goal is a specific end result you desire. If the goal is not something you are really interested in, there is little motivational drive to achieve it. Think back to when you were much younger and some well-meaning adult set a goal for you—something that didn’t really appeal to you at all. How motivated were you to achieve the goal? More than likely, if you were successful at all in meeting the goal, it was because you were motivated by earning the approval of someone or receiving a possible reward, or you were concerned with avoiding something adverse that might happen if you did not do what you were told. From an honest perspective in that situation, your real goal was based on something else, not the meeting of the goal set for you. To get the most from the goals you set, make sure they are things that you are interested in achieving.
That is not to say you shouldn’t set goals that are supported by other motivations (e.g., If I finish studying by Friday, I can go out on Saturday), but the idea is to be intellectually honest with your goals.
### Set SMART Goals
Goals should also be SMART. In this case, the word smart is not only a clever description of the type of goal, but it is also an acronym that stands for Specific, Measurable, Attainable, Relevant, and Time-bound. The reason these are all desirable traits for your goals is because they not only help you plan how to meet the goal, but they can also contribute to your decision-making processes during the planning stage.
What does it mean to create SMART goals?
1. Specific—For a goal to be specific, it must be defined enough to actually determine the goal. A goal of get a good job when I graduate is too general. It doesn’t define what a good job is. In fact, it doesn’t even necessarily include a job in your chosen profession. A more specific goal would be something like be hired as a nurse in a place of employment where it is enjoyable to work and that has room for promotion.
2. Measurable—The concept of measurable is one that is often overlooked when setting goals. What this means is that the goal should have clearly defined outcomes that are detailed enough to measure and can be used for planning of how you will achieve the goal. For example, setting a goal of doing well in school is a bit undefined, but making a goal of graduating with a GPA above 3.0 is measurable and something you can work with. If your goal is measurable, you can know ahead of time how many points you will have to earn on a specific assignment to stay in that range or how many points you will need to make up in the next assignment if you do not do as well as you planned.
3. Attainable—Attainable or achievable goals means they are reasonable and within your ability to accomplish. While a goal of make an extra one million dollars by the end of the week is something that would be nice to achieve, the odds that you could make that happen in a single week are not very realistic.
4. Relevant—For goal setting, relevant means it applies to the situation. In relation to college, a goal of getting a horse to ride is not very relevant, but getting dependable transportation is something that would contribute to your success in school.
5. Time-bound—Time-bound means you set a specific time frame to achieve the goal. I will get my paper written by Wednesday is time-bound. You know when you have to meet the goal. I will get my paper written sometime soon does not help you plan how and when you will accomplish the goal.
In the following table you can see some examples of goals that do and do not follow the SMART system. As you read each one, think about what elements make them SMART or how you might change those that are not.
### Make an Action Plan
Like anything else, making a step-by-step action plan of how you will attain your goals is the best way to make certain you achieve them. It doesn’t matter if it is a smaller goal with immediate results (e.g., finish all your homework due by Friday) or something bigger that takes several years to accomplish (graduate with my degree in the proper amount of time).
The planning techniques you use for time management and achieving goals can be similar. In fact, accurate goal setting is very much a part of time management if you treat the completion of each task as a goal.
What follows is an example of a simple action plan that lists the steps for writing a short paper. You can use something like this or modify it in a way that would better suit your own preferences.
Another useful approach to goal setting is to create SMART goals and then write them down. For most people there is a higher level of commitment when we write something down. If you have your goals written out, you can refer to each component of the SMART acronym and make certain you are on track to achieve it.
### Stick with It!
As with anything else, the key to reaching goals is to keep at it, keep yourself motivated, and overcome any obstacles along the way. In the following graphic you will find seven methods that highly successful people use to accomplish this. |
# Managing Your Time and Priorities
## Enhanced Strategies for Time and Task Management
Questions to Consider:
1. What strategy helps me prioritize my top tasks?
2. How do I make the best use of my time when prioritizing?
3. How do I make sure I tackle unpleasant tasks instead of putting them off?
4. What’s the best way to plan for long-term tasks?
5. How do I find time in a busy schedule?
Over the years, people have developed a number of different strategies to manage time and tasks. Some of the strategies have proven to be effective and helpful, while others have been deemed not as useful.
The good news is that the approaches that do not work very well or do not really help in managing time do not get passed along very often. But others, those which people find of value, do. What follows here are three unique strategies that have become staples of time management. While not everyone will find that all three work for them in every situation, enough people have found them beneficial to pass them along with high recommendations.
### Daily Top Three
The idea behind the daily top three approach is that you determine which three things are the most important to finish that day, and these become the tasks that you complete. It is a very simple technique that is effective because each day you are finishing tasks and removing them from your list. Even if you took one day off a week and completed no tasks on that particular day, a daily top three strategy would have you finishing 18 tasks in the course of a single week. That is a good amount of things crossed off your list.
### Pomodoro Technique
The Pomodoro Technique was developed by Francesco Cirillo. The basic concept is to use a timer to set work intervals that are followed by a short break. The intervals are usually about 25 minutes long and are called pomodoros, which comes from the Italian word for tomato because Cirillo used a tomato-shaped kitchen timer to keep track of the intervals.
In the original technique there are six steps:
1. Decide on the task to be done.
2. Set the timer to the desired interval.
3. Work on the task.
4. When the timer goes off, put a check mark on a piece of paper.
5. If you have fewer than four check marks, take a short break (3–5 minutes), then go to Step 1 or 2 (whichever is appropriate).
6. After four pomodoros, take a longer break (15–30 minutes), reset your check mark count to zero, and then go to Step 1 or 2.
There are several reasons this technique is deemed effective for many people. One is the benefit that is derived from quick cycles of work and short breaks. This helps reduce mental fatigue and the lack of productivity caused by it. Another is that it tends to encourage practitioners to break tasks down to things that can be completed in about 25 minutes, which is something that is usually manageable from the perspective of time available. It is much easier to squeeze in three 25-minute sessions of work time during the day than it is to set aside a 75- minute block of time.
### Eat the Frog
Of our three quick strategies, eat the frog probably has the strangest name and may not sound the most inviting. The name comes from a famous quote, attributed to Mark Twain: “Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.” Eat the Frog is also the title of a best-selling book by Brian Tracy that deals with time management and avoiding procrastination.
How this applies to time and task management is based on the concept that if a person takes care of the biggest or most unpleasant task first, everything else will be easier after that.
Although stated in a humorous way, there is a good deal of truth in this. First, we greatly underestimate how much worry can impact our performance. If you are continually distracted by anxiety over a task you are dreading, it can affect the task you are working on at the time. Second, not only will you have a sense of accomplishment and relief when the task you are concerned with is finished and out of the way, but other tasks will seem lighter and not as difficult.
### Breaking Down the Steps and Spreading Them over Shorter Work Periods
Above, you read about several different tried-and-tested strategies for effective time management—approaches that have become staples in the professional world. In this section you will read about two more creative techniques that combine elements from these other methods to handle tasks when time is scarce and long periods of time are a luxury you just do not have.
The concept behind this strategy is to break tasks into smaller, more manageable units that do not require as much time to complete. As an illustration of how this might work, imagine that you are assigned a two-page paper that is to include references. You estimate that to complete the paper—start to finish—would take you between four and a half and five hours. You look at your calendar over the next week and see that there simply are no open five-hour blocks (unless you decided to only get three hours of sleep one night). Rightly so, you decide that going without sleep is not a good option. While looking at your calendar, you do see that you can squeeze in an hour or so every night. Instead of trying to write the entire paper in one sitting, you break it up into much smaller components as shown in the table below:
While this is a simple example, you can see how it would redistribute tasks to fit your available time in a way that would make completing the paper possible. In fact, if your time constraints were even more rigid, it would be possible to break these divided tasks down even further. You could use a variation of the Pomodoro Technique and write for three 20-minute segments each day at different times. The key is to look for ways to break down the entire task into smaller steps and spread them out to fit your schedule.
### Analyzing Your Schedule and Creating Time to Work
Of all the strategies covered in this chapter, this one may require the most discipline, but it can also be the most beneficial in time management. The fact is most of us waste time throughout the day. Some of it is due to a lack of awareness, but it can also be caused by the constraints of our current schedules. An example of this is when we have 15 to 20 minutes before we must leave to go somewhere. We don’t do anything with that time because we are focused on leaving or where we are going, and we might not be organized enough to accomplish something in that short of a time period. In fact, a good deal of our 24- hour days are spent a few minutes at a time waiting for the next thing scheduled to occur. These small units of time add up to a fair amount each day.
The intent of this strategy is to recapture those lost moments and use them to your advantage. This may take careful observation and consideration on your part, but the results of using this as a method of time management are more than worth it.
The first step is to look for those periods of time that are wasted or that can be repurposed. In order to identify them, you will need to pay attention to what you do throughout the day and how much time you spend doing it. The example of waiting for the next thing in your schedule has already been given, but there are many others. How much time do you spend in activities after you have really finished doing them but are still lingering because you have not begun to do something else (e.g., letting the next episode play while binge-watching, reading social media posts or waiting for someone to reply, surfing the Internet, etc.)? You might be surprised to learn how much time you use up each day by just adding a few unproductive minutes here and there.
If you set a limit on how much time you spend on each activity, you might find that you can recapture time to do other things. An example of this would be limiting yourself to reading news for 30 minutes. Instead of reading the main things that interest you and then spending an additional amount of time just looking at things that you are only casually interested in because that is what you are doing at the moment, you could stop after a certain allotted period and use the extra time you have gained on something else.
After you identify periods of lost time, the next step will be to envision how you might restructure your activities to bring those extra minutes together into useful blocks of time. Using the following scenario as an illustration, we will see how this could be accomplished.
On Tuesday nights, Sarah has a routine: After work, she does her shopping for the week (2 hours driving and shopping) and then prepares and eats dinner (1 hour). After dinner, she spends time on homework (1 hour) and catching up with friends, reading the news, and other Internet activities (1 hour), and then she watches television or reads before going to bed (1 hour). While it may seem that there is very little room for improvement in her schedule without cutting out something she enjoys, limiting the amount of time she spends on each activity and rethinking how she goes about each task can make a significant difference.
In this story, Sarah’s Tuesday-night routine includes coming home from work, taking stock of which items in her home she might need to purchase, and then driving to the store. While at the store, she spends time picking out and selecting groceries as she plans for meals she will eat during the rest of the week. Then, after making her purchases, she drives home. Instead, if she took the time to make a list and plan for what she needed at the store before she arrived, she would not spend as much time looking for inspiration in each aisle. Also, if she had a prepared list, not only could she quickly pick up each item, but she could stop at the store on the way home from work, thus cutting out the extra travel time. If purchasing what she needed took 30 minutes less because she was more organized and she cut out an additional 20 minutes of travel time by saving the extra trip to the store from her house, she could recapture a significant amount of her Tuesday evening. If she then limited the time she spent catching up with friends and such to 30 minutes or maybe did some of that while she prepared dinner, she would find that she had added almost an extra hour and a half to the time available to her on that evening, without cutting out anything she needed to do or enjoys. If she decided to spend her time on study or homework, this would more than double the time she previously had available in her schedule for homework.
### Chapter Summary
This chapter began by pointing out the dangers of poor time management, both in cost and even the potential risk to graduation. After presenting why time management is important, sections of the text covered how time management for college can be different from what students may have experienced before. Following this, the chapter contained several sections on how to effectively manage time (including predicting time on task), how to use technology to your advantage, and how to prioritize tasks. Other topics included goal setting and motivation, some specific strategies for time and task management, and avoiding procrastination.
### Reflect and Apply
Rick says: I’ve wanted to work in radio since I was in high school and had great opportunities in college to learn at the campus station. I interned for a semester at a local Top 40 station and, after graduation, was offered a position as the producer of the station’s morning show.
The only problem: I had to be at the radio station by 4:45 a.m. I couldn’t do it. I tried everything—alarms on my phone, clock radio alarms, friends calling me. This is not a job you can be late for—dead air is a radio DJ’s greatest nightmare. But no matter what I tried, I could not wake up on time. The third time I arrived late, the radio station let me go.
Reflection question: How might you have handled the situation differently? How might this aspiring radio DJ have managed his time differently to ensure he was not late for work?
For discussion: Is the Internet responsible for most of our wasted work time? Read through this article. What do you think?
https://openstax.org/l/whowastestime
### Rethinking
Revisit the questions you answered at the beginning of the chapter, and consider one option you learned in this chapter that might change your answer to one of them.
1. I regularly procrastinate completing tasks that don't interest me or seem challenging.
2. I use specific time management strategies to complete tasks.
3. I find it difficult to prioritize tasks because I am not sure what is really important.
4. I am pleased with my ability to manage my time.
### Where Do You Go from Here?
Refining your time management skills based on an honest assessment is something that should never stop. The benefits of good time management skills are something that will apply to the rest of your life. What would you like to learn more about? Choose a topic from the list below, and create an annotated bibliography that would direct further research.
1. Psychological reasons for procrastinating
2. Technology and social media as distractions
3. Additional time management strategies
4. Time management strategies that successful people use |
# Planning Your Academic Pathways
## Introduction
### Student Survey
How do you feel about your readiness to create an academic and life plan? These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I have reflected on and can identify my personal values.
2. I have set both short- and long-term academic goals.
3. I am familiar with the requirements I must complete and options I must select to obtain a college degree.
4. I am familiar with the resources, tools, and individuals who can assist me in developing an effective plan for success.
You can also take the Chapter 4 survey anonymously online.
### About This Chapter
Among the most celebrated differences between high school and college is the freedom that students look forward to when they complete their mandatory high school education and take up the voluntary pursuit of a college degree. Though not every college freshman comes fresh from high school, those who do might be looking forward to the freedom of moving away from home onto a campus or into an apartment. Others might be excited about the potential to sleep in on a Monday morning and take their classes in the afternoon. For others, balancing a class schedule with an already-busy life filled with work and other responsibilities may make college seem less like freedom and more like obligation. In either case, and however they might imagine their next experience to be, students can anticipate increased freedom of choice in college and the ability to begin to piece together how their values, interests, and developing knowledge and skills will unfold into a career that meets their goals and dreams.
In Chapter 3: Managing Your Time and Priorities, we cover how goal setting and prioritizing help you plan and manage your time effectively. This chapter extends that discussion by recognizing that it can be challenging to stay on task and motivated if you don’t see how those tasks fit into a larger plan. Even the freedom to choose can become overwhelming without a plan to guide those choices. The goal of this chapter is to help you develop the personal skills and identify the resources, tools, and support people to help you make sense of your choices and formulate a personal academic and career plan. We will also consider how to take those first steps toward making your plan a reality and what to do if or when you realize you’re off track from where you had hoped to be.
By the time you complete this chapter, you should be able to do the following:
1. Use your personal values to guide your decision-making, set short-term goals that build toward a long-term goal, and plan how you will track progress toward your goals.
2. List the types of college certificates, degrees, special programs, and majors you can pursue, as well as general details about their related opportunities and requirements.
3. Take advantage of resources to draft and track an academic plan.
4. Recognize decision-making and planning as continuous processes, especially in response to unexpected change. |
# Planning Your Academic Pathways
## Defining Values and Setting Goals
Questions to Consider:
1. What beliefs help shape your decision-making and goals?
2. How do you set manageable goals that will help you stay on track?
A recent high school graduate, Mateo was considering his options for the future. He knew he wanted to go to college, but he wasn’t quite sure what he would study. At a family picnic to celebrate his graduation, he talked about his indecision with his two uncles. One uncle, his Uncle Nico, told him that his best bet was to find out what types of jobs would be hiring in a couple years at high enough salary for Mateo to afford to live however he desired. His other uncle, who rarely agreed with Uncle Nico, nodded and said, “Hey, that’s one way to look at it, but don’t you want to enjoy what you do every day regardless of how much money you make? You should do whatever interests you. After all, don’t they say that if you love what you do, you’ll never work a day in your life?”
Mateo appreciated the advice of his uncles and realized that they might both be right. He wanted to do something that interested him, but he also wanted to be employable and to make money. Clarifying his interests and recognizing his values would be key to helping Mateo decide his path.
### Values
Values are the basic beliefs that guide our thinking and actions. Whether we are consciously aware of them or not, values influence both our attitudes and our actions. They help us determine what is important and what makes us happy. It is important to think about and reflect on your values, especially as you make decisions.
Another way to recognize the important influence of values is to consider if you have ever made a decision that you later regretted. Did you reflect on your values prior to making that choice? Sometimes others ask us to do things that are inconsistent with our values. Knowing what you value and making plans accordingly is an important effort to help you stay on track toward your goals.
### Goals and Planning
Have you ever put together a jigsaw puzzle? Many people start by looking for the edge and corner pieces to assemble the border. Some will then group pieces with similar colors, while others just try to fit in new pieces as they pick them up. Regardless of strategy, a jigsaw puzzle is most easily solved when people have a picture to reference. When you know what the picture should look like, you can gauge your progress and avoid making mistakes. If you were to put a puzzle together facedown (cardboard side up, rather than picture side up), you could still connect the pieces, but it would take you much longer to understand how it should fit together. Your attempts, beyond the border, would be mostly by trial and error. Pursuing anything without goals and a plan is like putting together an upside-down puzzle. You can still finish, or get to where you’re meant to be, but it will take you much longer to determine your steps along the way.
In Chapter 3, you learned about the SMART goal method for setting actionable goals, or goals that are planned and stated with enough clarity for the goal-setter to take realistic action toward meeting those goals. SMART goals help you focus on your priorities and manage your time while also providing a means of organizing your thinking and actions into manageable steps. Long- and short-term goals help to connect the action steps.
### Long-Term Goals
Long-term goals are future goals that often take years to complete. An example of a long-term goal might be to complete a bachelor of arts degree within four years. Another example might be purchasing a home or running a marathon. While this chapter focuses on academic and career planning, long-term goals are not exclusive to these areas of your life. You might set long-term goals related to fitness, wellness, spirituality, and relationships, among many others. When you set a long-term goal in any aspect of your life, you are demonstrating a commitment to dedicate time and effort toward making progress in that area. Because of this commitment, it is important that your long-term goals are aligned with your values.
### Short-Term Goals
Setting short-term goals helps you consider the necessary steps you’ll need to take, but it also helps to chunk a larger effort into smaller, more manageable tasks. Even when your long-term goals are SMART, it’s easier to stay focused and you’ll become less overwhelmed in the process of completing short-term goals.
You might assume that short-term and long-term goals are different goals that vary in the length of time they take to complete. Given this assumption, you might give the example of a long-term goal of learning how to create an app and a short-term goal of remembering to pay your cell phone bill this weekend. These are valid goals, but they don’t exactly demonstrate the intention of short- and long-term goals for the purposes of effective planning.
Instead of just being bound by the difference of time, short-term goals are the action steps that take less time to complete than a long-term goal, but that help you work toward your long-term goals. To determine your best degree option, it might make sense to do some research to determine what kind of career you’re most interested in pursuing. Or, if you recall that short-term goal of paying your cell phone bill this weekend, perhaps this short-term goal is related to a longer-term goal of learning how to better manage your budgeting and finances.
### Setting Long- and Short-Term Goals
Sunil’s story provides an example of effective goal setting. While meeting with an academic advisor at his college to discuss his change of major, Sunil was tasked with setting long- and short-term goals aligned with that major. He selected a degree plan in business administration, sharing with his advisor his intention to work in business and hopefully human relations in particular. His advisor discussed with him how he could set short-term goals that would help his progress on that plan. Sunil wondered if he should be as specific as setting short-term goals week by week or for the successful completion of every homework assignment or exam. His advisor shared that he could certainly break his goals down into that level of specificity if it helped him to stay focused, but recommended that he start by outlining how many credits or courses he would hope to complete. Sunil drafted his goals and planned to meet again with his advisor in another week to discuss.
Sunil worried that his list of short-term goals looked more like a checklist of tasks than anything. His advisor reassured him, sharing that short-term goals can absolutely look like a checklist of tasks because their purpose is to break the long-term goal down into manageable chunks that are easier to focus on and complete. His advisor then recommended that Sunil add to his plan an additional note at the end of every other semester to “check in” with his advisor to make certain that he was on track.
### Planning for Adjustments
You will recall from the SMART goals goal-setting model that goals should be both measurable and attainable. Far too often, however, we set goals with the best of intentions but then fail to keep track of our progress or adjust our short-term goals if they’re not helping us to progress as quickly as we’d like. When setting goals, the most successful planners also consider when they will evaluate their progress. At that time, perhaps after each short-term goal should have been met, they may reflect on the following:
1. Am I meeting my short-term goals as planned?
2. Are my short-term goals still planned across time in a way where they will meet my long-term goals?
3. Are my long-term goals still relevant, or have my values changed since I set my goals?
While departing from your original goals may seem like a failure, taking the time to reflect on goals before you set them aside to develop new ones is a success. Pivoting from a goal to new, better-fitting goal involves increased self-awareness and increased knowledge about the processes surrounding your specific goal (such as the details of a college transfer, for example). With careful reflection and information seeking, your change in plans may even demonstrate learning and increased maturity!
Keep in mind that values and goals may change over time as you meet new people, your life circumstances change, and you gain more wisdom or self-awareness. In addition to setting goals and tracking your progress, you should also periodically reflect on your goals to ensure their consistency with your values. |
# Planning Your Academic Pathways
## Planning Your Degree Path
Questions to Consider:
1. What types of college degrees or certifications can I pursue?
2. What is the difference between majors and minors?
3. How do preprofessional programs differ from other majors?
4. Do some majors have special requirements beyond regular coursework?
To set goals for your academic and career path, you must first have an understanding of the options available for you to pursue and the requirements you will need to meet. The next section provides an overview of academic programs and college degrees that are common among many colleges and universities in the United States. Please note that each institution will have its own specific options and requirements, so the intention of this section is both to help you understand your opportunities and to familiarize you with language that colleges typically use to describe these opportunities. After reviewing this section, you should be better able to formulate specific questions to ask at your school or be better prepared to navigate and search your own college’s website.
### Types of Degrees
Whereas in most states high school attendance through the 12th grade is mandatory, or compulsory, a college degree may be pursued voluntarily. There are fields that do not require a degree. Bookkeeping, computer repair, massage therapy, and childcare are all fields where certification programs—tracks to study a specific subject or career without need of a complete degree—may be enough.
However, many individuals will find that an associate’s or bachelor’s degree is a requirement to enter their desired career field. According to United States Census data published in 2017, more than one-third of the adult population in the country has completed at least a bachelor’s degree, so this may be the degree that is most familiar to you.
Not every job requires a bachelor’s degree, and some require even higher degrees or additional specialized certifications. As you develop your academic plan, it is important to research your field of interest to see what requirements might be necessary or most desirable.
To distinguish between the types of degrees, it is useful to understand that courses are often assigned a number of credits, sometimes called semester hours as well. Credits relate to the calculated hours during a course that a student spends interacting with the instructor and/or the course material through class time, laboratory time, online discussions, homework, etc. Courses at all degree levels are typically assigned a value of one to six credits, although students often need to complete a developmental education course or two, often in English or math. These requirements, which cost as much as typical college courses but do not grant college credit, are meant to provide some basic information students may have missed in high school but that will be necessary to keep up in college-level coursework.
The minimum or maximum number of credits required to graduate with different degrees varies by state or institution, but approximate minimum numbers of credits are explained below. Keep in mind that although a minimum number of credits must be completed to get a certain degree, total credits completed is not the only consideration for graduation—you must take your credits or courses in particular subjects indicated by your college.
To determine your best degree option, it might make sense to do some research to determine what kind of career you’re most interested in pursuing. Visit your campus career center to meet with a counselor to guide you through this process. These services are free to students—similar services can be pricey once you’ve graduated, so take advantage. There are other tools online you can investigate.
### Associate’s Degrees
To enter an associate’s degree program, students must have a high school diploma or its equivalent. Associate’s degree programs may be intended to help students enter a technical career field, such as automotive technology, graphic design, or entry-level nursing in some states. Such technical programs may be considered an Associate of Applied Arts (AAA) or Associate of Applied Science (AAS) degrees, though there are other titles as well.
Other associate’s degree programs are intended to prepare a student with the necessary coursework to transfer into a bachelor’s degree program upon graduation. These transfer-focused programs usually require similar general education and foundational courses that a student would need in the first half of a bachelor’s degree program. Transfer-focused associate’s degrees may be called Associate of Arts (AA) or Associate of Science (AS), or other titles, depending on the focus of study.
An associate’s degree is typically awarded when a student has completed a minimum of 60 credits, approximately 20 courses, meeting the requirements of a specific degree. Some technical associate’s degrees, such as nursing, may require additional credits in order to meet requirements for special certifications. You may find that your college or university does not offer associate’s degrees. Most associate’s degrees are offered by community or junior colleges, or by career and technical colleges.
### Bachelor’s Degrees
When someone generally mentions “a college degree,” they are often referring to the bachelor’s degree, or baccalaureate degree. Because it takes four years of full-time attendance to complete a bachelor’s degree, this degree is also referred to as a “four-year degree.” Similar to an associate’s degree, to enter a bachelor’s degree program a student must have completed a high school diploma or its equivalent. Both associate’s degrees and bachelor’s degrees are considered undergraduate degrees, thus students working toward these degrees are often called undergraduates. A student with an associate’s degree may transfer that degree to meet some (usually half) of the requirements of a bachelor’s degree; however, completion of an associate’s degree is not necessary for entry into a bachelor’s degree program.
A bachelor’s degree is usually completed with a minimum of 120 credits, or approximately 40 courses. Some specialized degree programs may require more credits. (If an associate’s degree has been transferred, the number of credits from that degree usually counts toward the 120 credits. For example, if an associate’s degree was 60 credits, then a student must take 60 additional credits to achieve their bachelor’s degree.)
Bachelor of Arts (BA), Bachelor of Science (BS), Bachelor of Science in Nursing (BSN), and Bachelor of Fine Arts (BFA) are the most popular degree titles at this level and differ primarily in their focus on exploring a broader range of subject areas, as with a BA, versus focusing in more depth on a particular subject, as with a BS, BSN, or BFA. Regardless of whether a student is pursuing a BA, BS, BSN, or BFA, each of these programs requires a balance of credits or courses in different subject areas. In the United States, a bachelor’s degree comprises courses from three categories: general education courses, major courses, and electives. A fourth category of courses would be those required for a minor, which we will discuss in more detail in the section on majors and minors.
### General Education
General education, also called core curriculum, is a group of courses that are often set as requirements by your state or by your individual college. These courses provide you with a foundation of knowledge across a breadth of fields and are also intended to help you further develop college-level critical-thinking and problem-solving abilities. You may be able to select courses from a general education menu of courses available at your institution. More than half of your bachelor’s degree program is likely made up of general education courses.
### Major Courses
Major courses are courses in your field of interest and provide you with the foundational knowledge required for further study in that field or with the skills necessary to enter your career. Some schools may refer to these as career studies courses. Major courses often have a series of prerequisites, or courses that must be taken in sequence prior to other courses, starting with an introductory course and progressing into more depth. Major courses usually make up about a fourth or more of a bachelor’s degree (30 credits, or approximately 10 courses). A BS or BFA degree may require more major courses than a BA degree. Colleges and universities usually require students to select a major by the time they’ve completed 30 total credits.
### Electives
Electives are free-choice courses. Though you may have a choice to select from a menu of options to meet general education and major requirements, electives are even less restricted. Some students may be able to take more electives than others due to their choice of major or if they are able to take courses that meet more than one requirement (for example, a sociology course may be both a major requirement and a general education social science course). Some colleges intentionally allow room for electives in a program to ensure that students, particularly those students who are undecided about their major, are able to explore different programs without exceeding the total number of credits required to graduate with a bachelor’s degree. In other cases, students may have taken all of their major courses and fulfilled their general education requirements but still need additional credits to fulfill the minimum to graduate. The additional courses taken to meet the total credit requirement (if necessary) are considered electives.
### Graduate Degrees
According to United States Census data published in 2018, 13.1 percent of the U.S. adult population have completed advanced degrees.United States Census Bureau. (2019, February 21). Number of People with Master’s and Doctoral Degrees Doubles Since 2000. Retrieved from: https://www.census.gov/library/stories/2019/02/number-of-people-with-masters-and-phd-degrees-double-since-2000.html Whereas associate’s and bachelor’s degrees are considered undergraduate degrees and require high school graduation for entry, advanced degrees called graduate degrees require prior completion of a bachelor’s degree. Some professions require graduate degrees as a minimum job qualification, such as pharmacists, lawyers, physical therapists, psychologists, and college professors. In other cases, students may be motivated to pursue a graduate degree to obtain a higher-level job or higher salary, or to be more competitive in their field. Some students are also interested in learning about some subject in greater depth than they did at the undergraduate level. Because graduate degrees do not include general education or free elective courses, they are very focused on career-specific knowledge and skills. Graduate degrees include master’s, doctoral, and professional degrees. Master’s degrees often require 30–60 credits and take one to two years of full-time attendance to complete. Some master’s degrees, like those for counselors, require supervised job experience as a component of the degree and therefore require more credits.
Doctorate and professional degrees are the highest level of advanced degrees. Approximately 3.5% of the U.S. adult population has completed a doctorate or professional degree. Very few careers require this level of education for entry, so fewer individuals pursue these degrees. Doctorates are offered in many subjects and primarily prepare students to become researchers in their field of study. This in-depth level of education often requires an additional 90–120 credits beyond the bachelor’s degree, and may or may not require a master’s degree prior to entry. (A master’s degree as an entry requirement may reduce the number of credits required to complete the doctoral degree.)
Professional degrees are a specific type of doctorate-level degree that focus on skills to be applied in a practical, or hands-on, career rather than as a researcher. The most common professional degrees are Doctor of Medicine (MD) for aspiring medical doctors, Juris Doctor (JD) for aspiring lawyers, Doctor of Pharmacy (PharmD) for aspiring pharmacists, and Doctor of Education (EdD) for aspiring school and college or university administrators. If the career you are pursuing requires a graduate degree, you should keep this end goal in mind as you plan for the timeline and finances required to meet your goals. You may also want to inquire about special agreements that your college or university may have to expedite admission into or completion of graduate degrees. For example, some universities offer 4+1 master’s programs, wherein students take both bachelor’s and master’s level courses during their last year as an undergraduate to accelerate the completion of both degrees.
### Other Post-Baccalaureate Credentials
Post-baccalaureate refers to structured learning experiences pursued after a bachelor’s degree is achieved. While some such activities are structured into graduate degrees as described in the sections above, other fields value continuing education credits, competency badges, and additional certifications. These post-baccalaureate credentials may need to be completed prior to entering a career field, may be obtained as an option to gain competitive advantage for hiring, or may be achieved during the course of an individual’s career to stay current, maintain qualification, or be promoted. To determine if your field requires post-baccalaureate credentials, you may want to speak with an established professional in that career, review the qualifications section of related job descriptions, or visit with a career counselor on your campus. In a world that changes as rapidly as ours, engaging in lifelong learning is advisable regardless of the specific requirements of any particular career choice.
### Majors and Minors
One of the most common questions an undergraduate college student will be asked is “What’s your major?” As we already noted, your major is only one part of your undergraduate (associate’s or bachelor’s) degree, but it is the part that most demonstrates your interests and possible future goals. At some point during your studies you will be asked to decide on, or declare, a major. You may also be able to select a or additional concentration. Whereas a major comprises approximately 10–12 courses of a bachelor’s degree program and is required, a minor is usually 5–8 courses, is often optional, and may count toward or contribute to exceeding the total number of credits required for graduation. Rather than take elective courses, some students will select courses that meet the requirements for a minor. When selecting a major and possibly a minor, you’ll want to consider how the knowledge and skills you gain through those fields of study prepare you for a particular career. Majors and minors can be complementary. For example, a major in business might be well-matched with a minor in a foreign language, thus allowing the student to pursue a career in business with a company that hires bilingual employees. It is important to research careers of interest to you when selecting your major and/or minor to determine what will best help you to meet your goals.
### Preprofessional Programs
Some undergraduate degrees are specifically designed to prepare students to later pursue professional degrees (such as the MD or PharmD) at the graduate level. Such programs are called , preprofessional majors, or preprofessional tracks. The most common preprofessional programs are premed, prelaw, and prepharmacy, but you may see other offerings. Although some preprofessional programs are structured as majors that you can declare, many preprofessional programs are a sequence of recommended courses and activities that a student can follow alongside a related major. While following a preprofessional program may not guarantee your admittance to a professional program, it does increase the likelihood of acceptance to and preparation for a graduate professional program.
Consider Loretta’s story as an example of how a student might be on a preprofessional track. Loretta has decided that she would like to become a medical doctor. She has declared biology as her major and is taking the courses required to graduate with a bachelor of science degree in biology. Her university does not have a premed major, but it does have a premed track. She informs her academic advisor of her career goals, and her advisor provides her information about the premed track. The premed track includes a list of courses that students should take to prepare for the medical school entrance exams, called MCATs. Some of these courses are biology courses that overlap with Loretta’s biology major, while others are higher-level chemistry courses that are not required for her major. She can take these chemistry courses, and any other premed-track courses, as her elective courses. The premed track at Loretta’s university includes opportunities to attend MCAT study workshops and premed student club meetings. It also provides recommendations for summer volunteering and internships that will strengthen Loretta’s resume and application to medical school following the completion of her bachelor’s degree.
### Special Requirements of Majors
While preprofessional programs prepare students for entrance into graduate professional degree programs, some undergraduate majors involve special requirements beyond the usual courses and classroom experience to prepare students for entrance to their career. Such requirements provide students practical experience or prerequisites for licensure necessary for a particular job. When requirements are major-specific, it is often because the requirement is state-mandated for that job. Majors that often include state-mandated special requirements are education, social work, and nursing. Some colleges and universities may require all students to participate in additional experiences beyond their regular coursework. You will want to ask your college about details specific to your major or institution. In this section we will generally discuss four such special requirements and experiences: fieldwork and internships, clinicals, student teaching, and service learning.
### Fieldwork and Internships
Fieldwork and internships may also be referred to as and field experience. These requirements provide hands-on work experience in a career, or field. When fieldwork or internships are required for your major, such as with a social work major, it is often listed as a course requirement among your major requirements. In other words, you usually receive credits for your fieldwork as you would for a lab or lecture course. Your fieldwork instructor will likely ask you to reflect on and report on your experiences. They will likely confer with a supervisor at your fieldwork site, the place where you are working, to help assess your hands-on learning. Fieldwork and internships provide students with opportunities to practice the skills they’ve learned in the classroom while also introducing them to the values and culture of the organizations and communities in which they hope to be employed. It is important to note that fieldwork and internship experiences are often available to students even if they are not required for their major. You may want to inquire with your academic advisors, faculty, or career services office to determine what opportunities might be available for you to gain this type of experience in your field of interest.
### Clinicals
Clinicals are a type of fieldwork specifically required of nursing students. Clinicals may take place in hospitals, nursing homes, or mental health facilities. They provide nursing students who are nearing the end of their degree programs with the opportunity to practice nursing skills that cannot be learned in a regular classroom. During clinicals, students will interact with real patients to conduct physical examinations, draw blood, administer medicine, and provide other care as necessary. Because of the risk to patients, students participating in clinicals are more closely supervised by experienced professionals than those in other types of fieldwork experiences. Thus, clinicals function very much like a real-world classroom and progress to more independent work through the semester. Before undertaking clinicals, nursing students will need to complete certain coursework and pass a physical examination and background check. Because clinicals are often much longer than a class meeting, students will need to work with staff from the program to plan their schedule. It may not be feasible to work at another job while completing clinicals, so if you must work while you’re in college, it’s important to discuss this with nursing staff or academic advisors and to plan ahead.
### Student Teaching
Student teaching is a specific type of fieldwork undertaken by students who plan to teach at the preschool, elementary, or middle and high school levels. Education students are often required to complete a student teaching experience in order to obtain a teaching license in their state. Students must often complete core education coursework prior to student teaching and must complete a background check prior to placement in a school setting. During their student teaching experience, students are usually paired one-on-one with an experienced teacher and have the opportunity to observe that teacher, get to know the students, understand the classroom culture, and participate in lessons as a teaching assistant as needed or appropriate. Much like nursing clinicals, this highly supervised fieldwork experience usually progresses to more independent work when the student teacher is asked to deliver and reflect on a lesson plan of their own design. Keep in mind as you plan for student teaching that unlike other fieldwork experiences, student teaching is limited to fall or spring semesters and cannot be completed in the summer because most schools are closed during the summer terms. Also, it may not be feasible to work at another job while completing your student teaching experience, so if you must work while you’re in college, it’s important to discuss this with your program staff or academic advisors and to plan ahead.
### Service Learning
While service learning may not be required of a specific major, you may see this special requirement for a course or as a general graduation requirement for your college or university. It’s also an excellent opportunity to try out something that interests you, something that could lead to or be part of your eventual career.
Service learning is very much like volunteering or community service. The purpose of service learning is to interact with and meet the needs of your local community. Service learning does differ from volunteering in that it is more structured to meet specific learning goals. For example, if you were engaging in service learning for an environmental science course, your activities would likely be focused on local environmental issues. Or, if you were engaging in service learning for a sociology course, you would likely be working with local community groups or organizations not only to assist these organizations, but also to observe how groups interact. Like fieldwork, service learning provides you an opportunity to observe and apply concepts learned in the classroom in a real-world setting. Students are often asked to reflect on their service learning activities in the context of what they’ve been learning in class, so if you’re engaged in service learning, be thinking about how the activities you do relate to what you’ve learned and know. |
# Planning Your Academic Pathways
## Making a Plan
Questions to Consider:
1. What resources are available to help me understand my degree program requirements?
2. Who can assist me in making a plan?
3. What tools are available to help me develop and track the progress of my plan?
4. Is there anything else I can do now to plan for after I graduate?
As previously noted, most associate’s degrees require a minimum of 60 credit hours for completion, and bachelor’s degrees minimally require a total of 120 credits. Some individuals refer to these degrees as “two-year” and “four-year” degrees, respectively. To complete a 60-credit associate’s degree in two years, you would need to take 15 credits (about five classes) in the fall and spring semesters during both years of your attendance. To complete a 120-credit bachelor’s degree in four years, you would need to take 15 credits in the fall and spring semesters each of your four years. It is therefore entirely possible to complete these degrees in two and four years, particularly if you use the three primary resources that colleges provide to help you with your planning: curriculum maps, academic advisors, and interactive planning technology.
### Curriculum Maps
Many colleges and universities will provide , or course checklists to illustrate the sequence of courses necessary to follow this timeline. These timelines often assume that you are ready to take college-level math and English courses and that you will be attending college as a full-time student. If placement tests demonstrate a need for prerequisite math and English coursework to get you up to speed, your timeline will likely be longer.
Many students attend college part-time, often because of family or work responsibilities. This will obviously have an impact on your completion timeline as well. Programs that have special requirements may also require that you plan for additional time. For example, it may be the case that you cannot take other courses while completing clinicals or student teaching, so you will need to plan accordingly. Alternatively, you may be able to speed up, or accelerate, your timeline to degree by taking courses during summer or winter terms. Or if you take fewer than 15 credits per semester, you can take courses during the summer terms to “make up” those credits and stay on track toward those two- or four-year graduation goals.Brookdale Community College Office of Career and Leadership Development. (2016).
### Academic Advisors
All colleges and universities provide resources such as a curriculum map to assist you with your academic planning. Academic advisors may also be called success coaches, mentors, preceptors, or counselors. They may be staff members, or faculty may provide advisement as an additional role to their teaching responsibilities. Regardless of what your college calls this role, academic advisors are individuals who are able to assist you in navigating the puzzle of your academic plan and piecing your courses and requirements together with your other life obligations to help you meet your goals.
An advisor is an expert on college and major requirements and policies, while you are the expert on your life circumstances and your ability to manage your study time and workload. It is also an advisor’s responsibility to understand the details of your degree requirements. This person can teach you how to best utilize college resources to make decisions about your academic and career path. An advisor can help you connect with other college staff and faculty who might be integral to supporting your success. Together with your advisor, you can create a semester-by-semester plan for the courses you will take and the special requirements you will meet. Refer to the end of this section for a detailed planning template that you could use in this process. Even if your college does not require advising, it is wise to meet with your advisor every semester to both check your progress and learn about new opportunities that might lend you competitive advantage in entering your career.
Common Functions of Academic Advisors
Academic advisors can help you:
1. Set educational and career goals
2. Select a major and/or minor
3. Understand the requirements of your degree
4. Navigate the online tools that track the progress of your degree
5. Calculate your GPA and understand how certain choices may impact your GPA
6. Discuss your academic progress from semester to semester
7. Assist with time management strategies
8. Connect with other support and resources at the college such as counseling, tutoring, and career services
9. Navigate institutional policies such as grade appeals, admission to special programs, and other concerns
10. Strategize how to make important contacts with faculty or other college administrators and staff as necessary (such as discussing how to construct professional emails)
11. Discuss transfer options, if applicable
12. Prepare for graduate school applications
### Interactive Planning Technology
In addition to a curriculum map and an advisor, colleges and universities usually have technological tools that can assist you in your academic planning. Degree audit reporting systems, for example, are programmed to align with degree requirements and can track individual student progress toward completion. They function like an interactive checklist of courses and special requirements. Student planning systems often allow students to plan multiple semesters online, to register for planned courses, and to track the progress of their plan. Though friends and family are well-intentioned in providing students with planning advice and can provide important points for students to consider, sometimes new students make the mistake of following advice without consulting their college’s planning resources. It’s important to bring all of these resources together as you craft your individual plan.
Despite all of the resources and planning assistance that is available to you, creating an individual plan can still be a daunting task. Making decisions about which major to pursue, when to take certain courses, and whether to work while attending school may all have an impact on your success, and it is tough to anticipate what to expect when you’re new to college. Taking the time to create a plan and to revise it when necessary is essential to making well-informed, mindful decisions. Spur-of-the-moment decisions that are not well-informed can have lasting consequences to your progress.
The key to making a mindful decision is to first be as informed as possible about your options. Make certain that you have read the relevant resources and discussed the possibilities with experts at your college. Then you’ll want to weigh your options against your values and goals. You might ask: Which option best fits my values and priorities? What path will help me meet my goals in the timeframe I desire? What will be the impact of my decision on myself or on others? Being well-informed, having a clear sense of purpose, and taking the necessary time to make a thoughtful decision will help to remove the anxiety associated with making the “right” decision, and help you make the best decision for you.
### Planning for After Graduation
Students usually pursue a college degree with some additional end goal in mind, whether that goal is further study as a graduate student or entry into a desired career. As you develop a plan for your undergraduate studies, you can also plan pursuits outside of the classroom to prepare for these future goals. To begin planning for life after graduation, consider the experiences that would best complement your coursework. If you are not required to participate in fieldwork or internships, perhaps you could plan a summer internship to help you gain workplace experience and learn more about what you do and do not want to do. It is also valuable to gain leadership experience through participation in student clubs and organizations. Plan to find a club that matches your interests. Set a goal to attend regularly your first year and then run for a club leadership role in your second or third year.
Even before you begin an internship or career search in earnest, sites like Internships.com can be helpful simply to explore the possibilities and get ideas. Often, a dedicated career-oriented website will provide more filtered and specific information than a general search engine.
Consult with services or offices at your college that can assist with you with making your future plans and incorporating experiences into your academic plan that will prepare you to enter your career. These services are often accessible both to current students as well as to graduates, providing assistance with résumé writing and job searches. Chapter 12: Planning for Your Future provides further insight into career planning and college career services.
Alumni associations help graduates connect with other former students of all ages so that they can begin to build and strengthen their professional networks, leading to further job opportunities. And don’t discount the role of your professors in helping you build your network as well! In addition to providing valuable letters of recommendation for both graduate school and job applications, professors often have well-established professional networks and may be willing to help connect dedicated students with additional opportunities. You can plan these experiences to be distributed across your academic semesters and during the summer.
This Draft an Academic Plan activity provides you an opportunity to consider and plan experiences alongside your coursework that could help you better prepare to meet your career goals. Also, the chapter on Planning Your Career goes into these topics in more depth. |
# Planning Your Academic Pathways
## Managing Change and the Unexpected
Questions to Consider:
1. What happens if things don’t go according to plan?
2. How can I make adjustments to my plan if things change?
3. Is it OK to ask for planning help, and from whom?
Though we’ve discussed planning in a great degree of detail, the good news is that you don’t have to have it all figured out in order to be successful. Recall the upside-down puzzle analogy from earlier in this chapter. You can still put a puzzle together picture-side down by fitting together the pieces with trial and error. Similarly, you can absolutely be successful in your academic and career life even if you don’t have it all figured out. It will be especially important to keep this in mind as circumstances change or things don’t go according to your original plan.
Consider Elena’s and Ray’s stories as examples.
Elena had always intended to go to college. It was her goal to become a nurse like her grandmother. She decided that the best path would be to complete her BSN degree at a state university nearby. She researched the program, planned her bachelor’s degree semester by semester, and was very excited to work with real patients while completing her clinicals! During her second year, Elena’s grandmother fell ill and needed more regular care. Elena made the difficult decision to stop-out of her program to help care for her grandmother. She spoke with her academic advisor, who told her about the policies for readmission. Because the nursing program was limited to a certain number of students, it would be challenging to reenter her program whenever she was ready to return.
At first Elena felt discouraged, but then her advisor assisted her in mapping a plan to take some prerequisite courses part-time at a community college near her home while she cared for her grandmother. She could then transfer those credits back to the university so they would count toward her degree there, or she could finish an associate’s degree and then return to a bachelor’s degree program whenever she was able. Although things weren’t following her original plans, she would be able to continue working toward her goals while also tending to one of her greatest values—her family. Elena’s plans changed, but her values and long-term goals didn’t have to change.
Ray’s parents wanted him to go to college to increase his chances of getting a good job. He wasn’t really sure what he wanted to study, so his dad suggested he choose business. During Ray’s first semester he took an introduction to business course that was required of all business majors in their first semester. He did well in the course, but it wasn’t his favorite topic. Conversely, he loved the history course on early Western civilization that he was taking to meet a general education requirement. He wasn’t necessarily ready to change his major from business to history, so he met with an academic advisor to see if there were any classes he could take during his second semester that would count toward either major. Ray was still exploring and had yet to set specific goals. But Ray did know that he wanted to finish college within a reasonable amount of time, so he made flexible plans that would allow him to change his mind and change his major if necessary.
### Expecting Change
After you’ve devoted time to planning, it can be frustrating when circumstances unexpectedly change. Change can be the result of internal or external factors. Internal factors are those that you have control over. They may include indecision, or changing your mind about a situation after receiving new information or recognizing that something is not a good fit for your values and goals. Though change resulting from internal factors can be stressful, it is often easier to accept and to navigate because you know why the change must occur. You can plan for a change and make even better decisions for your path when the reason for change is, simply put—you! Ray’s story demonstrates how internal factors contribute to his need or desire to change plans.
External factors that necessitate change are often harder to plan for and accept. Some external factors are very personal. These may include financial concerns, your health or the health of a loved one, or other family circumstances, such as in Elena’s example. Other external factors may be more related to the requirements of a major or college. For example, perhaps you are not accepted into the college or degree program that you had always hoped to attend or study. Or you may not perform well enough in a class to continue your studies without repeating that course during a semester when you had originally planned to move on to other courses. Change caused by external factors can be frustrating. Because external factors are often unexpected, when you encounter them you’ll often have to spend more time changing your plans or even revising your goals before you’ll feel as though you’re back on track.
### Managing Change
It is important to recognize that change, whether internal or external, is inevitable. You can probably think of an example of a time when you had to change your plans due to unforeseen circumstances. Perhaps it’s a situation as simple as canceling a date with friends because of an obligation to babysit a sibling. Even though this simple example would not have had long-term consequences, you can probably recall a feeling of disappointment. It’s okay to feel disappointed; however, you’ll also want to recognize that you can manage your response to changing circumstances. You can ask yourself the following questions:
1. What can I control in this situation?
2. Do I need to reconsider my values?
3. Do I need to reconsider my goals?
4. Do I need to change my plans as a result of this new information or these new circumstances?
5. What resources, tools, or people are available to assist me in revising my plans?
When encountering change, it helps to remember that decision-making and planning are continuous processes. In other words, active individuals are always engaged in decision-making, setting new plans, and revising old plans. This continuous process is not always the result of major life-changing circumstances either. Oftentimes, we need to make changes simply because we’ve learned some new information that causes a shift in our plans. Planning, like learning, is an ongoing lifetime process.
### Asking for Help
Throughout this chapter we have made mention of individuals who can help you plan your path, but noted that your path is ultimately your own. Some students make the mistake of taking too much advice when planning and making decisions. They may forgo their values and goals for others’ values and goals for them. Or they may mistakenly trust advice that comes from well-meaning but ill-informed sources.
In other cases, students grapple with unfamiliar college paperwork and technology with little assistance as they proudly tackle perhaps newfound roles as adult decision makers. It’s important to know that seeking help is a strength, not a weakness, particularly when that help comes from well-informed individuals who have your best interests in mind. When you share your goals and include others in your planning, you develop both a support network and a system of personal accountability. Being held accountable for your goals means that others are also tracking your progress and are interested in seeing you succeed. When you are working toward a goal and sticking to a plan, it’s important to have unconditional cheerleaders in your life as well as folks who keep pushing you to stay on track, especially if they see you stray. It’s important to know who in your life can play these roles.
For those facing personal and emotional challenges including depression and anxiety, specific guidance is covered in Chapter 11.
### Asking for Help: Anton’s Story
Anton is in his first semester at State University. His high school guidance counselor, who he was required to meet with in his junior and senior years, was very helpful in preparing his college applications and in discussing what he could expect through the admissions process. When he was accepted to State University, she celebrated with him as well! Now that he’s arrived at college, though, he’s found it to be different from his high school. There are so many more options available to him and more freedom to plan his own time. About halfway through the semester, Anton falls behind in his information technology course, the introductory class for his major. He had been so excited to study more about computers and systems networking, but he’s finding it harder and harder to understand the content and he feels discouraged.
After learning that he’s headed for a D grade in the course, Anton is not certain what to do both about the class and about his major. In high school he would have spoken with his guidance counselor, who he knew by name and ran into in the hallway frequently. But he’s not yet well-connected to resources at his college. When his mom texts him from back home to share a story about his younger sister, he considers confiding in her about the course but doesn’t want her to worry about his focus or dedication. Anton is the first person from his family to attend college, so he feels a particular pressure to succeed and isn’t even certain if his mom would know how to help. He ends the text thread with a generic thumbs-up emoji and heads to the college fitness center to let off some steam.
At the fitness center he sees another student from his class, Noura, who mentions that she just came from meeting with an academic advisor. After talking a bit more about Noura’s interaction with her advisor, Anton learns that advising is both free and available on a walk-in basis. In fact, he finds out that at State University he even has an advisor who is assigned to him, similar to his high school counselor. Anton heads over to the advising center after class the next morning. He’s a bit hesitant to share about his concerns about his grade, but he feels more confident after speaking with Noura about her experiences. When he meets his advisor, Anton also finds out that the information he shares is confidential to his personal academic records. After introductions and sharing this privacy information, Anton’s advisor starts by asking him how everything is going this term. The casual conversation develops from there into a detailed plan for how Anton can seek some additional help in his course, including language he can use in an email to his instructor, the hours and location of the computer science tutoring lab, and “intel” on where the computer science students hang out so he can drop by to discuss their experiences in classes further along in the major. When Anton leaves his advisor’s office, he’s still considering a change to his major but decides to focus on improving his grade first and then making more decisions from there. Anton makes arrangements to meet with his advisor again before registering for the next semester and plans to follow up with him about his course via email after he speaks with his instructor. The whole experience was more casual and friendly than he could have imagined. He looks forward to running into Noura again to thank her (after he texts his mom back, of course!).
### Mentors
When making academic decisions and career plans, it is also useful to have a mentor who has had similar goals. A mentor is an experienced individual who helps to guide a mentee, the less experienced person seeking advice. A good mentor for a student who is engaged in academic and career planning is someone who is knowledgeable about the student’s desired career field and is perhaps more advanced in their career than an entry-level position. This is a person who can model the type of values and behaviors that are essential to a successful career. Your college or university may be able to connect you with a mentor through an organized mentorship program or through the alumni association. If your college does not have an organized mentor program, you may be able to find your own by reaching out to family friends who work in your field of interest, searching online for a local professional association or organization related to your field (as some associations have mentorship programs as well), or speaking to the professors who teach the courses in your major.
This chapter focuses on the importance of decision-making and planning, stressors that can sometimes feel overwhelming. If you are feeling less excited about the possibilities of planning and more overwhelmed, it’s important that you take a break from this process. If you talk to others who are already working in their career fields, even those who work at your college, you’ll probably find many individuals who were undecided in their path. Take some comfort in their stories and in knowing that you can absolutely find success even if you don’t yet have a plan. Take a break and engage in those self-care activities that bring you some peace of mind. You can also reference Chapter 11, which provides further details regarding these concerns. If you are ever feeling anxious, stressed, depressed, or overwhelmed, please find the resources available at your college to assist you.
### Chapter Summary
This chapter began by describing the personal guideposts for our planning: our values and our goals. After a discussion of the relationship between short- and long-term goals and the importance of tracking the progress of our goals, the chapter dove into the specifics of academic plans. Sections on degree types and the special considerations and requirements of certain programs should help you understand the type of opportunities that may be available to you and the types of questions you should research and ask. The section on planning your semesters provides you with the types of resources, people, and tools that you should look for when developing your academic plan. It also provides you an example planning grid to begin to draft a plan for your undergraduate studies. Keep in mind that you may need to make changes to your plan as you follow it. You can refer back to the section on managing change to consider how you might respond. Finally, the chapter concludes with a section on asking for help. Recall that others can both help you plan and hold you accountable to your plan, but only you set your values, so stick to them!
This article discusses the challenges that business leaders face in making decisions under pressure and the impact of stress in making poorer decisions. Read the article and consider times when you’ve had to make consequential decisions. Can you relate to the pitfalls of making decisions under stress rather than taking the time to think things through and develop a plan?
### Rethinking Student Survey
Revisit the questions you answered at the beginning of the chapter. After reviewing this chapter, were you as ready to plan as you thought you were? Are you more prepared now? Rate your readiness again, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I have reflected on and can identify my personal values.
2. I have set both short- and long-term academic goals.
3. I am familiar with the requirements I must complete and options I must select to obtain a college degree.
4. I am familiar with the resources, tools, and individuals who can assist me in developing an effective plan for success.
### Where do you go from here?
Planning and decision-making are continuous processes, but if you’re reading this text you presumably have a specific educational end goal in mind—you want to graduate with a degree! After you’ve decided on a degree and major path, you’re already well-prepared to begin your academic planning. Use the resources discussed in this chapter and available at your college or university to draft your plan, and then review it with others who can provide feedback. If you’re undecided about your degree and major, you will still have some work ahead of you before you can craft a more detailed academic plan. Here are some steps you can take to help you find a major that’s right for you:
1. Consider your interests and skills. Your academic advisor and/or your college’s career services office can connect you with an academic and career path through discussion about your interests and skills. These offices and individuals often provide interest and skills tests that offer a starting point for your discussion. There are also free assessments available on the internet, such as the this one, that can help identify your interests and skills and match them with careers and related majors. (Refer to the Get Connected section earlier in this chapter for additional online resources.)
2. Consider the future. Imagine yourself in job. What types of tasks or work environments are attractive to you? Is there anything you would absolutely hate to do that you can already rule out? Also consider the future of work. The Bureau of Labor Statistics’ Occupational Outlook Handbook identifies some career fields as having a bright outlook with expected job growth in the future. Ideally, you’ll want to study for a career that’s growing, not declining.
3. Consider your preferred lifestyle. Although we all like to have a balanced life, perhaps it’s less important to you to follow your interests and more important to follow the bottom line. If your preferred lifestyle will require that you make a high salary, you’ll want to research those jobs that are highest paying and take note of the degrees and majors that prepare you for those fields. |
# Reading and Note-Taking
## Introduction
### Student Survey
These questions will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.
On a scale of 1 (I need significant improvement) to 4 (I’m doing great), reflect on how you’re doing right now on these statements:
1. I am reading on a college level.
2. I take good notes that help me study for exams.
3. I understand how to manage all the reading I need to do for college.
4. I recognize the need for different note-taking strategies for different college subjects.
You can also take the Chapter 5 survey anonymously online.
### About this Chapter
In this chapter we will explore two skills you probably think you already understand—reading and note-taking. But the goal is to make sure you’ve honed these skills well enough to lead you to success in college. By the time you finish this chapter, you should be able to do the following:
1. Discuss the way reading differs in college and how to successfully adapt to that change.
2. Demonstrate the usefulness of strong note-taking for college students.
Reading and consuming information are increasingly important today because of the amount of information we encounter. Not only do we need to read critically and carefully, but we also need to read with an eye to distinguishing fact from opinion and identifying solid sources. Reading helps us make sense of the world—from simple reminders to pick up milk to complex treatises on global concerns, we read to comprehend, and in so doing, our brains expand. An interesting study from Emory University in Atlanta, Georgia, used MRI scans to track the brain conductivity while participants were reading. The researchers assert that a biological change to your brain actually happens when you read, and it lingers. If you want to read the study, published in the journal Brain Connectivity, you can find it online at https://openstax.org/l/brainconnectivity.
In academic settings, as we deliberately work to become stronger readers and better notetakers, we are both helping our current situation and enhancing our abilities to be successful in the future. Seems like a win-win. Take advantage of all the study aids you have at hand, including human, electronic, and physical resources, to increase your performance in these crucial skill sets.
Why? You need to read. It improves your thinking, your vocabulary, and your ability to make connections between disparate parts, which are all parts of critical thinking. Educational researchers Anne Cunningham and Keith Stanovich discovered after extensive study with college students that “reading volume [how much you read] made a significant contribution to multiple measures of vocabulary, general knowledge, spelling, and verbal fluency.”
Research continues to assess and support the fact that one of the most significant learning skills necessary for success in any field is reading. You may have performed this skill for decades already, but learning to do it more effectively and practicing the skill consistently is critical to how well you do in all subjects. If reading isn’t your thing, strive to make that your challenge. Your academic journey, your personal well-being, and your professional endeavors will all benefit from your reading. Put forth the effort and make it your thing. The long-term benefits will far outweigh the sacrifices you make now. |
# Reading and Note-Taking
## The Nature and Types of Reading
Questions to Consider:
1. What are the pros and cons of online reading?
2. How can distinguishing between reading types help you academically and personally?
3. How can you best prepare to read for college?
Research supports the idea that reading is good for you. Students who read at or above reading level throughout elementary and secondary school have a higher chance of starting—and more importantly, finishing—college. Educational researchers convincingly claim that reading improves everything from grades to vocabulary (Cunningham 2).
If you don’t particularly enjoy reading, don’t despair. We read for a variety of reasons, and you may just have to step back and take a bigger picture of your reading habits to understand why you avoid engaging in this important skill. The myriad distractions we now face as well as the intense information overload we can suffer on a daily basis in all aspects of our lives can combine to make it difficult to slow down to read, an activity that demands at least a modicum of attention in a way that most television and music do not. You may need to adjust your schedule for more reading time, especially in college, because every class you take will expect you to read more pages than you probably have in the past.
### Types of Reading
We may read small items purely for immediate information, such as notes, e-mails, or directions to an unfamiliar location. You can find all sorts of information online about how to fix a faucet or tie a secure knot. You won’t have to spend too much time reading these sorts of texts because you have a specific goal in mind for them, and once you have accomplished that goal, you do not need to prolong the reading experience. These encounters with texts may not be memorable or stunning, but they don’t need to be. When we consider why we read longer pieces—outside of reading for pleasure—we can usually categorize the reasons into about two categories: 1) reading to introduce ourselves to new content, and 2) reading to more fully comprehend familiar content.
### Reading to Introduce New Content
Glenn felt uncomfortable talking with his new roommates because he realized very quickly that he didn’t know anything about their major—architecture. Of course he knew that it had something to do with buildings and construction sites, but the field was so different from his discipline of biology that he decided he needed to find out more so he could at least engage in friendly conversation with his roommates. Since he would likely not go into their field, he didn’t need to go into full research mode. When we read to introduce new content, we can start off small and increase to better and more sophisticated sources. Much of our further study and reading depends on the sources we originally read, our purpose for finding out about this new topic, and our interest level.
Chances are, you have done this sort of exploratory reading before. You may read reviews of a new restaurant or look at what people say about a movie you aren’t sure you want to spend the money to see at the theater. This reading helps you decide. In academic settings, much of what you read in your courses may be relatively new content to you. You may have heard the word volcano and have a general notion of what it means, but until you study geology and other sciences in depth, you may not have a full understanding of the environmental origins, ecological impacts, and societal and historic responses to volcanoes. These perspectives will come from reading and digesting various material. When you are working with new content, you may need to schedule more time for reading and comprehending the information because you may need to look up unfamiliar terminology and you may have to stop more frequently to make sure you are truly grasping what the material means. When you have few ways to connect new material to your own prior knowledge, you have to work more diligently to comprehend it.
### Reading to Comprehend Familiar Content
Reading about unfamiliar content is one thing, but what if you do know something about a topic already? Do you really still need to keep reading about it? Probably. For example, what if during the brainstorming activity in the previous section, you secretly felt rather smug because you know about the demotion of the one-time planet Pluto and that there is currently quite the scientific debate going on about that whole de-planet-ation thing. Of course, you didn’t say anything during the study session, mostly to spare your classmates any embarrassment, but you are pretty familiar with Pluto-gate. So now what? Can you learn anything new?
Again—probably. When did Pluto’s qualifications to be considered a planet come into question? What are the qualifications for being considered a planet? Why? Who even gets to decide these things? Why was it called Pluto in the first place? On Amazon alone, you can find hundreds of books about the once-planet Pluto (not to be confused with the Disney dog also named Pluto). A Google search brings up over 34 million options for your reading pleasure. You’ll have plenty to read, even if you do know something or quite a bit about a topic, but you’ll approach reading about a familiar topic and an unfamiliar one differently.
With familiar content, you can do some initial skimming to determine what you already know in the book or article, and mark what may be new information or a different perspective. You may not have to give your full attention to the information you know, but you will spend more time on the new viewpoints so you can determine how this new data meshes with what you already know. Is this writer claiming a radical new definition for the topic or an entirely opposite way to consider the subject matter, connecting it to other topics or disciplines in ways you have never considered?
When college students encounter material in a discipline-specific context and have some familiarity with the topic, they sometimes can allow themselves to become a bit overconfident about their knowledge level. Just because a student may have read an article or two or may have seen a TV documentary on a subject such as the criminal mind, that does not make them an expert. What makes an expert is a person who thoroughly studies a subject, usually for years, and understands all the possible perspectives of a subject as well as the potential for misunderstanding due to personal biases and the availability of false information about the topic. |
# Reading and Note-Taking
## Effective Reading Strategies
Questions to Consider:
1. What methods can you incorporate into your routine to allow adequate time for reading?
2. What are the benefits and approaches to active reading?
3. Do your courses or major have specific reading requirements?
### Allowing Adequate Time for Reading
You should determine the reading requirements and expectations for every class very early in the semester. You also need to understand why you are reading the particular text you are assigned. Do you need to read closely for minute details that determine cause and effect? Or is your instructor asking you to skim several sources so you become more familiar with the topic? Knowing this reasoning will help you decide your timing, what notes to take, and how best to undertake the reading assignment.
Depending on the makeup of your schedule, you may end up reading both primary sources—such as legal documents, historic letters, or diaries—as well as textbooks, articles, and secondary sources, such as summaries or argumentative essays that use primary sources to stake a claim. You may also need to read current journalistic texts to stay current in local or global affairs. A realistic approach to scheduling your time to allow you to read and review all the reading you have for the semester will help you accomplish what can sometimes seem like an overwhelming task.
When you allow adequate time in your hectic schedule for reading, you are investing in your own success. Reading isn’t a magic pill, but it may seem like it when you consider all the benefits people reap from this ordinary practice. Famous successful people throughout history have been voracious readers. In fact, former U.S. president Harry Truman once said, “Not all readers are leaders, but all leaders are readers.” Writer of the U.S. Declaration of Independence, inventor, and also former U.S. president Thomas Jefferson claimed “I cannot live without books” at a time when keeping and reading books was an expensive pastime. Knowing what it meant to be kept from the joys of reading, 19th-century abolitionist Frederick Douglass said, “Once you learn to read, you will be forever free.” And finally, George R. R. Martin, the prolific author of the wildly successful Game of Thrones empire, declared, “A reader lives a thousand lives before he dies . . . The man who never reads lives only one.”
You can make time for reading in a number of ways that include determining your usual reading pace and speed, scheduling active reading sessions, and practicing recursive reading strategies.
### Determining Reading Speed and Pacing
To determine your reading speed, select a section of text—passages in a textbook or pages in a novel. Time yourself reading that material for exactly 5 minutes, and note how much reading you accomplished in those 5 minutes. Multiply the amount of reading you accomplished in 5 minutes by 12 to determine your average reading pace (5 times 12 equals the 60 minutes of an hour). Of course, your reading pace will be different and take longer if you are taking notes while you read, but this calculation of reading pace gives you a good way to estimate your reading speed that you can adapt to other forms of reading.
So, for instance, if Marta was able to read 4 pages of a dense novel for her English class in 5 minutes, she should be able to read about 48 pages in one hour. Knowing this, Marta can accurately determine how much time she needs to devote to finishing the novel within a set amount of time, instead of just guessing. If the novel Marta is reading is 497 pages, then Marta would take the total page count (497) and divide that by her hourly reading rate (48 pages/hour) to determine that she needs about 10 to 11 hours overall. To finish the novel spread out over two weeks, Marta needs to read a little under an hour a day to accomplish this goal.
Calculating your reading rate in this manner does not take into account days where you’re too distracted and you have to reread passages or days when you just aren’t in the mood to read. And your reading rate will likely vary depending on how dense the content you’re reading is (e.g., a complex textbook vs. a comic book). Your pace may slow down somewhat if you are not very interested in what the text is about. What this method will help you do is be realistic about your reading time as opposed to waging a guess based on nothing and then becoming worried when you have far more reading to finish than the time available.
Chapter 3, offers more detail on how best to determine your speed from one type of reading to the next so you are better able to schedule your reading.
### Scheduling Set Times for Active Reading
Active reading takes longer than reading through passages without stopping. You may not need to read your latest sci-fi series actively while you’re lounging on the beach, but many other reading situations demand more attention from you. Active reading is particularly important for college courses. You are a scholar actively engaging with the text by posing questions, seeking answers, and clarifying any confusing elements. Plan to spend at least twice as long to read actively than to read passages without taking notes or otherwise marking select elements of the text.
To determine the time you need for active reading, use the same calculations you use to determine your traditional reading speed and double it. Remember that you need to determine your reading pace for all the classes you have in a particular semester and multiply your speed by the number of classes you have that require different types of reading.
### Practicing Recursive Reading Strategies
One fact about reading for college courses that may become frustrating is that, in a way, it never ends. For all the reading you do, you end up doing even more rereading. It may be the same content, but you may be reading the passage more than once to detect the emphasis the writer places on one aspect of the topic or how frequently the writer dismisses a significant counterargument. This rereading is called recursive reading.
For most of what you read at the college level, you are trying to make sense of the text for a specific purpose—not just because the topic interests or entertains you. You need your full attention to decipher everything that’s going on in complex reading material—and you even need to be considering what the writer of the piece may not be including and why. This is why reading for comprehension is recursive.
Specifically, this boils down to seeing reading not as a formula but as a process that is far more circular than linear. You may read a selection from beginning to end, which is an excellent starting point, but for comprehension, you’ll need to go back and reread passages to determine meaning and make connections between the reading and the bigger learning environment that led you to the selection—that may be a single course or a program in your college, or it may be the larger discipline, such as all biologists or the community of scholars studying beach erosion.
People often say writing is rewriting. For college courses, reading is rereading.
Strong readers engage in numerous steps, sometimes combining more than one step simultaneously, but knowing the steps nonetheless. They include, not always in this order:
1. bringing any prior knowledge about the topic to the reading session,
2. asking yourself pertinent questions, both orally and in writing, about the content you are reading,
3. inferring and/or implying information from what you read,
4. learning unfamiliar discipline-specific terms,
5. evaluating what you are reading, and eventually,
6. applying what you’re reading to other learning and life situations you encounter.
Let’s break these steps into manageable chunks, because you are actually doing quite a lot when you read.
### Accessing Prior Knowledge
When you read, you naturally think of anything else you may know about the topic, but when you read deliberately and actively, you make yourself more aware of accessing this prior knowledge. Have you ever watched a documentary about this topic? Did you study some aspect of it in another class? Do you have a hobby that is somehow connected to this material? All of this thinking will help you make sense of what you are reading.
### Asking Questions
Humans are naturally curious beings. As you read actively, you should be asking questions about the topic you are reading. Don’t just say the questions in your mind; write them down. You may ask: Why is this topic important? What is the relevance of this topic currently? Was this topic important a long time ago but irrelevant now? Why did my professor assign this reading?
You need a place where you can actually write down these questions; a separate page in your notes is a good place to begin. If you are taking notes on your computer, start a new document and write down the questions. Leave some room to answer the questions when you begin and again after you read.
### Inferring and Implying
When you read, you can take the information on the page and infer, or conclude responses to related challenges from evidence or from your own reasoning. A student will likely be able to infer what material the professor will include on an exam by taking good notes throughout the classes leading up to the test.
Writers may imply information without directly stating a fact for a variety of reasons. Sometimes a writer may not want to come out explicitly and state a bias, but may imply or hint at his or her preference for one political party or another. You have to read carefully to find implications because they are indirect, but watching for them will help you comprehend the whole meaning of a passage.
### Learning Vocabulary
Vocabulary specific to certain disciplines helps practitioners in that field engage and communicate with each other. Few people beyond undertakers and archeologists likely use the term sarcophagus in everyday communications, but for those disciplines, it is a meaningful distinction. Looking at the example, you can use context clues to figure out the meaning of the term sarcophagus because it is something undertakers and/or archeologists would recognize. At the very least, you can guess that it has something to do with death. As a potential professional in the field you’re studying, you need to know the lingo. You may already have a system in place to learn discipline-specific vocabulary, so use what you know works for you. Two strong strategies are to look up words in a dictionary (online or hard copy) to ensure you have the exact meaning for your discipline and to keep a dedicated list of words you see often in your reading. You can list the words with a short definition so you have a quick reference guide to help you learn the vocabulary.
### Evaluating
Intelligent people always question and evaluate. This doesn’t mean they don’t trust others; they just need verification of facts to understand a topic well. It doesn’t make sense to learn incomplete or incorrect information about a subject just because you didn’t take the time to evaluate all the sources at your disposal. When early explorers were afraid to sail the world for fear of falling off the edge, they weren’t stupid; they just didn’t have all the necessary data to evaluate the situation.
When you evaluate a text, you are seeking to understand the presented topic. Depending on how long the text is, you will perform a number of steps and repeat many of these steps to evaluate all the elements the author presents. When you evaluate a text, you need to do the following:
1. Scan the title and all headings.
2. Read through the entire passage fully.
3. Question what main point the author is making.
4. Decide who the audience is.
5. Identify what evidence/support the author uses.
6. Consider if the author presents a balanced perspective on the main point.
7. Recognize if the author introduced any biases in the text.
When you go through a text looking for each of these elements, you need to go beyond just answering the surface question; for instance, the audience may be a specific field of scientists, but could anyone else understand the text with some explanation? Why would that be important?
### Applying
When you learn something new, it always connects to other knowledge you already have. One challenge we have is applying new information. It may be interesting to know the distance to the moon, but how do we apply it to something we need to do? If your biology instructor asked you to list several challenges of colonizing Mars and you do not know much about that planet’s exploration, you may be able to use your knowledge of how far Earth is from the moon to apply it to the new task. You may have to read several other texts in addition to reading graphs and charts to find this information.
That was the challenge the early space explorers faced along with myriad unknowns before space travel was a more regular occurrence. They had to take what they already knew and could study and read about and apply it to an unknown situation. These explorers wrote down their challenges, failures, and successes, and now scientists read those texts as a part of the ever-growing body of text about space travel. Application is a sophisticated level of thinking that helps turn theory into practice and challenges into successes.
### Preparing to Read for Specific Disciplines in College
Different disciplines in college may have specific expectations, but you can depend on all subjects asking you to read to some degree. In this college reading requirement, you can succeed by learning to read actively, researching the topic and author, and recognizing how your own preconceived notions affect your reading. Reading for college isn’t the same as reading for pleasure or even just reading to learn something on your own because you are casually interested.
In college courses, your instructor may ask you to read articles, chapters, books, or primary sources (those original documents about which we write and study, such as letters between historic figures or the Declaration of Independence). Your instructor may want you to have a general background on a topic before you dive into that subject in class, so that you know the history of a topic, can start thinking about it, and can engage in a class discussion with more than a passing knowledge of the issue.
If you are about to participate in an in-depth six-week consideration of the U.S. Constitution but have never read it or anything written about it, you will have a hard time looking at anything in detail or understanding how and why it is significant. As you can imagine, a great deal has been written about the Constitution by scholars and citizens since the late 1700s when it was first put to paper (that’s how they did it then). While the actual document isn’t that long (about 12–15 pages depending on how it is presented), learning the details on how it came about, who was involved, and why it was and still is a significant document would take a considerable amount of time to read and digest. So, how do you do it all? Especially when you may have an instructor who drops hints that you may also love to read a historic novel covering the same time period . . . in your spare time, not required, of course! It can be daunting, especially if you are taking more than one course that has time-consuming reading lists. With a few strategic techniques, you can manage it all, but know that you must have a plan and schedule your required reading so you are also able to pick up that recommended historic novel—it may give you an entirely new perspective on the issue.
### Strategies for Reading in College Disciplines
No universal law exists for how much reading instructors and institutions expect college students to undertake for various disciplines. Suffice it to say, it’s a LOT.
For most students, it is the volume of reading that catches them most off guard when they begin their college careers. A full course load might require 10–15 hours of reading per week, some of that covering content that will be more difficult than the reading for other courses.
You cannot possibly read word-for-word every single document you need to read for all your classes. That doesn’t mean you give up or decide to only read for your favorite classes or concoct a scheme to read 17 percent for each class and see how that works for you. You need to learn to skim, annotate, and take notes. All of these techniques will help you comprehend more of what you read, which is why we read in the first place. We’ll talk more later about annotating and note-taking, but for now consider what you know about skimming as opposed to active reading.
### Skimming
Skimming is not just glancing over the words on a page (or screen) to see if any of it sticks. Effective skimming allows you to take in the major points of a passage without the need for a time-consuming reading session that involves your active use of notations and annotations. Often you will need to engage in that painstaking level of active reading, but skimming is the first step—not an alternative to deep reading. The fact remains that neither do you need to read everything nor could you possibly accomplish that given your limited time. So learn this valuable skill of skimming as an accompaniment to your overall study tool kit, and with practice and experience, you will fully understand how valuable it is.
When you skim, look for guides to your understanding: headings, definitions, pull quotes, tables, and context clues. Textbooks are often helpful for skimming—they may already have made some of these skimming guides in bold or a different color, and chapters often follow a predictable outline. Some even provide an overview and summary for sections or chapters. Use whatever you can get, but don’t stop there. In textbooks that have some reading guides, or especially in text that does not, look for introductory words such as First or The purpose of this article . . . or summary words such as In conclusion . . . or Finally. These guides will help you read only those sentences or paragraphs that will give you the overall meaning or gist of a passage or book.
Now move to the meat of the passage. You want to take in the reading as a whole. For a book, look at the titles of each chapter if available. Read each chapter’s introductory paragraph and determine why the writer chose this particular order. Depending on what you’re reading, the chapters may be only informational, but often you’re looking for a specific argument. What position is the writer claiming? What support, counterarguments, and conclusions is the writer presenting?
Don’t think of skimming as a way to buzz through a boring reading assignment. It is a skill you should master so you can engage, at various levels, with all the reading you need to accomplish in college. End your skimming session with a few notes—terms to look up, questions you still have, and an overall summary. And recognize that you likely will return to that book or article for a more thorough reading if the material is useful.
### Active Reading Strategies
Active reading differs significantly from skimming or reading for pleasure. You can think of active reading as a sort of conversation between you and the text (maybe between you and the author, but you don’t want to get the author’s personality too involved in this metaphor because that may skew your engagement with the text).
When you sit down to determine what your different classes expect you to read and you create a reading schedule to ensure you complete all the reading, think about when you should read the material strategically, not just how to get it all done. You should read textbook chapters and other reading assignments before you go into a lecture about that information. Don’t wait to see how the lecture goes before you read the material, or you may not understand the information in the lecture. Reading before class helps you put ideas together between your reading and the information you hear and discuss in class.
Different disciplines naturally have different types of texts, and you need to take this into account when you schedule your time for reading class material. For example, you may look at a poem for your world literature class and assume that it will not take you long to read because it is relatively short compared to the dense textbook you have for your economics class. But reading and understanding a poem can take a considerable amount of time when you realize you may need to stop numerous times to review the separate word meanings and how the words form images and connections throughout the poem.
### The SQ3R Reading Strategy
You may have heard of the SQ3R method for active reading in your early education. This valuable technique is perfect for college reading. The title stands for Survey, Question, Read, Recite, Review, and you can use the steps on virtually any assigned passage. Designed by Francis Pleasant Robinson in his 1961 book Effective Study, the active reading strategy gives readers a systematic way to work through any reading material.
Survey is similar to skimming. You look for clues to meaning by reading the titles, headings, introductions, summary, captions for graphics, and keywords. You can survey almost anything connected to the reading selection, including the copyright information, the date of the journal article, or the names and qualifications of the author(s). In this step, you decide what the general meaning is for the reading selection.
Question is your creation of questions to seek the main ideas, support, examples, and conclusions of the reading selection. Ask yourself these questions separately. Try to create valid questions about what you are about to read that have come into your mind as you engaged in the Survey step. Try turning the headings of the sections in the chapter into questions. Next, how does what you’re reading relate to you, your school, your community, and the world?
Read is when you actually read the passage. Try to find the answers to questions you developed in the previous step. Decide how much you are reading in chunks, either by paragraph for more complex readings or by section or even by an entire chapter. When you finish reading the selection, stop to make notes. Answer the questions by writing a note in the margin or other white space of the text.
You may also carefully underline or highlight text in addition to your notes. Use caution here that you don’t try to rush this step by haphazardly circling terms or the other extreme of underlining huge chunks of text. Don’t over-mark. You aren’t likely to remember what these cryptic marks mean later when you come back to use this active reading session to study. The text is the source of information—your marks and notes are just a way to organize and make sense of that information.
Recite means to speak out loud. By reciting, you are engaging other senses to remember the material—you read it (visual) and you said it (auditory). Stop reading momentarily in the step to answer your questions or clarify confusing sentences or paragraphs. You can recite a summary of what the text means to you. If you are not in a place where you can verbalize, such as a library or classroom, you can accomplish this step adequately by saying it in your head; however, to get the biggest bang for your buck, try to find a place where you can speak aloud. You may even want to try explaining the content to a friend.
Review is a recap. Go back over what you read and add more notes, ensuring you have captured the main points of the passage, identified the supporting evidence and examples, and understood the overall meaning. You may need to repeat some or all of the SQR3 steps during your review depending on the length and complexity of the material. Before you end your active reading session, write a short (no more than one page is optimal) summary of the text you read.
### Reading Primary and Secondary Sources
Primary sources are original documents we study and from which we glean information; primary sources include letters, first editions of books, legal documents, and a variety of other texts. When scholars look at these documents to understand a period in history or a scientific challenge and then write about their findings, the scholar’s article is considered a secondary source. Readers have to keep several factors in mind when reading both primary and secondary sources.
Primary sources may contain dated material we now know is inaccurate. It may contain personal beliefs and biases the original writer didn’t intent to be openly published, and it may even present fanciful or creative ideas that do not support current knowledge. Readers can still gain great insight from primary sources, but readers need to understand the context from which the writer of the primary source wrote the text.
Likewise, secondary sources are inevitably another person’s perspective on the primary source, so a reader of secondary sources must also be aware of potential biases or preferences the secondary source writer inserts in the writing that may persuade an incautious reader to interpret the primary source in a particular manner.
For example, if you were to read a secondary source that is examining the U.S. Declaration of Independence (the primary source), you would have a much clearer idea of how the secondary source scholar presented the information from the primary source if you also read the Declaration for yourself instead of trusting the other writer’s interpretation. Most scholars are honest in writing secondary sources, but you as a reader of the source are trusting the writer to present a balanced perspective of the primary source. When possible, you should attempt to read a primary source in conjunction with the secondary source. The Internet helps immensely with this practice.
### Researching Topic and Author
During your preview stage, sometimes called pre-reading, you can easily pick up on information from various sources that may help you understand the material you’re reading more fully or place it in context with other important works in the discipline. If your selection is a book, flip it over or turn to the back pages and look for an author’s biography or note from the author. See if the book itself contains any other information about the author or the subject matter.
The main things you need to recall from your reading in college are the topics covered and how the information fits into the discipline. You can find these parts throughout the textbook chapter in the form of headings in larger and bold font, summary lists, and important quotations pulled out of the narrative. Use these features as you read to help you determine what the most important ideas are.
Remember, many books use quotations about the book or author as testimonials in a marketing approach to sell more books, so these may not be the most reliable sources of unbiased opinions, but it’s a start. Sometimes you can find a list of other books the author has written near the front of a book. Do you recognize any of the other titles? Can you do an Internet search for the name of the book or author? Go beyond the search results that want you to buy the book and see if you can glean any other relevant information about the author or the reading selection. Beyond a standard Internet search, try the library article database. These are more relevant to academic disciplines and contain resources you typically will not find in a standard search engine. If you are unfamiliar with how to use the library database, ask a reference librarian on campus. They are often underused resources that can point you in the right direction.
### Understanding Your Own Preset Ideas on a Topic
Laura really enjoys learning about environmental issues. She has read many books and watched numerous televised documentaries on this topic and actively seeks out additional information on the environment. While Laura’s interest can help her understand a new reading encounter about the environment, Laura also has to be aware that with this interest, she also brings forward her preset ideas and biases about the topic. Sometimes these prejudices against other ideas relate to religion or nationality or even just tradition. Without evidence, thinking the way we always have is not a good enough reason; evidence can change, and at the very least it needs honest review and assessment to determine its validity. Ironically, we may not want to learn new ideas because that may mean we would have to give up old ideas we have already mastered, which can be a daunting prospect.
With every reading situation about the environment, Laura needs to remain open-minded about what she is about to read and pay careful attention if she begins to ignore certain parts of the text because of her preconceived notions. Learning new information can be very difficult if you balk at ideas that are different from what you’ve always thought. You may have to force yourself to listen to a different viewpoint multiple times to make sure you are not closing your mind to a viable solution your mindset does not currently allow. |
# Reading and Note-Taking
## Taking Notes
Questions to Consider:
1. How can you prepare to take notes to maximize the effectiveness of the experience?
2. What are some specific strategies you can employ for better note-taking?
3. Why is annotating your notes after the note-taking session a critical step to follow?
Beyond providing a record of the information you are reading or hearing, notes help you organize the ideas and help you make meaning out of something about which you may not be familiar, so note-taking and reading are two compatible skill sets. Taking notes also helps you stay focused on the question at hand. Nanami often takes notes during presentations or class lectures so she can follow the speaker’s main points and condense the material into a more readily usable format. Strong notes build on your prior knowledge of a subject, help you discuss trends or patterns present in the information, and direct you toward areas needing further research or reading.
It is not a good habit to transcribe every single word a speaker utters—even if you have an amazing ability to do that. Most of us don’t have that court-reporter-esque skill level anyway, and if we try, we would end up missing valuable information. Learn to listen for main ideas and distinguish between these main ideas and details that typically support the ideas. Include examples that explain the main ideas, but do so using understandable abbreviations.
Think of all notes as potential study guides. In fact, if you only take notes without actively working on them after the initial note-taking session, the likelihood of the notes helping you is slim. Research on this topic concludes that without active engagement after taking notes, most students forget 60–75 percent of material over which they took the notes—within two days! That sort of defeats the purpose, don’t you think? This information about memory loss was first brought to light by 19th-century German psychologist Hermann Ebbinghaus. Fortunately, you do have the power to thwart what is sometimes called the Ebbinghaus Forgetting Curve by reinforcing what you learned through review at intervals shortly after you take in the material and frequently thereafter.
If you are a musician, you’ll understand this phenomenon well. When you first attempt a difficult piece of music, you may not remember the chords and notes well at all, but after frequent practice and review, you generate a certain muscle memory and cognitive recall that allows you to play the music more easily.
Note-taking may not be the most glamorous aspect of your higher-education journey, but it is a study practice you will carry throughout college and into your professional life. Setting yourself up for successful note-taking is almost as important as the actual taking of notes, and what you do after your note-taking session is equally significant. Well-written notes help you organize your thoughts, enhance your memory, and participate in class discussion, and they prepare you to respond successfully on exams. With all that riding on your notes, it would behoove you to learn how to take notes properly and continue to improve your note-taking skills.
### Preparing to Take Notes
Preparing to take notes means more than just getting out your laptop or making sure you bring pen and paper to class. You’ll do a much better job with your notes if you understand why we take notes, have a strong grasp on your preferred note-taking system, determine your specific priorities depending on your situation, and engage in some version of efficient shorthand.
Like handwriting and fingerprints, we all have unique and fiercely independent note-taking habits. These understandably and reasonably vary from one situation to the next, but you can only improve your skills by learning more about ways to take effective notes and trying different methods to find a good fit.
The very best notes are the ones you take in an organized manner that encourages frequent review and use as you progress through a topic or course of study. For this reason, you need to develop a way to organize all your notes for each class so they remain together and organized. As old-fashioned as it sounds, a clunky three-ring binder is an excellent organizational container for class notes. You can easily add to previous notes, insert handouts you may receive in class, and maintain a running collection of materials for each separate course. If the idea of carrying around a heavy binder has you rolling your eyes, then transfer that same structure into your computer files. If you don’t organize your many documents into some semblance of order on your computer, you will waste significant time searching for improperly named or saved files.
You may be interested in relatively new research on what is the more effective note-taking strategy: handwriting versus typing directly into a computer. While individuals have strong personal opinions on this subject, most researchers agree that the format of student notes is less important than what students do with the notes they take afterwards. Both handwriting notes and using a computer for note-taking have pros and cons.
### Managing Note-Taking Systems (Computer, Paper/Pen, Note Cards, Textbook)
Whichever of the many note-taking systems you choose (and new ones seem to come out almost daily), the very best one is the one that you will use consistently. The skill and art of note-taking is not automatic for anyone; it takes a great deal of practice, patience, and continuous attention to detail. Add to that the fact that you may need to master multiple note-taking techniques for different classes, and you have some work to do. Unless you are specifically directed by your instructor, you are free to combine the best parts of different systems if you are most comfortable with that hybrid system.
Just to keep yourself organized, all your notes should start off with an identifier, including at the very least the date, the course name, the topic of the lecture/presentation, and any other information you think will help you when you return to use the notes for further study, test preparation, or assignment completion. Additional, optional information may be the number of note-taking sessions about this topic or reminders to cross-reference class handouts, textbook pages, or other course materials. It’s also always a good idea to leave some blank space in your notes so you can insert additions and questions you may have as you review the material later.
### Note-Taking Strategies
You may have a standard way you take all your notes for all your classes. When you were in high school, this one-size-fits-all approach may have worked. Now that you’re in college, reading and studying more advanced topics, your general method may still work some of the time, but you should have some different strategies in place if you find that your method isn’t working as well with college content. You probably will need to adopt different note-taking strategies for different subjects. The strategies in this section represent various ways to take notes in such a way that you are able to study after the initial note-taking session.
### Cornell Method
One of the most recognizable note-taking systems is called the Cornell Method, a relatively simple way to take effective notes devised by Cornell University education professor Dr. Walter Pauk in the 1940s. In this system, you take a standard piece of note paper and divide it into three sections by drawing a horizontal line across your paper about one to two inches from the bottom of the page (the summary area) and then drawing a vertical line to separate the rest of the page above this bottom area, making the left side about two inches (the recall column) and leaving the biggest area to the right of your vertical line (the notes column). You may want to make one page and then copy as many pages as you think you’ll need for any particular class, but one advantage of this system is that you can generate the sections quickly. Because you have divided up your page, you may end up using more paper than you would if you were writing on the entire page, but the point is not to keep your notes to as few pages as possible. The Cornell Method provides you with a well-organized set of notes that will help you study and review your notes as you move through the course. If you are taking notes on your computer, you can still use the Cornell Method in Word or Excel on your own or by using a template someone else created.
Now that you have the note-taking format generated, the beauty of the Cornell Method is its organized simplicity. Just write on one side of the page (the right-hand notes column)—this will help later when you are reviewing and revising your notes. During your note-taking session, use the notes column to record information over the main points and concepts of the lecture; try to put the ideas into your own words, which will help you not transcribe the speaker’s words verbatim. Skip lines between each idea in this column. Practice the shortcut abbreviations covered in the next section and avoid writing in complete sentences. Don’t make your notes too cryptic, but you can use bullet points or phrases equally well to convey meaning—we do it all the time in conversation. If you know you will need to expand the notes you are taking in class but don’t have time, you can put reminders directly in the notes by adding and underlining the word expand by the ideas you need to develop more fully.
As soon as possible after your note-taking session, preferably within eight hours but no more than twenty-four hours, read over your notes column and fill in any details you missed in class, including the places where you indicated you wanted to expand your notes. Then in the recall column, write any key ideas from the corresponding notes column—you can’t stuff this smaller recall column as if you’re explaining or defining key ideas. Just add the one- or two-word main ideas; these words in the recall column serve as cues to help you remember the detailed information you recorded in the notes column.
Once you are satisfied with your notes and recall columns, summarize this page of notes in two or three sentences using the summary area at the bottom of the sheet. This is an excellent time to get with another classmate or a group of students who all heard the same lecture to make sure you all understood the key points. Now, before you move onto something else, cover the large notes column, and quiz yourself over the key ideas you recorded in the recall column. Repeat this step often as you go along, not just immediately before an exam, and you will help your memory make the connections between your notes, your textbook reading, your in-class work, and assignments that you need to succeed on any quizzes and exams.
The main advantage of the Cornell Method is that you are setting yourself up to have organized, workable notes. The neat format helps you move into study-mode without needing to re-copy less organized notes or making sense of a large mass of information you aren’t sure how to process because you can’t remember key ideas or what you meant. If you write notes in your classes without any sort of system and later come across something like “Napoleon—short” in the middle of a glob of notes, what can you do at this point? Is that important? Did it connect with something relevant from the lecture? How would you possibly know? You are your best advocate for setting yourself up for success in college.
### Outlining
Other note organizing systems may help you in different disciplines. You can take notes in a formal outline if you prefer, using Roman numerals for each new topic, moving down a line to capital letters indented a few spaces to the right for concepts related to the previous topic, then adding details to support the concepts indented a few more spaces over and denoted by an Arabic numeral. You can continue to add to a formal outline by following these rules.
You don’t absolutely have to use the formal numerals and letter, but you have to then be careful to indent so you can tell when you move from a higher level topic to the related concepts and then to the supporting information. The main benefit of an outline is how organized it is. You have to be on your toes when you are taking notes in class to ensure you keep up the organizational format of the outline, which can be tricky if the lecture or presentation is moving quickly or covering many diverse topics.
The following formal outline example shows the basic pattern:
1. Dogs (main topic–usually general)
2. Cats (main topic)
Siamese
You would just continue on with this sort of numbering and indenting format to show the connections between main ideas, concepts, and supporting details. Whatever details you do not capture in your note-taking session, you can add after the lecture as you review your outline.
### Chart or table
Similar to creating an outline, you can develop a chart to compare and contrast main ideas in a note-taking session. Divide your paper into four or five columns with headings that include either the main topics covered in the lecture or categories such as How?, What?, When used?, Advantages/Pros, Disadvantages/Cons, or other divisions of the information. You write your notes into the appropriate columns as that information comes to light in the presentation.
This format helps you pull out the salient ideas and establishes an organized set of notes to study later. (If you haven’t noticed that this reviewing later idea is a constant across all note-taking systems, you should…take note of that.) Notes by themselves that you never reference again are little more than scribblings. That would be a bit like compiling an extensive grocery list so you stay on budget when you shop, work all week on it, and then just throw it away before you get to the store. You may be able to recall a few items, but likely won’t be as efficient as you could be if you had the notes to reference. Just as you cannot read all the many books, articles, and documents you need to peruse for your college classes, you cannot remember the most important ideas of all the notes you will take as part of your courses, so you must review.
### Concept Mapping and Visual Note-Taking
One final note-taking method that appeals to learners who prefer a visual representation of notes is called mapping or sometimes mind mapping or concept mapping, although each of these names can have slightly different uses. Variations of this method abound, so you may want to look for more versions online, but the basic principles are that you are making connections between main ideas through a graphic depiction; some can get rather elaborate with colors and shapes, but a simple version may be more useful at least to begin. Main ideas can be circled or placed in a box with supporting concepts radiating off these ideas shown with a connecting line and possibly details of the support further radiating off the concepts. You can present your main ideas vertically or horizontally, but turning your paper long-ways, or in landscape mode, may prove helpful as you add more main ideas.
You may be interested in trying visual note-taking or adding pictures to your notes for clarity. Sometimes when you can’t come up with the exact wording to explain something or you’re trying to add information for complex ideas in your notes, sketching a rough image of the idea can help you remember. According to educator Sherrill Knezel in an article entitled “The Power of Visual Note-taking,” this strategy is effective because “When students use images and text in note-taking, it gives them two different ways to pull up the information, doubling their chances of recall.” Don’t shy away from this creative approach to note-taking just because you believe you aren’t an artist; the images don’t need to be perfect. You may want to watch Rachel Smith’s TEDx Talk called “Drawing in Class” to learn more about visual note-taking.
You can play with different types of note-taking suggestions and find the method(s) you like best, but once you find what works for you, stick with it. You will become more efficient with the method the more you use it, and your note-taking, review, and test prep will become, if not easier, certainly more organized, which can decrease your anxiety.
### Practicing Decipherable Shorthand
Most college students don’t take a class in shorthand, once the domain of secretaries and executive assistants, but maybe they should. That almost-lost art in the age of computers could come in very handy during intense note-taking sessions. Elaborate shorthand systems do exist, but you would be better served in your college note-taking adventures to hone a more familiar, personalized form of shorthand to help you write more in a shorter amount of time. Seemingly insignificant shortcuts can add up to ease the stress note-taking can induce—especially if you ever encounter an “I’m not going to repeat this” kind of presenter! Become familiar with these useful abbreviations:
Do you have any other shortcuts or symbols that you use in your notes? Ask your parents if they remember any that you may be able to learn.
### Annotating Notes After Initial Note-Taking Session
Annotating notes after the initial note-taking session may be one of the most valuable study skills you can master. Whether you are highlighting, underlining, or adding additional notes, you are reinforcing the material in your mind and memory.
Admit it—who can resist highlighting markers? Gone are the days when yellow was the star of the show, and you had to be very careful not to press too firmly for fear of obliterating the words you were attempting to emphasize. Students now have a veritable rainbow of highlighting options and can color-code notes and text passages to their hearts’ content. Technological advances may be important, but highlighter color choice is monumental! Maybe.
The only reason to highlight anything is to draw attention to it, so you can easily pick out that ever-so-important information later for further study or reflection. One problem many students have is not knowing when to stop. If what you need to recall from the passage is a particularly apt and succinct definition of the term important to your discipline, highlighting the entire paragraph is less effective than highlighting just the actual term. And if you don’t rein in this tendency to color long passages (possibly in multiple colors) you can end up with a whole page of highlighted text. Ironically, that is no different from a page that is not highlighted at all, so you have wasted your time. Your mantra for highlighting text should be less is more. Always read your text selection first before you start highlighting anything. You need to know what the overall message is before you start placing emphasis in the text with highlighting.
Another way to annotate notes after initial note-taking is underlying significant words or passages. Albeit not quite as much fun as its colorful cousin highlighting, underlining provides precision to your emphasis.
Some people think of annotations as only using a colored highlighter to mark certain words or phrases for emphasis. Actually, annotations can refer to anything you do with a text to enhance it for your particular use (either a printed text, handwritten notes, or other sort of document you are using to learn concepts). The annotations may include highlighting passages or vocabulary, defining those unfamiliar terms once you look them up, writing questions in the margin of a book, underlining or circling key terms, or otherwise marking a text for future reference. You can also annotate some electronic texts.
Realistically, you may end up doing all of these types of annotations at different times. We know that repetition in studying and reviewing is critical to learning, so you may come back to the same passage and annotate it separately. These various markings can be invaluable to you as a study guide and as a way to see the evolution of your learning about a topic. If you regularly begin a reading session writing down any questions you may have about the topic of that chapter or section and also write out answers to those questions at the end of the reading selection, you will have a good start to what that chapter covered when you eventually need to study for an exam. At that point, you likely will not have time to reread the entire selection especially if it is a long reading selection, but with strong annotations in conjunction with your class notes, you won’t need to do that. With experience in reading discipline-specific texts and writing essays or taking exams in that field, you will know better what sort of questions to ask in your annotations.
What you have to keep in the front of your mind while you are annotating, especially if you are going to conduct multiple annotation sessions, is to not overdo whatever method you use. Be judicious about what you annotate and how you do it on the page, which means you must be neat about it. Otherwise, you end up with a mess of either color or symbols combined with some cryptic notes that probably took you quite a long time to create, but won’t be worth as much to you as a study aid as they could be. This is simply a waste of time and effort.
You cannot eat up every smidgen of white space on the page writing out questions or summaries and still have a way to read the original text. If you are lucky enough to have a blank page next to the beginning of the chapter or section you are annotating, use this, but keep in mind that when you start writing notes, you aren’t exactly sure how much space you’ll need. Use a decipherable shorthand and write only what you need to convey the meaning in very small print. If you are annotating your own notes, you can make a habit of using only one side of the paper in class, so that if you need to add more notes later, you could use the other side. You can also add a blank page to your notes before beginning the next class date in your notebook so you’ll end up with extra paper for annotations when you study.
Professional resources may come with annotations that can be helpful to you as you work through the various documentation requirements you’ll encounter in college as well. Purdue University’s Online Writing Lab (OWL) provides an annotated sample for how to format a college paper according to guidelines in the Modern Language Association (MLA) manual that you can see, along with other annotations.
### Adding Needed Additional Explanations to Notes
Marlon was totally organized and ready to take notes in a designated course notebook at the beginning of every philosophy class session. He always dated his page and indicated what the topic of discussion was. He had various colored highlighters ready to denote the different note purposes he had defined: vocabulary in pink, confusing concepts in green, and note sections that would need additional explanations later in yellow. He also used his own shorthand and an impressive array of symbols to indicate questions (red question mark), highly probable test material (he used a tiny bomb exploding here), additional reading suggestions, and specific topics he would ask his instructor before the next class. Doing everything so precisely, Marlon’s methods seemed like a perfect example of how to take notes for success. Inevitably though, by the end of the hour-and-a-half class session, Marlon was frantically switching between writing tools, near to tears, and scouring his notes as waves of yellow teased him with uncertainty. What went wrong?
As with many of us who try diligently to do everything we know how to do for success or what we think we know because we read books and articles on success in between our course work, Marlon is suffering from trying to do too much simultaneously. It’s an honest mistake we can make when we are trying to save a little time or think we can multitask and kill two birds with one stone.
Unfortunately, this particular error in judgement can add to your stress level exponentially if you don’t step back and see it for what it is. Marlon attempted to take notes in class as well as annotate his notes to get them ready for his test preparation. It was too much to do at one time, but even if he could have done all those things during class, he’s missing one critical point about note-taking.
As much as we may want to hurry and get it over with, note-taking in class is just the beginning. Your instructor likely gave you a pre-class assignment to read or complete before coming to that session. The intention of that preparatory lesson is for you to come in with some level of familiarity for the topic under consideration and questions of your own. Once you’re in class, you may also need to participate in a group discussion, work with your classmates, or perform some other sort of lesson-directed activity that would necessarily take you away from taking notes. Does that mean you should ignore taking notes for that day? Most likely not. You may just need to indicate in your notes that you worked on a project or whatever other in-class event you experienced that date.
Very rarely in a college classroom will you engage in an activity that is not directly related to what you are studying in that course. Even if you enjoyed every minute of the class session and it was an unusual format for that course, you still need to take some notes. Maybe your first note could be to ask yourself why you think the instructor used that unique teaching strategy for the class that day. Was it effective? Was it worth using the whole class time? How will that experience enhance what you are learning in that course?
If you use an ereader or ebooks to read texts for class or read articles from the Internet on your laptop or tablet, you can still take effective notes. Depending on the features of your device, you have many choices. Almost all electronic reading platforms allow readers to highlight and underline text. Some devices allow you to add a written text in addition to marking a word or passage that you can collect at the end of your note-taking session. Look into the specific tools for your device and learn how to use the features that allow you to take notes electronically. You can also find apps on devices to help with taking notes, some of which you may automatically have installed when you buy the product. Microsoft’s OneNote, Google Keep, and the Notes feature on phones are relatively easy to use, and you may already have free access to those.
### Taking Notes on Non-Text Items (i.e., Tables, Maps, Figures, etc.)
You may also encounter situations as you study and read textbooks, primary sources, and other resources for your classes that are not actually texts. You can still take notes on maps, charts, graphs, images, and tables, and your approach to these non-text features is similar to when you prepare to take notes over a passage of text. For example, if you are looking at the following map, you may immediately come up with several questions. Or it may initially appear overwhelming. Start by asking yourself these questions:
2. Who is the intended audience?
3. Where is it?
4. What time period does it depict?
5. What does the map’s legend (the explanation of symbols) include?
6. What other information do I need to make sense of this map?
You may want to make an extra copy of a graphic or table before you add annotations if you are dealing with a lot of information. Making sense of all the elements will take time, and you don’t want to add to the confusion.
### Returning to Your Notes
Later, as soon as possible after the class, you can go back to your notes and add in missing parts. Just as you may generate questions as you’re reading new material, you may leave a class session or lecture or activities with many questions. Write those down in a place where they won’t get lost in all your other notes.
The exact timing of when you get back to the notes you take in class or while you are reading an assignment will vary depending on how many other classes you have or what other obligations you have in your daily schedule. A good starting place that is also easy to remember is to make every effort to review your notes within 24 hours of first taking them. Longer than that and you are likely to have forgotten some key features you need to include; must less time than that, and you may not think you need to review the information you so recently wrote down, and you may postpone the task too long.
Use your phone or computer to set reminders for all your note review sessions so that it becomes a habit and you keep on top of the schedule.
Your personal notes play a significant role in your test preparation. They should enhance how you understand the lessons, textbooks, lab sessions, and assignments. All the time and effort you put into first taking the notes and then annotating and organizing the notes will be for naught if you do not formulate an effective and efficient way to use them before sectional exams or comprehensive tests.
The whole cycle of reading, note-taking in class, reviewing and enhancing your notes, and preparing for exams is part of a continuum you ideally will carry into your professional life. Don’t try to take short cuts; recognize each step in the cycle as a building block. Learning doesn’t end, which shouldn’t fill you with dread; it should help you recognize that all this work you’re doing in the classroom and during your own study and review sessions is ongoing and cumulative. Practicing effective strategies now will help you be a stronger professional.
### Chapter Summary
Reading and note-taking are major elements of college studying and learning. The expectations in college is that you read considerable amounts of text for each subject. You may encounter reading situations, such as professional journal articles and long textbook chapters, that are more difficult to understand than texts you have read previously. As you progress through your college courses, you can employ reading strategies to help you complete your college reading assignments. Likewise, you will take notes in college that need to be complete so you can study and recall the information you learn in lectures and lab sessions. With so much significant information that you need to collect, study, and recall for your college courses, you need to be deliberate in your reading and note-taking.
### Reflect and Apply
Sanvi is a pre-nursing student who is having trouble between all the reading she is expected to complete, her general dislike of reading, and her need to comprehend both her reading assignments and her own notes to be successful in nursing school. She has spoken with several of her instructors and a tutor at the Student Success Center on campus, and their advice centers around Sanvi’s reluctance to read in general. She is working on how to manage her time so she has more dedicated time to read her assignments in between her classes and her work schedule.
That is helping some, but Sanvi is still worried because she knows one problem is that she doesn’t exactly know what types of reading or note-taking she would need to know how to do as a professional nurse. This confusion makes her doubt that the extra reading she is doing now is really beneficial. After some reflection on what was holding her back, Sanvi mentioned this aspect of her studying to one of her instructors who had been a hospital RN for years before coming to the college to teach. She recalled that the first time she read a patient chart in the hospital, she had to think quickly about how to get all the meaning out of the chart in the same way she would have read a complex textbook chapter.
Sanvi’s nursing instructor reminded her that all professions need their personnel to read. They may not all need to read books or articles, but all jobs involve reading to some extent. For example, consider this list of disciplines and the typical types of reading they do. You may be surprised that not all reading is in text form.
As this incomplete list shows, not every job you pursue will require you to read text-based documents, but all jobs require some reading.
1. How could Sanvi and her instructor use this list to make more sense of how college reading will prepare Sanvi to be a stronger nurse?
2. How would understanding the types of professional reading help you complete your reading assignments?
3. If your chosen field of study is not listed above, can you think of what sort of reading those professionals would need to do?
Think about the questions that opened this chapter and what you have read. How do you feel about your reading and note-taking skills now that you have some more strategies?
### Rethinking
Revisit the questions you answered at the beginning of the chapter, and consider one option you learned in this chapter that might change your answer to one of them.
1. I am reading on a college level
2. I take good notes that help me study for exams
3. I understand how to manage all the reading I need to do for college
4. I recognize the need for different note-taking strategies for different college subjects
### Where Do You Go from Here?
Reading is such a part of our everyday lives that we sometimes take it for granted. And even we don’t formally write down our thoughts, we take notes in our heads far more often than we use our note-taking skills to make sense of a textbook passage or a graphic. Honing these fundamental skills can only help you succeed in college and beyond. What else about reading and note-taking would you like to learn more about? Choose topics form the list below to research more.
1. How to maximize e-readers to comprehend texts.
2. How professional use reading and note-taking in their careers.
3. Is speed-reading a myth or a viable strategy?
4. Compare reading and note-taking strategies from different countries to those you use |
# Studying, Memory, and Test Taking
## Introduction
### Student Survey
How confident are you in preparing for and taking tests? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.
1. I set aside enough time to prepare for tests.
2. If I don’t set aside enough time, or if life gets in the way, I can usually cram and get positive results.
3. I prefer to pull all-nighters. The adrenaline and urgency help me remember what I need come test time.
4. I study my notes, highlight book passages, and use flash cards, but I still don’t feel like I’m as successful as I should be on tests.
You can also take the Chapter 6 Survey anonymously online.
### About this Chapter
By the time you finish this chapter, you should be able to do the following:
1. Outline the importance of memory when studying, and note some opportunities to strengthen memory.
2. Discuss specific ways to increase the effectiveness of studying.
3. Articulate test-taking strategies that minimize anxiety and maximize results.
Kerri didn’t need to study in high school. She made good grades, and her friends considered her lucky because she never seemed to sweat exams or cram. In reality, Kerri did her studying during school hours, took excellent notes in class, asked great questions, and read the material before class meetings—all of these are excellent strategies. Kerri just seemed to do them without much fuss.
Then when she got to college, those same skills weren’t always working as well. Sound familiar? She discovered that, for many classes, she needed to read paragraphs and textbook passages more than once for comprehension. Her notes from class sessions were longer and more involved—the subject material was more complicated and the problems more complex than she had ever encountered. College isn’t high school, as most students realize shortly after enrolling in a higher ed program. Some old study habits and test-taking strategies may serve as a good foundation, but others may need major modification.
It makes sense that, the better you are at studying and test taking, the better results you’ll see in the form of high grades and long-term learning and knowledge acquisition. And the more experience you have using your study and memorization skills and employing success strategies during exams, the better you’ll get at it. But you have to keep it up—maintaining these skills and learning better strategies as the content you study becomes increasingly complex is crucial to your success. Once you transition into a work environment, you will be able to use these same skills that helped you be successful in college as you face the problem-solving demands and expectations of your job. Earning high grades is one goal, and certainly a good one when you’re in college, but true learning means committing content to long-term memory. |
# Studying, Memory, and Test Taking
## Memory
Questions to Consider:
1. How does working memory work, exactly?
2. What’s the difference between working and short-term memory?
3. How does long-term memory function?
4. What obstacles exist to remembering?
5. When and how should you memorize things?
In what situations is it best to memorize, and what do you memorize?
What can you do consistently to improve both your short- and long-term memory?
Memory is one of those cherished but mysterious elements in life. Everyone has memories, and some people are very good at rapid recall, which is an enviable skill for test takers. We know that we seem to lose the capacity to remember things as we age, and scientists continue to study how we remember some things but not others and what memory means, but we don’t know that much about memory, really.
Nelson Cowan is one researcher who is working to explain what we do know about memory. His article “What Are the Differences between Long-Term, Short-Term, and Working Memory?” breaks down the different types of memory and what happens when we recall thoughts and ideas. When we remember something, we actually do quite a lot of thinking.NCBI. “What are the differences between long-term, short-term, and working memory?” https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/
We go through three basic steps when we remember ideas or images: we encode, store, and retrieve that information. Encoding is how we first perceive information through our senses, such as when we smell a lovely flower or a putrid trash bin. Both make an impression on our minds through our sense of smell and probably our vision. Our brains encode, or label, this content in short-term memory in case we want to think about it again.
If the information is important and we have frequent exposure to it, the brain will store it for us in case we need to use it in the future in our aptly named long-term memory. Later, the brain will allow us to recall or retrieve that image, feeling, or information so we can do something with it. This is what we call remembering.
### Foundations of Memory
William Sumrall et al. in the International Journal of Humanities and Social Science explain the foundation of memory by noting: “Memory is a term applied to numerous biological devices by which living organisms acquire, retain, and make use of skills and knowledge. It is present in all forms of higher order animals. The most evolutionary forms of memory have taken place in human beings. Despite much research and exploration, a complete understanding of human memory does not exist.”Sumrall, William, et. al. “A Review of Memory Theory.” International Journal of Humanities and Social Science, 2016. Vol. 6. No. 5.
### Working Memory
Working memory is a type of short-term memory, but we use it when we are actively performing a task. For example, nursing student Marilyn needs to use her knowledge of chemical reactions to suggest appropriate prescriptions in various medical case studies. She does not have to recall every single fact she learned in years of chemistry classes, but she does need to have a working memory of certain chemicals and how they work with others. To ensure she can make these connections, Marilyn will have to review and study the relevant chemical details for the types of drug interactions she will recommend in the case studies.
In working memory, you have access to whatever information you have stored in your memory that helps you complete the task you are performing. For instance, when you begin to study an assignment, you certainly need to read the directions, but you must also remember that in class your professor reduced the number of problem sets the written instructions indicated you needed to finish. This was an oral addition to the written assignment. The change to the instructions is what you bring up in working memory when you complete the assignment.
### Short-Term Memory
Short-term memory is a very handy thing. It helps us remember where we set our keys or where we left off on a project the day before. Think about all the aids we employ to help us with short-term memory: you may hang your keys in a particular place each evening so you know exactly where they are supposed to be. When you go grocery shopping, do you ever choose a product because you recall an advertising jingle? You see the box of cereal and you remember the song on the TV commercial. If that memory causes you to buy that product, the advertising worked. We help our memory along all the time, which is perfectly fine. In fact, we can modify these everyday examples of memory assistance for purposes of studying and test taking. The key is deliberate use of strategies that are not so elaborate that they are too difficult to remember in our short-term memory.
Harvard psychology professor George A. Miller in 1956 claimed humans can recall about five to nine bits of information in our short-term memory at any given time. Other research has come after this claim, but this concept is a popular one. Miller’s article is entitled "The Magical Number Seven, Plus or Minus Two" and is easily accessible online if you’re interested in learning more about this seminar report.Miller, George A. "The Magical Number Seven, Plus or Minus Two: Some Limits on Our capacity for Processing Information." Psychological Review, 1956.
Considering the vast amount of knowledge available to us, five to nine bits isn’t very much to work with. To combat this limitation, we clump information together, making connections to help us stretch our capacity to remember. Many factors play into how much we can remember and how we do it, including the subject matter, how familiar we are with the ideas, and how interested we are in the topic, but we certainly cannot remember absolutely everything, for a test or any other task we face. As such, we have to use effective strategies, like those we cover later in this chapter, to get the most out of our memories.
### Long-Term Memory
Long-term memory is exactly what it sounds like. These are things you recall from the past, such as the smell of your elementary school cafeteria or how to pop a wheelie on a bicycle. Our brain keeps a vast array of information, images, and sensory experiences in long-term memory. Whatever it is we are trying to keep in our memories, whether a beautiful song or a list of chemistry vocabulary terms, must first come into our brains in short-term memory. If we want these fleeting ideas to transfer into long-term memory, we have to do some work, such as causing frequent exposure to the information over time (such as studying the terms every day for a period of time or the repetition you performed to memorize multiplication tables or spelling rules) and some relevant manipulation for the information.
According to Alison Preston of the University of Texas at Austin's Center for Learning and Memory, “A short-term memory's conversion to a long-term memory requires changes within the brain . . . and result[s] in changes to neurons (nerve cells) or sets of neurons. . . . For example, new synapses—the connections between neurons through which they exchange information—can form to allow for communication between new networks of neurons. Alternatively, existing synapses can be strengthened to allow for increased sensitivity in the communication between two neurons.”Preston, Alison. “Ask the Experts: How do short-term memories become long-term memories?” Scientific American, Dec. 2017. https://www.scientificamerican.com/article/how-do-short-term-memories-become-l/
When you work to convert your thoughts into memories, you are literally changing your mind. Much of this brain work begins in the part of the brain called the hippocampus. Preston continues, “Initially, the hippocampus works in concert with sensory-processing regions distributed in the neocortex (the outermost layer of the brain) to form the new memories. Within the neocortex, representations of the elements that constitute an event in our life are distributed across multiple brain regions according to their content. . . . When a memory is first formed, the hippocampus rapidly combines this distributed information into a single memory, thus acting as an index of representations in the sensory-processing regions. As time passes, cellular and molecular changes allow for the strengthening of direct connections among the neocortical regions, enabling access to the memory independent of the hippocampus.”
We learn the lyrics of a favorite song by singing and/or playing the song over and over. That alone may not be enough to get that song into the coveted long-term memory area of our brain, but if we have an emotional connection to the song, such as a painful breakup or a life-changing proposal that occurred while we were listening to the song, this may help. Think of ways to make your study session memorable and create connections with the information you need to study. That way, you have a better chance of keeping your study material in your memory so you can access it whenever you need it.
### Obstacles to Remembering
If remembering things we need to know for exams or for learning new disciplines were easy, no one would have problems with it, but students face several significant obstacles to remembering, including a persistent lack of sleep and an unrealistic reliance on cramming. Life is busy and stressful for all students, so you have to keep practicing strategies to help you study and remember successfully, but you also must be mindful of obstacles to remembering.
### Lack of Sleep
Let’s face it, sleep and college don’t always go well together. You have so much to do! All that reading, all those papers, all those extra hours in the science lab or tutoring center or library! And then we have the social and emotional aspects of going to school, which may not be the most critical aspect of your life as you pursue more education but are a significant part of who you are. When you consider everything you need to attend to in college, you probably won’t be surprised that sleep is often the first thing we give up as we search for more time to accomplish everything we’re trying to do. That seems reasonable—just wake up an hour earlier or stay up a little later. But you may want to reconsider picking away at your precious sleep time.
Sleep benefits all of your bodily functions, and your brain needs sleep time to dream and rest through the night. You probably can recall times when you had to do something without adequate sleep. We say things like “I just can’t wake up” and “I’m walking around half asleep.”
In fact, you may actually be doing just that. Lack of sleep impairs judgment, focus, and our overall mood. Do you know anyone who is always grumpy in the morning? A fascinating medical study from the University of California Los Angeles (UCLA) claims that sleep deprivation is as dangerous as being drunk, both in what it does to our bodies and in the harm we may cause to ourselves and others in driving and performing various daily tasks.Nir, Yuval, et. al. “Selective neuronal lapses precede human cognitive lapses following sleep deprivation,” Nature Medicine volume23, pages 1474–1480 (2017).UCLA Health. “Drowsy Driving.” https://www.uclahealth.org/sleepcenter/drowsy-driving
If you can’t focus well because you didn’t get enough sleep, then you likely won’t be able to remember whatever it is you need to recall for any sort of studying or test-taking situation. Most exams in a college setting go beyond simple memorization, but you still have a lot to remember for exams. For example, when Saanvi sits down to take an exam on introductory biology, she needs to recall all the subject-specific vocabulary she read in the textbook’s opening chapters, the general connections she made between biological studies and other scientific fields, and any biology details introduced in the unit for which she is taking the exam.
Trying to make these mental connections on too little sleep will take a large mental toll because Saanvi has to concentrate even harder than she would with adequate sleep. She isn’t merely tired; her brain is not refreshed and primed to conduct difficult tasks. Although not an exact comparison, think about when you overtax a computer by opening too many programs simultaneously. Sometimes the programs are sluggish or slow to respond, making it difficult to work efficiently; sometimes the computer shuts down completely and you have to reboot the entire system. Your body is a bit like that on too little sleep.
On the flip side, though, your brain on adequate sleep is amazing, and sleep can actually assist you in making connections, remembering difficult concepts, and studying for exams. The exact reasons for this is still a serious research project for scientists, but the results all point to a solid connection between sleep and cognitive performance.
If you’re interested in learning more about this research, the American Academy of Sleep Medicine (AASM) is a good place to start. One article is entitled “College Students: Getting Enough Sleep Is Vital to Academic Success.”
### Downside of Cramming
At least once in their college careers, most students will experience the well-known pastime called . See if any of this is familiar: Shelley has lots of classes, works part-time at a popular restaurant, and is just amazingly busy, so she puts off serious study sessions day after day. She isn’t worried because she has set aside time she would have spent sleeping to cram just before the exam. That’s the idea anyway. Originally, she planned to stay up a little late and study for four hours from 10 p.m. to 2 a.m. and still get several hours of refreshing sleep. But it’s Dolphin Week or Beat State Day or whatever else comes up, and her study session doesn’t start until midnight—she’ll pull an all-nighter (to be more precise, this is actually an all-really-early-morning-er, but it doesn’t quite have the same ring to it). So, two hours after her original start time, she tries to cram all the lessons, problems, and information from the last two weeks of lessons into this one session. Shelley falls asleep around 3 a.m. with her notes and books still on her bed. After her late night, she doesn’t sleep well and goes into the morning exam tired.
Shelley does OK but not great on the exam, and she is not pleased with her results. More and more research is showing that the stress Shelley has put on her body doing this, combined with the way our brains work, makes cramming a seriously poor choice for learning.
One sleep researcher, Dr. Susan Redline from Boston, says, "Sleep deficiency can affect mood and the ability to make memories and learn, but it also affects metabolism, appetite, blood pressure, levels of inflammation in the body and perhaps even the immune response.”Redline, Susan https://abcnews.go.com/Health/Sleep/health-hazards-linked-lack-sleep/story?id=16524313
Your brain simply refuses to cooperate with cramming—it sounds like a good idea, but it doesn’t work. Cramming causes stress, which can lead to paralyzing test anxiety; it erroneously supposes you can remember and understand something fully after only minimal exposure; and it overloads your brain, which, however amazing it is, can only focus on one concept at a time and a limited number of concepts all together for learning and retention.
Leading neuroscientist John Medina claims that the brain begins to wander at about 10 minutes, at which point you need a new stimulus to spark interest.Medina, John. Brain Rules. 2018, Pear Press. That doesn’t mean you can’t focus for longer than 10 minutes; you just have to switch gears a lot to keep your brain engaged. Have you ever heard a speaker drone on about one concept for, say, 30 minutes without somehow changing pace to engage the listeners? It doesn’t take much to re-engage—pausing to ask the listeners questions or moving to a different location in the room will do it—but without these subtle attention markers, listeners start thinking of something else. The same thing happens to you if you try to cram all reading, problem-solving, and note reviewing into one long session; your brain will wander.
### Determining When/What to Memorize
In the realm of learning and studying, some conditions warrant memorization as the most effective way to work with information. For instance, if you are expected to have a working knowledge of conversational French or Spanish, you will have to memorize some words. Simply knowing a long list of terms isn’t going to help you order food in a café or ask for directions in a foreign country because you also need to understand the other language’s grammar and have some sort of context for what needs to be said from your vocabulary list. But you cannot say the words in a different language if you cannot remember your vocabulary. From this scenario, you can assume that memorization is a good fit for some parts of language acquisition.
A worthwhile book on memory, thinking, and learning is a short study called Make It Stick: The Science of Successful Learning by Peter Brown, Henry Roediger, and Mark McDaniel. The authors conclude, after extensive research, that our attempts to speed up learning and make studying easier are not good ideas. Studying is hard work, and it should be. For learning to stick, we need to work hard to pull the information out of our memory and use it by continually pushing ourselves to accomplish increasingly difficult tasks.Brown, Peter, et. al. Make It Stick: The Science of Successful Learning. Brown, Roediger, Daniel, 2014. |
# Studying, Memory, and Test Taking
## Studying
Questions to Consider:
1. How do you prepare yourself and your environment for successful studying?
2. What study strategies will be most beneficial to you?
3. What are learning preferences and strategies, and how can you leverage those to your advantage?
### Preparing to Study
Studying is hard work, but you can still learn some techniques to help you be a more effective learner. Two major and interrelated techniques involve avoiding distractions to the best of your ability and creating a study environment that works to help you concentrate.
### Avoiding Distractions
We have always had distractions—video games, television shows, movies, music, friends—even housecleaning can distract us from doing something else we need to do, like study for an exam. That may seem extreme, but sometimes vacuuming is the preferred activity to buckling down and working through calculus problems! Cell phones, tablets, and portable computers that literally bring a world of possibilities to us anywhere have brought distraction to an entirely new level. When was the last time you were with a large group of people when you didn’t see at least a few people on devices?
When you study, your biggest challenge may be to block out all the competing noise. And letting go of that connection to our friends and the larger world, even for a short amount of time, can be difficult. Perhaps the least stressful way to allow yourself a distraction-free environment is to make the study session a definite amount of time: long enough to get a significant amount of studying accomplished but short enough to hold your attention.
You can increase that attention time with practice and focus. Pretend it is a professional appointment or meeting during which you cannot check e-mail or texts or otherwise engage with your portable devices. We have all become very attached to the ability to check in—anonymously on social media or with family and friends via text, chat, and calls. If you set a specific amount of time to study without interruptions, you can convince your wandering mind that you will soon be able to return to your link to the outside world. Start small and set an alarm—a 30-minute period to review notes, then a brief break, then another 45-minute study session to quiz yourself on the material, and so on.
When you prepare for your optimal study session, remember to do these things:
1. Put your phone out of sight—in another room or at least some place where you will not see or hear it vibrate or ring. Just flipping it over is not enough.
2. Turn off the television or music (more on that in the next section).
3. Unless you are deliberately working with a study group, study somewhere alone if possible or at least away from others enough to not hear them talking.
If you live with lots of other people or don’t have access to much privacy, see if you can negotiate some space alone to study. Ask others to leave one part of the house or an area in one room as a quiet zone during certain hours. Ask politely for a specific block of time; most people will respect your educational goals and be willing to accommodate you. If you’re trying to work out quiet zones with small children in the house, the bathtub with a pillow can make a fine study oasis.
### Study Environment
You may not always be in the mood or inspired to study. And if you have a long deadline, maybe you can blow off a study session on occasion, but you shouldn’t get into the habit of ignoring a strong study routine. Jane Austen once wrote in a letter, “I am not at all in a humor for writing; I must write on till I am.” Sometimes just starting is the hard part; go ahead and begin. Don’t wait around for your study muse; start working, and she’ll show up.
Sometimes you just need to plop down and study whenever and wherever you can manage—in the car waiting for someone, on the bus, at the Little League field as you cheer on your shortstop. And that’s OK if this is the exception. For long-term success in studying, though, you need a better study setting that will help you get the most out of your limited study time. Whatever your space limitations, carve out a place that you can dedicate to reading, writing, note-taking, and reviewing. This doesn’t need to be elaborate and expensive—all you truly need is a flat surface large enough to hold either your computer or writing paper, book or notes, pens/pencils/markers, and subject-specific materials you may need (e.g., stand-alone calculators, drawing tools, and notepads). Your space should be cool or warm enough for you to be comfortable as you study. What do you have now that you consider your study space? Is it set up for your optimal success?
If it is at all possible, try to make this area exclusive to your study sessions and something you can leave set up all the time and a place out of the way of family or roommate traffic. For example, Martina thought setting up her study station on the dining room table was a good idea at first. The view was calming, and the table was big enough to spread out and could even hold all her materials to study architectural drawings, her favorite subject. But then she needed the table for a small family dinner party, so she had to find a cubbyhole to hide away her supplies with some needing to go into a closet in the next room. Now she was spread out over multiple study spaces. And the family TV was in an adjacent room, not visible from the table but certainly an auditory distraction. Martina ultimately decided to forgo her view and create a smaller station in an unused bedroom so she could leave her supplies out and have a quieter area. You may have to try out numerous places to determine what works best for you.
Wherever you study, try to make it a welcoming place you want to be in—not an uncomfortable environment that makes you want to just do the minimum you must complete and leave. You should include the basics: a good chair, a work surface, and whatever materials, books, notes, and other supplies you need for the subject you are studying. If you want to make it even more of a productive place, you can look in magazines for ideas or search the web to see how others have set up simple areas or more elaborate arrangements. Don’t let decorating your workspace be an excuse to get out of studying!
You don’t need an elaborate setting, but you may want to consider including a few effective additions if you have the space:
1. small bulletin board for often-used formulas
2. encouraging quotes or pictures of your goal
3. whiteboard for brainstorming
4. sticky notes for reminders in texts and notes
5. file holder for most-used documents
6. bookshelf for reference books
### Debunking Study Myths
MYTH #1: You can multitask while studying.
How many times do you eat in the car? Watch TV while you write out a grocery list? Listen to music while you cook dinner? What about type an e-mail while you’re on the phone with someone else and jot down notes about the call? The common term for this attempt to do more than one thing at a time is multitasking, and almost everyone does it at some point. On some days, you simply cannot accomplish all that you want to get done, so you double up. The problem is, multitasking doesn’t really work. Of course, it exists, and we do it. For instance, we walk and chew gum or drive and talk, but we are not really thinking about two or more distinct things or doing multiple processes simultaneously.
MYTH #2: Highlighting main points of a text is useful.
Another myth of studying that seems to have a firm hold is that the idea of highlighting text—in and of itself—is the best way to review study material. It is one way, and you can get some benefit from it, but don’t trick yourself into spending too much time on this surface activity and consider your study session complete. Annotating texts or notes is a first-step type of study practice. If you allow it to take up all your time, you may want to think you are fully prepared for an exam because you put in the time. Actually, you need much more time reviewing and retrieving your lessons and ideas from the text or class lecture as well as quizzing yourself to accomplish your goal of learning so you can perform well on the exam. Highlighting is a task you can do rather easily, and it makes you feel good because you are actively engaging with your text, but true learning needs more steps.
MYTH #3: Studying effectively is effortless.
There is nothing effortless, or even pleasant at times, about studying. This is why so many students don’t put in the time necessary to learn complex material: it takes time, effort, and, in some cases, a little drudgery. This is not to say that the outcome, learning—and maybe making an A—is not pleasant and rewarding. It is just that when done right, learning takes focus, deliberate strategies, and time. Think about a superstar athlete who puts in countless hours of drills and conditioning so that she makes her work on the field look easy. If you can also enjoy the studying, the skill development, and the knowledge building, then you will most likely be more motivated to do the work.
### Study Strategies
Everyone wishes they had a better memory or a stronger way to use memorization. You can make the most of the memory you have by making some conscious decisions about how you study and prepare for exams. Incorporate these ideas into your study sessions:
Practicing effective memorization is when you use a trick, technique, or strategy to recall something—for another class, an exam, or even to bring up an acquaintance’s name in a social situation. Really whatever works for you to recall information is a good tool to have. You can create your own quizzes and tests to go over material from class. You can use mnemonics to jog your memory. You can work in groups to develop unique ways to remember complex information. Whatever methods you choose to enhance your memory, keep in mind that repetition is one of the most effective tools in any memory strategy. Do whatever you do over and over for the best results.
### Using Mnemonics
Mnemonics (pronounced new-monics) are a way to remember things using reminders. Did you learn the points of the compass by remembering NEWS (north, east, west, and south)? Or the notes on the music staff as FACE or EGBDF (every good boy does fine)? These are mnemonics. When you’re first learning something and you aren’t familiar with the foundational concepts, these help you bring up the information quickly, especially for multistep processes or lists. After you’ve worked in that discipline for a while, you likely don’t need the mnemonics, but you probably won’t forget them either.
Here are some familiar mnemonics you may find useful:
You can certainly make up your own mnemonics, but be careful that your reminder isn’t so complex and convoluted that it is more difficult to remember than the information you were relating it to!
### Practicing Concept Association
When you study, you’re going to make connections to other things—that’s a good thing. It shows a highly intelligent ability to make sense of the world when you can associate like and even somewhat unlike components. If, for instance, you were reading Martin Luther King Jr.’s “Letter from a Birmingham Jail,” and you read the line that he had been in Birmingham, you may remember a trip you took with your family last summer through Alabama and that you passed by and visited the civil rights museum in Birmingham. This may remind you of the different displays you saw and the discussions you had with your family about what had happened concerning civil rights in the 1950s,’60s, and ’70s in the United States.
This is a good connection to make, but if your assignment is to critique the literary aspects of King’s long epistle, you need to be able to come back to the actual words of the letter and see what trends you can see in his writing and why he may have used his actual words to convey the powerful message. The connection is fine, but you can’t get lost in going down rabbit holes that may or may not be what you’re supposed to be doing at the time. Make a folder for this assignment where you can put things such as a short summary of your trip to Alabama. You may eventually include notes from this summary in your analysis. You may include something from a website that shows you information about that time period. Additionally, you could include items about Martin Luther King Jr.’s life and death and his work for civil rights. All of these elements may help you understand the significance of this one letter, but you need to be cognizant of what you’re doing at the time and remember it is not usually a good idea to just try to keep it all in your head. The best idea is to have a way to access this information easily, either electronically or in hard copy, so that if you are able to use it, you can find it easily and quickly.
### Generating Idea Clusters
Like mnemonics, idea clusters are nothing more than ways to help your brain come up with ways to recall specific information by connecting it to other knowledge you already have. For example, Andrea is an avid knitter and remembers how to create complicated stitches by associating them with nursery rhymes she read as a child. A delicate stitch that requires concentration because it makes the yarn look like part of it is hiding brings to mind Red Riding Hood, and connecting it to that character helps Andrea recall the exact order of steps necessary to execute the design. You can do the same thing with song lyrics, lines from movies, or favorite stories where you draw a connection to the well-known phrase or song and the task you need to complete.
### Three Effective Study Strategies
There are more than three study strategies, but focusing on the most effective strategies will make an enormous difference in how well you will be able to demonstrate learning (also known as “acing your tests”). Here is a brief overview of each of the three strategies:
1. Spacing—This has to do with when you study. Hint: Don’t cram; study over a period of days, preferably with “breaks” in between.
2. Interleaving—This has to do with what you study. Hint: Don’t study just one type of content, topic, chapter, or unit at a time; instead, mix up the content when you study.
3. Practice testing—This has to do with how you study. Hint: Don’t just reread content. You must quiz or test your ability to retrieve the information from your brain.
### Spacing
We all know that cramming is not an effective study strategy, but do we know why? Research on memory suggests that giving yourself time in between study sessions actually helps you forget the information. And forgetting, which sounds like it would be something you don’t want to do, is actually good for your ability to remember information long-term. That’s because every time you forget something, you need to relearn it, leading to gains in your overall understanding and “storage” of the material. The table below demonstrates how spacing works. Assume you are going to spend about four hours studying for a Sociology exam. Cramming would have you spending most of those four hours the night before the exam. With spacing, on the other hand, you would study a little bit each day.
### Interleaving
One particular studying technique is called interleaving, which calls for students to mix up the content that is being studied. This means not just spending the entire study session on one sort of problem and then moving on to a different sort of problem at a later time.
If you take the schedule we used for the spacing example above, we can add the interleaving concepts to it. Notice that interleaving includes revisiting material from a previous chapter or unit or revisiting different types of problems or question sets. The benefit is that your brain is “mixing up” the information, which can sometimes lead to short-term forgetting but can lead to long-term memory and learning.
### Practice Testing
You can do a practice “test” in two ways. One is to test yourself as you are reading or taking in information. This is a great way to add a little variety to your studying. You can ask yourself what a paragraph or text section means as you read. To do this, read a passage in a text, cover up the material, and ask yourself, “What was the main idea of this section?” Recite aloud or write down your answer, and then check it against the original information.
Another, more involved, way to practice test is to create flashcards or an actual test by writing a test. This takes more time, but there are online programs such as Quizlet that make it a little easier. Practice testing is an effective study strategy because it helps you practice retrieving information, which is what you want to be able to do when you are taking the real test.
One of the best ways to learn something is to teach it to someone else, so ask a friend or family member if you can explain something to them, and teach them the lesson. You may find you know more about the subject than you thought . . . or you may realize quickly that you need to do more studying. Why does teaching someone else rank as one of the most effective ways to learn something? It is a form of practice testing that requires you to demonstrate you know something in front of someone else! No one wants to look like they don’t know what they are talking about, even if it your audience is another classmate.
### Recognizing Strengths/Weaknesses of Preferred Study Approaches
Most children don’t learn to ride a bicycle by reading a manual; they learn by watching other kids, listening to instructions, and getting up on the seat and learning to balance—sometimes with training wheels or a proud parent holding on, but ultimately without any other support. They may fall over and feel insecure, but usually, they learn to make the machine go. Most of us employ multiple methods of study all the time. You usually only run into trouble if you stubbornly rely on just one way to learn or study and the material you’re studying or the task you want to accomplish doesn’t lend itself to that preference. You can practice specific strategies to help you learn in your preferred learning approach. Can you think of a time when the way you usually study a situation didn’t work?
When deciding on a study approach, consider what you know about the material and the type of knowledge it involves. Is it a group of concepts related to problem-solving methods, such as those you’d find in a physics class? Or is it a literary analysis of a novel? Consider as many elements as possible about the material -- and the way the material will be assessed -- to help choose a study approach.
You should also consider your instructor’s preferred method of teaching and learning. Watching the way they teach lessons or convey necessary course information to the class. Do they almost always augment lessons with video clips to provide examples or create a memorable narrative? Do they like to show you how something works by demonstrating and working with their hands—for instance, assembling a piece of equipment by taking it apart and putting it back together again? Echoing their teaching approach may help your study. That doesn’t mean you have to change your entire learning approach to match your instructors’ methods. Many instructors understand that their students will have different ways of learning and try to present information in multiple ways.
### Practicing Active Continuous Improvement for All Preferences
You can certainly learn through specific approaches or according to specific preferences, but you will also need to adapt to different situations, skills, and subject areas. Don’t limit yourself to thinking you can only learn one way or another. That mindset induces anxiety when you encounter a learning situation that doesn’t match your preference. What if your instructor only uses a spoken lecture to teach concepts in your chemistry class, and you consider yourself a visual learner? Or what if the only method presented to you for learning mathematical computations is to see videos of others working problems, and you’re more hands-on? You may have to concentrate in a different way or devise other strategies to learn, but you can do it. In fact, you should sometimes work on the styles/preferences that you feel are your least favorite; it will actually strengthen your overall ability to learn and retain information.Newton, Phillip M., & Miah, Mahallad. “Evidence-Based Higher Education—Is the Learning Style ‘Myth’ Important?”
Dr. Stephen Covey, famous leadership coach and businessman, called this attention to knowing and honing all your skill sets, not just your favorites, sharpening the saw. He advised that people should be aware of their strengths but should always hone their weaknesses by saying, “We must never become too busy sawing to take time to sharpen the saw.”Covey, Stephen. The 7 Habits of Highly Effective People ® https://www.franklincovey.com/the-7-habits.html For instance, in the chemistry lecture example, you may need to take good notes from the spoken lecture and then review those notes as you sketch out any complex ideas or formulas. If the math videos are not enough for you to grasp difficult problems, you may ask for or find your own problems for additional practice covering that particular mathematical concept to solve on your own. |
# Studying, Memory, and Test Taking
## Test Taking
Questions to Consider:
1. What are the differences between test prep and taking the actual test?
2. How can you take a whole person approach to test taking?
3. What can you do on test day to increase your confidence and success?
4. What should you know about test anxiety?
Once you are practicing good study habits, you’ll be better prepared for actual test taking. Since studying and test taking are both part of learning, honing your skills in one will help you in the other.
Probably the most obvious differences between your preparation for an exam and the actual test itself is your level of urgency and the time constraints. A slight elevation in your stress level can actually be OK for testing—it keeps you focused and on your game when you need to bring up all the information, thinking, and studying to show what you’ve learned. Properly executed, test preparation mixed in with a bit of stress can significantly improve your actual test-taking experience.
### Preparation vs. Actual Test
You can replicate the effective sense of urgency an actual test produces by including timed writing into your study sessions. You don’t need all of your study time to exactly replicate the test, but you would be well served to find out the format of the exam in advance and practice the skills you’ll need to use for the various test components. On one early exam in history, Stuart learned the prof was going to include several short-answer essay questions—one for each year of the time period covered. Stuart set up practice times to write for about 15 to 20 minutes on significant events from his notes because he estimated that would be about how much time he could devote out of the hour-long testing session to write one or two required short-answer questions. He would write a prompt from his notes, set a timer, and start writing. If you’re ready and you have practiced and know the material, 20 minutes is adequate to prepare, draft, and revise a short response, but you don’t have a lot of extra time.
Likewise, in a math exam, you will need to know what kinds of problems you will have to solve and to what extent you’ll need to show your computational work on the exam. If you are able to incorporate this sort of timed problem-solving into your study time, you’ll be more prepared and confident when you actually come to the exam. Making yourself adhere to a timed session during your study can only help. It puts a sense of urgency on you, and it will help you to find out what types of problems you need to practice more than ones that perhaps you’re more comfortable solving.
### Leveraging Study Habits for Test Prep
In your mind, you probably know what you need to do to be prepared for tests. Occasionally, something may surprise you—emphasis on a concept you considered unimportant or a different presentation of a familiar problem. But those should be exceptions. You can take all your well-honed study habits to get ready for exams. Here’s a checklist for study and test success for your consideration:
Read this list with each separate class in mind, and check off the items you already do. Give yourself one point for every item you checked. If you always take the success steps—congratulations! They are not a guarantee, but doing the steps mindfully will give you a nice head start. If you do fewer than five of the steps—you have some work to do. But recognition is a good place to start, and you can incorporate these steps starting now.
As strange as this may sound, you can find some interesting research articles online about using the taste or smell of peppermint to increase memory, recall, and focus. Read more at: http://naturalsociety.com/mint-scent-improve-brain-cognition-memory. While sucking on a peppermint disk won’t replace studying, why not experiment with this relatively easy idea that seems to be gaining some scientific traction?
### Whole Person Approach to Testing
Just because you are facing a major exam in your engineering class (or math or science or English class) doesn’t mean everything else in your life comes to a stop. Perhaps that’s somewhat annoying, but that’s reality. Allergies still flare up, children still need to eat, and you still need to sleep. You must see your academic life as one segment of who you are—it’s an important segment, but just one aspect of who you are as a whole person. Neela tries to turn off everything else when she has exams coming up in her nursing program, which is pretty often. She ignores her health, puts off her family, tries to reschedule competing work tasks, and focuses all her energy on the pending exam. On the surface, that sounds like a reasonable approach, but if she becomes really sick by ignoring a minor head cold, or if she misses an important school deadline for one of her children, Neela risks making matters worse by attempting to compartmentalize so strictly. Taking care of her own health by eating and sleeping properly; asking for help in other aspects of her busy life, such as attending to the needs of her children; and seeing the big picture of how it all fits together would be a better approach. Pretending otherwise may work sporadically, but it is not sustainable for the long run.
A whole person approach to testing takes a lot of organization, scheduling, and attention to detail, but the life-long benefits make the effort worthwhile.
### Establishing Realistic Expectations for Test Situations
Would you expect to make a perfect pastry if you’ve never learned how to bake? Or paint a masterpiece if you’ve never tried to work with paints and brushes? Probably not. But often we expect ourselves to perform at much higher levels of achievement than that for which we’ve actually prepared. If you become very upset and stressed if you make any score lower than the highest, you probably need to reevaluate your own expectations for test situations. Striving to always do your best is an admirable goal. Realistically knowing that your current best may not achieve the highest academic ratings can help you plot your progress.
Realistic continuous improvement is a better plan, because people who repeatedly attempt challenges for which they have not adequately prepared and understandably fail (or at least do not achieve the desired highest ranking) often start moving toward the goal in frustration. They simply quit. This doesn’t mean you settle for mediocre grades or refrain from your challenges. It means you become increasingly aware of yourself and your current state and potential future. Know yourself, know your strengths and weaknesses, and be honest with yourself about your expectations.
### Understanding Accommodations and Responsibilities
As with so many parts of life, some people take exams in stride and do just fine. Others may need more time or change of location or format to succeed in test-taking situations. With adequate notice, most faculty will provide students with reasonable accommodations to assist students in succeeding in test situations. If you feel that you would benefit from receiving these sorts of accommodations, first speak with your instructor. You may also need to talk to a student services advisor for specific requirements for accommodations at your institution.
If you need accommodations, you are responsible for understanding what your specific needs are and communicating your needs with your instructors. Before exams in class, you may be allowed to have someone else take notes for you, receive your books in audio form, engage an interpreter, or have adaptive devices in the classroom to help you participate. Testing accommodations may allow for additional time on the test, the use of a scribe to record exam answers, the use of a computer instead of handwriting answers, as well as other means to make the test situation successful. Talk to your instructors if you have questions about testing accommodations.
### Prioritizing Time Surrounding Test Situations
Keep in mind that you don’t have any more or less time than anyone else, so you can’t make time for an activity. You can only use the time everyone gets wisely and realistically. Exams in college classes are important, but they are not the only significant events you have in your classes. In fact, everything leading up to the exam, the exam itself, and the post-exam activities are all one large continuum. Think of the exam as an event with multiple phases, more like a long-distance run instead of a 50-yard dash. Step back and look at the big picture of this timeline. Draw it out on paper. What needs to happen between now and the exam so you feel comfortable, confident, and ready?
If your instructor conducts some sort of pre-exam summary or prep session, make sure to attend. These can be invaluable. If this instructor does not provide that sort of formal exam prep, create your own with a group of classmates or on your own. Consider everything you know about the exam, from written instructions to notes you took in class, including any experiential notes you may have from previous exams, such as the possibility of bonus points for answering an extra question that requires some time management on your part. You can read more about time management in Chapter 3.
### Test Day
Once you get to the exam session, try your best to focus on nothing but the exam. This can be very difficult with all the distractions in our lives. But if you have done all the groundwork to attend the classes, completed the assignments, and scheduled your exam prep time, you are ready to focus intently for the comparatively short time most exams last.
Arriving to class:
Don’t let yourself be sidetracked right at the end. Beyond the preparation we’ve discussed, give yourself some more advantages on the actual test day:
1. Get to the testing location a few minutes early so you can settle into your place and take a few relaxing breaths.
2. Don’t let other classmates interrupt your calmness at this point.
3. Just get to your designated place, take out whatever supplies and materials you are allowed to have, and calm your mind.
Taking the test:
Once the instructor begins the test:
1. Listen carefully for any last-minute oral directions that may have changed some detail on the exam, such as the timing or the content of the questions.
2. As soon as you receive the exam sheet or packet, make a quick scan over the entire test.
3. Don’t spend a lot of time on this initial glance, but make sure you are familiar with the layout and what you need to do.
4. Using this first review, decide how you will allocate your available time for each section.
5. You can even jot down how many minutes you can allow for the different sections or questions.
Then for each section, if the exam is divided this way, be sure you read the section directions very carefully so you don’t miss an important detail. For example, instructors often offer options—so you may have four short-answer questions from which to choose, but you only need to answer two of them. If you had not read the directions for that section, you may have thought you needed to provide answers to all four prompts. Working on extra questions for which you likely will receive no credit would be a waste of your limited exam time. The extra time you spend at the beginning is like an investment in your overall results.
Answer every required question on the exam. Even if you don’t complete each one, you may receive some credit for partial answers. Whether or not you can receive partial credit would be an excellent question to ask before the exam during the preparation time. If you are taking an exam that contains multiple-choice questions, go through and answer the questions about which you are the most confident first.
Read the entire question carefully even if you think you know what the stem (the introduction of the choices) says, and read all the choices. Skip really difficult questions or ones where your brain goes blank. Then you can go back and concentrate on those skipped ones later after you have answered the majority of the questions confidently. Sometimes a later question will trigger an idea in your mind that will help you answer the skipped questions.
And, in a similar fashion to spending a few minutes right at the beginning of the test time to read the directions carefully and identify the test elements, allow yourself a few minutes at the end of the exam session to review your answers. Depending on what sort of exam it is, you can use this time to check your math computations, review an essay for grammatical and content errors, or answer the difficult multiple-choice questions you skipped earlier. Finally, make sure you have completed the entire test: check the backs of pages, and verify that you have a corresponding answer section for every question section on the exam. It can be easy to skip a section with the idea you will come back to it but then forget to return there, which can have a significant impact on your test results.
### After the Test
As you leave the exam room, the last thing you may want to think about is that particular test. You probably have numerous other assignments, projects, and life obligations to attend to, especially if you pushed some of those off to study for this completed exam. Give yourself some space from this exam, but only for the duration of the time when your instructor is grading your exam. Once you have your results, study them—whether you did really well (Go, you!) or not as well as you had hoped (Keep your spirits up!). Both scenarios hold valuable information if you will use it.
Thandie had a habit of going all-out for exams before she took them, and she did pretty well usually, but once the instructor passed back the graded tests, she would look at the letter grade, glance half-heartedly at the instructor’s comments, and toss the exam away, ready to move on to the next chapter, section, or concept. A better plan would be to learn from her exam results and analyze both what she did well and where she struggled. After a particularly unimpressive exam outing in her statistics class, Thandie took her crumpled-up exam to the campus tutoring center, where the tutor reviewed the test with her section by section. Together they discovered that Thandie did particularly well on the computational sections, which she admitted were her favorites, and not well at all on the short-answer essay questions that she did not expect to find in a stats class, which in her experience had been more geared toward the mathematical side of solving statistical problems.
Going forward in this class, Thandie should practice writing out her explanations of how to compute the problems and talk to her instructor about ways to hone this skill. This tutoring session also proved to Thandie the benefit of holding on to important class papers—either electronically or in hard copy, depending on the class setup—for future reference. For some classes, you probably don’t need to keep every scrap of paper (or file) associated with your notes, exams, assignments, and projects, but for others, especially for those in your major, those early class materials may come in very handy in your more difficult later undergraduate courses or even in grad school when you need a quick refresher on the basic concepts.
### Test Anxiety
Test anxiety is very real. You may know this firsthand. Almost everyone gets a little nervous before a major exam, in the same way most people get slightly anxious meeting a new potential date or undertaking an unfamiliar activity. We second-guess whether we’re ready for this leap, if we prepared adequately, or if we should postpone this potentially awkward situation. And in most situations, testing included, that reasonable level of nervous anticipation can be a good thing—enhancing your focus and providing you with a bit of bravado to get you through a difficult time.
Test anxiety, however, can cause us to doubt ourselves so severely that we underperform or overcompensate to the point that we do not do well on the exam. Don’t despair; you can still succeed if you suffer from test anxiety. The first step is to understand what it is and what it is not, and then to practice some simple strategies to cope with your anxious feelings relative to test taking. Whatever you do, don’t use the label test anxiety to keep you from your dreams of completing your education and pursuing whatever career you have your eyes on. You are bigger than any anxiety.
### Understanding Test Anxiety
If someone tries to tell you that test anxiety is all in your head, they’re sort of right. Our thinking is a key element of anxiety of any sort. On the other hand, test anxiety can manifest itself in other parts of our bodies as well. You may feel queasy or light-headed if you are experiencing test anxiety. Your palms may sweat, or you may become suddenly very hot or very cold for no apparent reason. At its worst, test anxiety can cause its sufferers to experience several unpleasant conditions including nausea, diarrhea, and shortness of breath. Some people may feel as though they may throw up, faint, or have a heart attack, none of which would make going into a testing situation a pleasant idea. You can learn more about symptoms of test anxiety from the Anxiety and Depression Association of America that conducts research on this topic.Reteguiz, Jo-Ann. “Relationship between anxiety and standardized patient test performance in the medicine clerkship.” Journal of general internal medicine vol. 21,5 (2006): 415-8. doi:10.1111/j.1525-1497.2006.00419.
Back to our minds for a minute. We think constantly, and if we have important events coming up, such as exams, but other significant events as well, we tend to think about them seemingly all the time. Almost as if we have a movie reel looping in our heads, we can anticipate everything that may happen during these events—both sensational results and catastrophic endings. What if you oversleep on the test day? What if you’re hit by a bus on the way to campus? What if you get stung by a mysterious insect and have to save the world on the very day of your exam?
How about the other way? You win the lottery! Your screenplay is accepted by a major publisher! You get a multimillion-dollar record deal! It could happen. Typically, though, life falls somewhere in between those two extremes, unless you live in an action movie. Our minds, however, (perhaps influenced by some of those action movies or spy novels we’ve seen and read) often gravitate to those black-and-white, all-or-nothing results. Hence, we can become very nervous when we think about taking an exam because if we do really poorly, we think, we may have to face consequences as dire as dropping out of school or never graduating. Usually, this isn’t going to happen, but we can literally make ourselves sick with anxiety if we dwell on those slight possibilities. You actually may encounter a few tests in your academic careers that are so important that you have to alter your other life plans temporarily, but truly, this is the exception, not the rule. Don’t let the most extreme and severe result take over your thoughts. Prepare well and do your best, see where you land, and then go from there.
### Using Strategies to Manage Test Anxiety
You have to work hard to control test anxiety so it does not take an unhealthy hold on you every time you face a test situation, which for many of you will last well into your careers. One of the best ways to control test anxiety is to be prepared for the exam. You can control that part. You can also learn effective relaxation techniques including controlled breathing, visualization, and meditation. Some of these practices work well even in the moment: at your test site, take a deep breath, close your eyes, and smile—just bringing positive thoughts into your mind can help you meet the challenges of taking an exam without anxiety taking over.
The tests in the corporate world or in other career fields may not look exactly like the ones you encounter in college, but professionals of all sorts take tests routinely. Again, being prepared helps reduce or eliminate this anxiety in all these situations. Think of a presentation or an explanation you have provided well numerous times—you likely are not going to feel anxious about this same presentation if asked to provide it again. That’s because you are prepared and know what to expect. Try to replicate this feeling of preparation and confidence in your test-taking situations.
Many professions require participants to take frequent licensing exams to prove they are staying current in their rapidly changing work environments, including nursing, engineering, education, and architecture, as well as many other occupations. You have tools to take control of your thinking about tests. Better to face it head-on and let test anxiety know who’s in charge!
### Chapter Summary
Studying and taking tests will always be a large part of college, so learning now to do these well can only help you be more successful. Experts provide us with many tools, techniques, and ideas to use when we determine how best to study, use our memories effectively, and prepare to take exams. You can help yourself by taking these guidelines seriously and tracking your progress. If one strategy works better for you in some classes and another is more suited to a different course, keep that in mind when you begin to study. Use all the resources available to you, and you’ll be well on your way to success in college.
### Reflect and Apply
Studies have shown that parents contribute to test anxiety in children by drawing students’ attention to the test day and increasing pressure to perform well. Do you think that worrying about an upcoming test is as harmful as anxiety while taking the test? What do you think can be done to minimize worry?
This article discusses how to help with test anxiety.
### Rethinking Student Survey
Revisit the questions you answered at the beginning of the chapter, and consider one option you learned in this chapter that might change your answer to one of them.
How confident are you in your skills at preparing for and taking tests? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I believe I set aside enough time to prepare for tests.
2. If I don’t set aside enough time, or if life gets in the way, I can usually cram and get similar results.
3. I prefer to pull all-nighters. The adrenaline and urgency help me remember what I need come test time.
4. I study my notes, highlight book passages, and use flash cards, but I still don’t feel like I’m as successful as I should be on tests.
### Where Do You Go from Here?
Studying and test taking skills often need to evolve to meet the needs of college responsibilities. What would you like to learn more about? Choose a topic from the list below and create an annotated bibliography that would direct further research.
1. the importance of memory in learning new material
2. strategies to increase memory
3. strategies to increase the effectiveness of studying
4. test anxiety |
# Thinking
## Introduction
### Student Survey
How do you feel about the ways you think? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.
1. I understand how to approach problem-solving.
2. I have creative potential.
3. I often think about how I’m learning
4. I know how to find and evaluate valid information.
You can also take the Chapter 7 Survey anonymously online.
### About This Chapter
In this chapter, you’ll be introduced to different ways of thinking about the way you think. By the time you complete this chapter, you should be able to do the following:
1. Describe thinking as a process and the reasons it is important.
2. Discuss the importance of creative thinking and ways of generating original ideas.
3. Define analytical thinking, its component parts, and outcomes.
4. Articulate the process and importance of critical thinking.
5. Describe the best approaches to problem-solving.
6. Define metacognition and describe ways to become thoughtful about your thinking.
7. Define information literacy for college students.
Whether we admit it or not or even consider it or not, we cannot stop thinking. We think during intense work situations, while we’re playing games, when we eat, as we watch a movie, even during meditation that purports to empty the mind of all thought. Skilled and practiced yogis may be able to get into a state that resembles non-thinking, but most of us keep thinking all the time. Perhaps as you read these lines, you doubt their accuracy suggesting that you don’t really think when you’re just relaxing with friends. But you do. You may think about the other people in the group and what you do or do not know about them. You may wonder what you’ll eat for your next meal. Your mind may flit to question whether you locked the door on the way out. Or you may debate internally whether you’ll finish on time the assignment due for one of your classes. Now, you may not act on any of those random thoughts during this relaxing time, but you are nonetheless thinking. As you begin this exploration of thinking, consider all the ways we turn to technology to assist with our thinking and how thinking impacts and defines various careers.
When you consider the word thinking, does your mind drift toward:
1. School
2. Work
3. Relationships
4. Free time
Reflect on your answer, and write one or two sentences on why you associate this idea with thinking.
In this chapter, we’ll look more closely at several distinct types of thinking including creative, analytical, and critical thinking, all of which come into play for problem-solving. We’ll also explore the multitude of resources available relative to understanding and enhancing your thinking skills, all of which constitutes metacognition, the practice of thinking about your thinking. |
# Thinking
## What Thinking Means
Thinking is one of those hard-to-pinpoint aspects of life we typically don’t analyze much—like breathing or walking or sleeping. We constantly think, and becoming more attuned to how we think and what we do when we encounter new ideas is an excellent habit to pursue.
You may have read quotes or inspirational slogans that claim you are what you think. What does that mean? Can you think yourself into a good mood? Can you think you have a million dollars in your pocket? Does that mean you are the next music sensation if you often sing at parties? Not necessarily, but consider Jose, for instance. He isn’t a rock and roll star, but Jose spends a lot of his leisure time thinking about music, analyzing performances, memorizing his favorite musicians’ characteristics, buying fan clothing, and even designing a creative means to explain his excitement for music to his friends through a homemade video. Jose certainly could allow his fascination to seep into other aspects of his life. Do you have a hobby or interest you spend a lot of time thinking about?
Many people go to great lengths to attend a concert by a favorite music star. They think creatively about how to save enough money for tickets; they think analytically about scheduling their other obligations to have time off work to attend or how to make up work in their college classes. This much planning involves a great deal of thinking, and not all about music. In the example about Jose, thinking directs the actions of the person doing the thinking. So, in fact, what we think does influence who we are and how we act. We have many resources available to be more effective thinkers, and learning about these resources gives us options. |
# Thinking
## Creative Thinking
Questions to Consider:
1. How can you go about generating original ideas?
2. What is the best way to approach working with unconventional ideas?
Has anyone ever told you that you have a flair for the creative? If so, celebrate! That’s a good personality trait to nurture. Creativity is needed in all occupations and during all stages of life. Learning to be more in tune with your own version of creativity can help you think more clearly, resolve problems, and appreciate setbacks. You’re creative if you repurpose old furniture into a new function. You’re also creative if you invent a new cookie recipe for a friend who has a nut allergy. And you’re using creativity if you can explain complex biological concepts to your classmates in your lab class. Creativity pops up everywhere. When creative thinking comes into play, you’ll be looking for both original and unconventional ideas, and learning to recognize those ideas improves your thinking skills all around.
Would you learn more about the French Revolution by eating foods popular in that era? What if you were to stop using your phone for all non-emergency communication to understand how news flowed in the early 20th century? These examples present creative ways to approach learning the experiences of a specific time in history. When actors want to learn about a character they’ll be playing, they often engage in method acting to immerse themselves in the role. They may maintain a different accent or wear only clothes their character would wear even when they are not at rehearsals, all so they can feel what it was like for their character. Think of ways you may be able to apply method acting to your learning experiences.
Creativity doesn't always present itself in the guise of a chart-topping musical hit or other artistic expression. We need creative solutions throughout the workplace—whether board room, emergency room, or classroom. It was no fluke that the 2001 revised Bloom's cognitive taxonomy, originally developed in 1948, placed a new word at the apex—create. That is the highest level of thinking skills. As noted in previous chapters, we do all need to use and develop the lower thinking skills that include remembering, applying, and analyzing, but true intelligence and successful thinking move beyond these levels to invention.
Regurgitating the minute details of Goldilocks or Beowulf demonstrates far less comprehension than fashioning an original ending that turns the tables or developing a board game from the story. Author Gregory Maguire used the base plot of L. Frank Baum’s 1900 book The Wonderful Wizard of Oz and the 1939 movie The Wizard of Oz to create the smash-hit 2003 Broadway musical Wicked that tells the story from the perspective of the Wicked Witch of the West, making her a sympathetic character. This creative approach calls for far more critical and creative thinking than memorizing facts.
Continuing to support creativity in whatever form it takes will be how we cure cancer, establish peace, and manipulate the time-space continuum. Don’t shortchange your own creativity.
### Generating Original Ideas
Nineteenth-century American writer and humorist Mark Twain may have been partially correct when he said:
It is certainly a pretty metaphor of idea generation, but even if old ideas are reworked to create new solutions to existing problems or we embellish a current thought to include new ways of living or working, that renewal is the epitome of the creative process.
It’s common to think of creativity as something used mostly by traditional artists—people who paint, draw, or sculpt. Indeed, artists are creative, but think of other fields in which people think just a little differently to approach situations in their discipline. The famous heart surgeon Dr. Denton Cooley didn’t have an exact model when he first implanted an artificial heart. Chemist Stephanie Kwoleck discovered life-saving Kevlar when she continued work on a substance that would usually be thrown away. Early US astronauts owed their ability to orbit and return to Earth based on creative uses of mathematics by people like Katherine Johnson. Inventor and actress Hedy Lamarr used diagrams of fish and birds to help aviation pioneer Howard Hughes produce faster airplanes. Indeed, biomimicry, an approach to innovation that seeks sustainable solutions to human challenges by emulating nature's time-tested patterns and strategies, is now a huge field of study. This list could go on and on.
You may actually be very good at coming up with original creative ideas. Some people naturally seem to think more creatively than others, but we all have the capacity to create and devise. Do you enjoy rearranging furniture or organizing your closet? If you already think “I could make that so much better!” as you walk through shops or events, you’re on the right track. Do you tinker with wood, paper, yarn, or dirt? Are you a doodler? One way to enhance your creativity is to track your ideas. You can keep a running list on your phone, jot down ideas on index cards you can later sort into categories, or keep ideas flowing in a paper journal. Some creative people design storyboards to visualize goals or projects using pictures from magazines or online for creative inspiration. Play around with ways to keep up with ideas you may be able to incorporate in some various aspects of your life.
Since the 1980s, Roger von Oech, the president of Creative Think, a California consulting firm, has been encouraging employees in corporations, educational institutions, and government agencies to think more creatively. His pithy stories, examples, scenarios, and challenges present either a barrier to creative thinking that needs to be overcome or an example of how to harness seemingly unproductive ideas. Sometimes creative ideas do not initially seem viable or productive compared to a known process or product, but talking out ideas with others and considering new approaches without fear of ridicule or censure can help individuals and groups think beyond the status quo. Von Oech’s discussion starters recommend that thinkers Avoid Arrogance, Fight for It, Get Rid of Excuses, and Listen to That Hunch. You may find some of von Oech’s ideas a little out of the ordinary, but great ideas sometimes are, and thinking about them in a different way may be the spark you need to come up with your own version of an idea that will prove effective for you. Stay open to different approaches even if you aren’t immediately comfortable with the ideas.
Another creative thinking group you may be interested in investigating is koozai.com, a digital marketing consulting firm based in the United Kingdom with clients worldwide. You may not be in need of help with digital marketing, but the koozai.com website is worth a look to see how creativity can highlight excellent customer service, detail award-winning services, and inject a sense of fun and vitality into a service that may not seem very exciting on the surface, namely helping companies optimize their web presence for increased exposure and profits. The team is a creative mix of engineers, designers, and analysts who use data-based evidence to find the right fit for their clients in a relaxed and productive environment. The actual nuts-and-bolts work involved in web marketing involves a great deal of tedious coding and specialized web design often performed by software engineers working alone, but you don’t get a sense of bored, isolated office workers when you peruse the koozai.com site.
### Working with Unconventional Ideas
Working with unconventional ideas can produce anxiety because the ideas are unfamiliar and the results of implementing these ideas could be unpredictable. People may not immediately accept your nontraditional ideas. Some may never accept them. If your original creation were to require individuals to give up their current cell phones, you can imagine the resistance. Even if the new idea is an improvement in communication, some people would hesitate.
To work in this possibly uncomfortable realm, you have to remain open-minded, focus on your organizational skills, and learn to communicate your ideas well. If a coworker at a café where you work suggests serving breakfast in addition to the already-served lunch and dinner, keeping an open mind means thinking through the benefits of this new plan (e.g., potential new customers, increased profits) instead of merely focusing on the possible drawbacks (e.g., possible scheduling problems, added start-up costs, loss of lunch business). Implementing this plan would mean a new structure for buying, workers’ schedules and pay, and advertising, so you would have to organize all of these component areas. And finally, you would need to communicate your ideas on how to make this new plan work not only to the staff who will work the new shift, but also to the public who frequent your café and the others you want to encourage to try your new hours.
“Because we’ve always done it that way” is not a valid reason to not try a new approach. It may very well be that the old process is a very good way to do things, but it also may just be that the old, comfortable routine is not as effective and efficient as a new process could be.
Can you think of any routine task you do now that you’ve never questioned, such as doing laundry, studying for exams, spending downtime, or preparing food? Consider how you came to learn this routine. Are you following a pattern your parents set for you growing up? Do you ask friends how they perform these tasks and follow their example? How well do these routines work for you? Think of at least one different way you could approach one of these tasks. Would it be a good idea to change the way you do it? How would that benefit you? If not, why is the best approach to keep doing this thing the way you have always done it? Reflect on your thinking behind this routine. How could creative thinking help you identify and assess all of your options?
Another element of working with unconventional ideas is to pay attention to how you organize your thoughts. Organizing includes establishing a clear goal to accomplish, outlining the steps toward that goal, and monitoring progress with specific deadlines. You may be able to add flexibility to this plan since creativity deals in the unknown and that may take longer than you initially expected, but an organized map of your thinking and where you hope to take it can move creative projects forward.
For example, what if you were asked to build a shed for a project or as part of your job? You would need a plan of some sort. It wouldn’t be prudent to run to the hardware store and just buy various supplies you see on the spur of the moment. Rather, you would organize your thoughts around this project and determine some specific goals about the size of the shed, its ultimate location and use, the type of materials that would best serve your purposes, and how long the project will take so you can budget time and money toward the accomplishment of the goal. Do you need a building permit in your area for this sort of home improvement project? Will you or others need to sacrifice something (yard space, time, money, a special view) for you to build this shed? Do you have time to complete all the steps? Do you have the skills to put the shed together, or can you learn how to do it? How much are you willing to spend on this? Without an organized plan, you may end up with a good idea, some random supplies, and an incomplete building project that wastes both time and money and does not meet your initial expectations.
In addition to the need to remain open-minded and organized, creative thinking calls for a dissemination plan. Unconventional ideas typically don’t get off the ground without the creator of the ideas communicating those thoughts to others. Do you set yourself up to be in the company of other creative thinkers? It’s not a bad idea. Creativity is somewhat contagious. You may not think you have a creative way to approach a situation, but if you were to bounce ideas off like-minded friends and also friends who would offer a completely different way of looking at something, you may discover that indeed you do have some good ideas ready to come to fruition. This creative brainstorming doesn’t just happen though. You need to set aside specific times to work with others to flesh out ideas and think through obstacles. And then you’ll need some more time alone for the ideas to gel. Sometimes the creative answers to problems come to you at odd moments once you have laid the groundwork—be ready to capture the ideas in some form of note when your lightbulb goes off.
Creative thinking isn’t just helpful in solving problems. You may want to enhance an otherwise good plan to make it fantastic and memorable, which is when you can bring in creative thinking. If you want to surprise your best friend with a special birthday celebration but are low on funds, you could think of creative ways to make this event one to remember. You could take in a free museum night or window shop at the mall or make a photo collage from pictures on your phone that bring back great memories. |