What comes to
mind when you hear the term “college readiness”? Perhaps you envision a straight A academically
astute student; maybe a mature individual who falls on an advanced scale of
identity development; or perhaps just a bad case of senioritis…someone who is
just really, really ready to go to college.
According to Karp & Bork (2012), academic skills seem to be the most
widely accepted definition of college readiness. In response to a national initiative to
increase college readiness among high school students, professionals are
pushing to improve high school students’ academic skills (Karp & Bork,
2012). However Karp and Bork (2012) believe
the focus is misplaced. In their article
Clear Expectations of Readiness (2012), which is based on their study They never Told Me What To Expect, So I didn't know What to Do: Defining and Clarifying the Role of a Community College Student (2012) Karp and Bork discuss why strong academic
skills do not necessarily translate to college readiness, particularly for
community college students, and how we can readjust our focus in order to
maximize student success.
Non-academic
skills, behaviors, and attitudes are equally critical to student success as
academic preparedness (Karp & Bork, 2012).
According to Karp and Bork (2012), faculty have high expectations for students
when it comes to “academic habits, cultural know-how, the ability to balance
school and other demands, and engaging in help-seeking behavior” (para.
4). It is common knowledge that college
students are held to higher expectations than they are held to at the high
school level. However, Karp and Bork
(2012), find that lack of communication, not students’ inability to live up to
the high demands, is at the root of students’ struggles. Their study finds that students struggle, and
even withdraw from college, because many faculty do not adequately communicate their
expectations and demands to incoming students.
Ultimately student
success is a two way street. While students must take initiative and seek help if
they are struggling, faculty must clearly articulate their expectations from
the start. The first year of college is
filled with many transitions – including an academic adjustment – and in order
to succeed, students must have a decent understanding of what their professors
expect of them. Students may benefit if faculty
create uniform non-academic and behavioral expectation guidelines for all
students, and engage first- year students in an educational conversation at the
start of their first semester. Student
affairs staff can also orient students on college expectations and support
services/resources at the start of their first year. They can host “college expectations”
seminars, or acquaint students through residential education, freshman
seminars, or provide tips and forums during orientation.
Furthermore, it
is important that all professionals possess a strong understanding of the
generation of students they are working with (Tambascia, 2012). The current generation of college students,
“the Millennials,” come from a more sheltered background, crave a bit more
guidance and praise, and are also under a great amount of academic pressure
(Tambascia, 2012). Faculty and staff
must understand generational characteristics and adjust their behavior in order
to help students succeed.
In sum, a
straight A, AP, cum-lade student may not actually be “college ready.” Communication is one of the most crucial
pieces of the puzzle to student success.
Ultimately even the most capable student cannot succeed if he or she
does not know what exactly their professors expect. Faculty must clearly articulate their
expectations to students, and student affairs staff can collaborate with
faculty to further emphasize the new set of demands. Professors, practitioners, and students
themselves all play a critical role in students’ success, and each must take a
proactive stance in order to nurture students’ growth and help them succeed.
References
Karp,
M.M., & Bork, R.H. (2012). They never told me what to expect, so I didn’t
know what to
do: Defining and clarifying the role of a community
college student. Community college
research center, 47. Retrieved from http://ccrc.tc.columbia.edu/Publication.asp?UID=
1126
Karp, M.M., & Bork, R.H. (2012). Clear expectations of readiness. Inside Higher Ed.
Retrieved from: http://www.insidehighered.
com/views/2012/09/18/essay-calls-inclusion-non-academic-skills-college-readiness-efforts
Tambascia, T.
(2012). Developmental student advising. Presented
at Advising 101a training
session at the University of Southern
California. Los Angeles,
CA.
Jessica, I really enjoy the points you bring up about college readiness. It is not just about being academically prepared, but emotionally and socially prepared. College is a huge adjustment for many students and can be a complete culture shock for some. Therefore, I appreciate your points about how important it is for faculty to communicate expectations to students. The one thing I wonder about is what exactly student affairs professionals can do to help faculty understand students. Is there training that faculty goes through? It might be a good idea to implement some type of summer program for faculty members, although I would expect most faculty would not like that idea.
ReplyDeleteI have to agree, college readiness is much more than being academically prepared. Students who excel at the high school level and seemingly breeze through their courses might be academically prepared, so to them college should be a positive challenge. But there is a lot more that goes into being college ready than being academically prepared. Their social attitudes and behaviors could be lacking and in turn affect how well they can adjust and concentrate on their studies. It is important that we take a preventative and proactive approach to college readiness at the high school level, as opposed to a reactive approach, trying to catch students up in their readiness once they are in the college setting. A good way to do this would be to try and connect high school seniors to college campuses more often. Many students already have the option of taking AP classes that offer college level work, but an equally important option would be for students to enroll in and attend a class on an actual college campus that can work toward their graduation in high school and give them college credit as well. -Gerry
ReplyDeleteJessica,
ReplyDeleteYou bring up many good points about college readiness, especially as it relates to non-academic factors. There are many aspects of college readiness that has always interested me- namely time management, financial budgeting, even health and diet. I once had someone on my programming board eat pizza from the cafeteria for lunch and dinner six days a week! Yes the first year of college is filled with transitions, and making the most of resources offered on campus can certainly aid in making these transitions smoother and for accelerated success. I do believe that overcoming these hurdles and experiencing these vicissitudes are the factors that make the college years some of the most formative years in one's life. I love that the field of student affairs can help cultivate the changes that we desire out of a student, so that we can help develop intelligent, whole, and effective students!
Jessica,
ReplyDeleteThis was a very interesting blog post! I think that there is definitely a societal misconception about what makes a “successful college student.” Most people think that the students who have a high GPA, take AP courses, and received high SAT/ACT scores will do well in higher education. But this is not always the case. While these students may know how to study and take a test, college will challenge them in a different way. They are going to have to be able to effectively communicate with individuals from a variety of backgrounds, live away from home, and manage their time. High school is very structured and organized. College gives students the opportunity to takes classes during the days and times that are convenient for them. In addition most classes only meet several times a week rather than everyday. Will these students be able to motivate themselves to go to class and do the readings? It is very important for college students to be flexible and adaptive. College is a time of enormous change and it is important for students to be open to new ideas and experiences. This is what will help them succeed and truly make the most out of their time in college.
Jessica, you raise some very important points about college readiness. I absolutely agree that being an “A” student or performing well on the SAT only speaks to one aspect of a student’s preparedness to attend college. Educating faculty on how to communicate expectations in an effective, appropriate manner is a crucial component of supporting first-year and transfer students. Staff members, student affairs professionals, advisors, and all other individuals that interact with students on a regular basis must be aware of the need for developing emotional and cultural competence, in addition to academic readiness. I really liked what Gerry said about taking a proactive, instead of a reactive, approach to supporting students during their transition to college. Programs that allow students to set foot on campus prior to college help expose students to campus prior to the start of the academic year. Furthermore, students should have the opportunity to learn about the importance of emotional, mental, and physical help. Since many students have not been away from home or family for long periods of time, educating students on how to achieve balance and upkeep their mental health is critical for success in college. Being academically prepared must go hand-in-hand with emotional preparedness in order for a student to achieve maximum success in college.
ReplyDeleteThis blog sheds light on a very interesting phenomenon occurring on college campuses today. A substantial number of students enter higher education lacking the social and cultural capital necessary to excel in their undergraduate programs. Jessica correctly points out that students must develop both intellectual and non-cognitive skills at the secondary level before they are considered "college-ready." Unfortunately it seems that a scholar's economic and family background oftentimes determines how prepared he or she will be for a postsecondary program. I agree with Jessica that administrators and teachers need to take a more active role in cultivating these skills in students to ensure their retention and graduation.
ReplyDeleteThis was a very interesting blog. I absolutely agree that a high GPA or SAT score may not always indicate college readiness. There are so many other factors that are involved. For instance, being able to navigate campus resources could potentially be more important than any academic ability. Also, being able to self-advocate and communicate with professors can be a necessary skill in being truly "ready" for college. I thnk that student affairs professionalls need to do whatever they can to be able to level with their students, and help them a their own level, which may include technological savvy and empathy. I feel that in student affairs, it is our duty to nkow our population and how best to reach this population. However, that being said, I feel that it is a two-way street. Most professors do outline their expectations in writing at the begining of the year in their class syllabi. While professionals need to do what they can to create opportunities for success for their students, there is a certain level of functionality that should be expected of the college students.
ReplyDeleteThis brings up great points. I feel educators forget that students must be prepared for college in more than one way. Academics are a big part of it, but a larger part is everything else. If students don't know how to handle social and emotional situations, it can affect their academics. These students are transitioning in many ways, having more responsibilities, and some leaving home and being on their own. They must learn how to react to these changes and how to prepare for what is expected of them. I love that this topic came up because it is one that isn't always discussed.
ReplyDelete