Elliott Smith and FERPA (Better Be Quiet Now)

"...but I'd better be quiet now, I'm tired of wasting my breath,
carrying on, getting upset.
Maybe I have a problem, but that's not what I wanted to say.
I'd prefer to say nothing.
I've got a long way to go, getting further away."
-Better Be Quiet Now (by Elliott Smith)

Suggested Listening: Figure 8 by Elliott Smith

It's been a while since I've posted something and there's a very good reason for that...a lot has been going on.

The state of Virginia is the first state to enact legislation (HB 1058) to amend FERPA (Family and Educational Rights Privacy Act) in the wake of the events at Virginia Tech. Legislation has also been introduced on the national level to amend FERPA.

So why should you care? Why should I care for that matter?

I care because, like many in my profession, I am an advocate for student rights, and this legislation is a crack in the foundation of student rights.

The Family and Education Rights Privacy Act was created (with extremely BROAD language) to protect the privacy of any student over the age of 18--even if your parents pay for your education, I (as your advisor) could not share your academic record with them. Advisors (and educators in general) have no way of knowing to whom they are speaking (especially if they are on the receiving end of an angry phone call about little Billy's grades) and the best practice has always been to not disclose little Billy's grades. But FERPA does not simply protect grades...it protects the ENTIRE academic record...including advising meeting notes, class schedules...everything.

Imagine you are a young woman with a possessive ex-boyfriend. You've filed a restraining order against your ex, but he calls your school and tells them that he is your father and needs to know where you are because there is a family emergency. FERPA protects you in this instance too (and it should be noted that universities are VERY smart about dealing with these situations).

When FERPA was created, it was written in the broadest possible terms so that each school could determine how much or how little information to give to parents. It was always the policy in the Advising Office here at VCU that we would ask our students for permission before we discussed anything but the most general topics with parents...and that was done before each conversation.

HB 1058 in the Virginia General Assembly has opened a window in which parents may (providing that they submit tax forms proving the student is their dependant) have access to ALL student records.

I don't consider parents the enemy in an advising situation (far from it, they should be partners in the educational process), but college is a time for students to start establishing independence (yes, even if mom and dad are paying the bills). If a student does not do well during their first semester at college, parents should make a contract with students that the students give them regular access to their grades. Putting the academic advisor in the middle of a family problem is setting a dangerous precedent.

I cannot do my job effectively if a student believes I will simply turn around and tell their parents everything that the student has told me. I will continue to protect student rights as best as I can, even with the new legislation in place. I will continue to contact students through Facebook when their parents e-mail me with requests for information. I will always ask students if they mind if their parents sit in on meetings and I will not distribute confidential information over the phone.

I (like many Virginia educators) spent a great deal of time watching news reports immediately following the tragedy at Virginia Tech. But we cannot allow an environment of fear supercede fundamental educational rights and priviledges. College is a time for learning and growing--a time for taking on adult responsibilities. By hovering over our students, how much are we actually allowing them to grow?

Wasted Time

Ok, let's say you get a new "toy". I'm a big fan of technology, so we'll use the iPhone as an example. You just got a brand-spanking new iPhone (free of charge). You shall name him "Skippy" and he will make all of your phone calls, and hold all of your music, and allow you to navigate the interwebs with relative ease. Now let me ask you a question: do you (like my mother) skip the set-up steps (figuring they're too complicated and you can always go back and do them later)...or do you grit your teeth and suffer through the annoyance? Do you hassle through the calls to Apple's Customer Service, or AT&T's Customer Service (waiting through more bad music than I can possibly describe here)? Do you do all of these incredibly irritating things knowing that the pay-off will be a happier, better-adjusted Skippy?

I do.

And you have to approach your education in exactly the same way. Yes, you do have to take some classes that are annoying as hell--they frustrate you, and they're difficult, and the teachers can make your life miserable. But in the end, you're better for having taken them...because you survived.

When you fail to do all of the little steps in setting up a new piece of equipment, you often spend even MORE time going back and correcting the mistakes you made. The same is true with your education. If you blow off those gen ed classes, you're going to spend even MORE time going back and re-taking them (most classes require that you earn at least a C to move on to the next level). So while the rest of your friends are taking advanced classes in their majors, you're still going to be spinning your wheels--taking classes you should have (and totally COULD have) passed the first time around.

How much sense does that make?

Let's Dance

I call it the University Shuffle. It is, without a doubt, one of the most maddening experiences a student can have and the odds are that you've experienced it at least once in your academic career. You have a question...just one little question...and you call the office that should (logically speaking) have the answer. But when you explain the situation, you're transferred to another department where you have to repeat the whole process all over again...only to be told that you have to fill out a form in triplicate, donate a pint of blood, and then take all appropriate documentation to still another office entirely. Then you wait in line only to discover that you've filled out the wrong form and the people you really needed to talk to were the ones you called in the first place.

I just got pissed off, and I was only typing that. Imagine how cranky you would be if it happened to you...

So what causes the dreaded University Shuffle? Why do you get passed off from department to department when you just need a simple answer to a simple question?? Honestly, there are a few preludes to the dance, and a few moves you can use to help you get off the dance floor without getting your toes stepped on.

The Causes:
1). Bored Workers Who Don't Listen-- I think we've all had jobs that we hate (did I mention that I once sold bait at a gas station? I had to shake the styrofoam tubs to ensure the worms were still alive.) But unhappy workers who don't actually listen to what you're telling them are probably the #1 cause of the University Shuffle. How many times have you been forced to answer the phone at your job and someone started in on a long, rambling story? What was your reaction? I, personally rolled my eyes and mimed strangling myself with the phone cord. More often than not, the faithful phone-answerers will simply latch on to one word or phrase that you say...and then tell you that you need to talk to someone else in an effort to get you off the phone faster.

2). Inexperienced Workers-- We've all had jobs where the first few weeks were really rough. So we should probably cut some slack to all of the new employees out there who are answering phones for University offices. An inexperienced worker simply doesn't take the time to find out what you really need--they're actually really nervous each time they answer the phone (because they never know when they're going to screw up and the person on the other end of the line is going to go postal).

3). Changes in Policy-- Larger universities change their policies fairly often, so it's not always the fault of the person on the phone if they give you incorrect information.

4). Story Time-- Sorry, but you have to share some of the blame too. When you call an office with a question, your first instinct is to tell whoever answers your life story. You give them too much information and they can't figure out what you really need.

The Solutions:
1). Keep Your Cool. There honestly isn't a lot you can do about the relative happiness of University employees (unless you have a scheme to take over the University and pump nitrus oxide into the air conditioning vents...in which case, we should probably talk about your evil villain complex). But you CAN change your attitude when dealing with the unhappy masses. Your first instinct will always be to get pissed off when you get the brush off. Refrain! Take a cleansing breath and think of frolicking puppies. Calmly explain to the person on the other end of the phone why you don't believe they are referring you to the right location. If the person is insistant, take down their name and the number where they can be reached. That way, when you get passed on to the next person, you can say, "X-person in X-office suggested that I contact you with my problem". If you have been referred incorrectly, rest assured that the second office you called WILL raise holy hell with that first office for sending you down the wrong path.

2). Recognize the Warning Signs. Does the person to whom you are speaking keep putting you on hold? Does the phrase, "Gee, I don't know" keep appearing in their speech? These are good indicators that you're dealing with a new employee (or just an incompetent one). Be polite, be patient and if need be, ask to speak with the worker's supervisor. This does not have to be a bitchy move on your part, you can simply ask to speak with someone else (again, POLITELY!) who might be better able to answer your questions.

3). Take the Time to Verify. Time constraints not withstanding, if you received an answer to your question, call back to that same office later the same day (or the next day) and ask the same question to a different person. It is totally ok to say, "I called there yesterday and was told X...is that correct or do I need to know something else?" It's always better to hedge your bets than to get your information wrong and have to start dancing.

4). Be Clear. Be Concise. I know you want to tell whomever you're speaking to your life story. I know you want them to feel the inexplicable agonies you've faced in your journeys thus far. And yes, your friends have already heard all of your good stories (you need new victims for your material!) But resist the urge to explain to a phone operator that your day started off crappy because your cat vomitted on your favorite sweater. They really don't care. If you need to show your new landlord proof of how much financial aid you'll be receiving, then THAT'S what you say to the nice folks in financial aid (a lengthy diatribe about how you need to arrange your housing for next year is just going to get you transferred to the Residence Life office...see how that works?) Think: short, simple, declarative statements. If you can't phrase your phone call so that it fits into this formula: (I need X + How can you help me? = solution)...then you need to keep simplifying.

Trust me on this one, all of this really does work. The more relaxed you are when dealing with these little annoyances, the more happy you'll be. But remember that you should always have a secret weapon.

Advisor/Faculty Member/Dean: Occassionally, you need someone with a University "title" to cut through some of the bullshit and get you some answers. Don't be afraid to ask them for help when you get stuck.

Wait, which foot is the "right" one?

We've just finished the first full week of classes and I want to talk a little about starting off on the "right" foot. Why? Because I'm already getting e-mails from professors telling me that some of my students have missed several classes.

I work at a large school...a very, very large school. But that doesn't mean that instructors don't communicate with one another and quite frankly, I hear everything. I already know which of my students are going to have academic troubles down the road, simply because they are missing classes and I can pinpoint which students are heading for heartbreak because they are giving their teachers nothing but attitude.

I get it, I really do. You are experiencing freedom for the first time. No one is telling you that you absolutely MUST go to class. No one is shaking you awake in the mornings or making you breakfast or doing your laundry for you. But you're establishing a pattern that is incredibly dangerous.

Think about your earliest class--chances are it's at 8am. Now, no one likes an 8am class (I personally had an 8am Water Aerobics class my freshman year of college. Early mornings + cold water = Shaun being very bitter and sarcastic. Needless to say, my teacher was not very fond of me.) But that 8am class is STILL later than your earliest high school class! You need to start getting yourself up in the mornings and get to that class. If you want to stay up late, that's fine, but maybe going to bed a little bit earlier the night before you have early classes would be a good idea.

I worked incredibly hard this summer to plan out my students' schedules. Each new student is required to take the freshman English class and I adjusted and finagled until everyone had a truly wonderful teacher (there are 5 of them). These are teachers who understand artists, how they learn, the way they think, and that artists need supportive and engaging teachers. And yet, I have students who are blowing off this class. You can't get a true measure of a course unless you actually GO to it.

You also can't get the true measure of a class if you enter each meeting with the attitude that you are somehow "better" than the material being taught and the person who is teaching it. I have spoken before about the idea that professors don't "hate" students. I stick by that. But you can surely make a bad impression on a professor. Dissenting opinions in the classroom are fine (I encourage them), but you have to be cautious about how you express them. If a professor says something you don't agree with, ask a question! There is a huge difference between saying, "Dr. X, you are totally wrong!" and "Dr. X, I recently read a case study in Bob's Medical Journal which refutes that opinion, could you discuss the differences between these two theories?"

I can't stress this enough; most of you are just beginning your college career. If you knew everything there was to know, you would already have your degree. You're here to LEARN! Why not take every opportunity that presents itself to ask questions and learn more? Use your professors as a resource: figure out what material you've missed and make it up.

You are capable of a lot more than what you've shown so far.

Academic Instincts (Use the Force, Luke)

Now that classes have begun, it's time to talk about something extremely important, especially for new students.  As you enter each new class, your spider senses are going to start tingling.  You may find yourself feeling particularly bad vibes about one class, while another class makes you sit up and pay attention...a huge smile appearing on your face.  These are your academic instincts making their first appearances.  Learn to trust them.

I've always been one to trust my gut instincts about things--I've been told that "theatre people" (and yes, it does have to be said with the dreaded air quotes) are especially sensitive to vibes, mojo, juju, and any other euphemism for the general "feel" of something.  But every student can develop these extrasensory gifts when it comes to their classes, as long as they know what to look for.

Listen to the idle chatter around you.  If you hear more than five students say, "this is the second time I've taken this class.  I hope I pass the damn thing this time!" the hairs on the back of your neck should start to prickle.  Focus in on who is doing the talking.  Do these stellar students look like they've slept in their clothes?  Do they, perhaps, look as if they spend an inordinate amount of their time partying?  This can tell you that you're actually going to have to attend the class and concentrate on the work required.  Remember, there is no such thing as a "blow-off class".

Take a look at the professor.  We often don't realize how much information we acquire from body language.  When the professor walks in the room, is he or she actually looking in the eyes of his or her students?  Or is he/she looking at the ground?  A professor who is actually engaging their students with eye contact from the moment they open the door is something you want...a professor who doesn't even want to look at you, probably not going to be as engaging or exciting in the classroom.

How big is the class?  Yes, large classes are a necessity if you are in a larger university environment.  You're going to have some classes that have more than 300 students in them.  But it is very difficult to have any kind of personal academic relationship with your instructor when you're one of 300 students.  How do you distinguish yourself from the pack?  Who are you going to turn to when you have questions?  If this large class is a requirement, make sure there are lines of communication clearly established in the course syllabus (who can you e-mail if you have a question?  Will the professor actually be available for office hours?)

How many TAs are there?  Do me a favor, if you're in one of those gi-normous classes, count the number of TAs that surround the professor on the first day.  If the TAs are forming an impenetrable wall around your instructor, bombarding him or her with their questions (usually about upcoming thesis projects), the chances are VERY slim that your sorry ass will ever get within twenty feet of the professor.  Approachability is incredibly important, especially in your first year of college.  And, as I've said before, TAs are still learning how to teach...they can do more harm than good (although some of them are lovely).

Take a look at the syllabus.  I can't stress enough how important a syllabus is in determining your future in any given course.  If you remember nothing else, remember this: the syllabus is your contract with the professor (funny, I think I've written that before!)  You need to read and understand what is expected of you.  Some professors will write incredibly detailed syllabi, including honor code, school holidays, weapons policies, religious holidays, emergency procedures, the air-speed velocity of the European swallow, and migratory patterns of the guinea hen (ok, not the last two, but you get the picture).  You should expect to see due dates for major assignments and tests (if these are NOT present on your syllabus, that is a HUGE warning sign that your professor is fairly disorganized...take note.)  Take a look at the work load for the course and consider that work load in comparison to the work load for your other courses.

Listen to the professor lecture.  Is he or she engaging and interesting to listen to?  Or have they learned their teaching style from Ben Stein in Ferris Bueller's Day Off?  Does your professor whip out the laptop and lecture directly from a powerpoint presentation (there is a particularly hideous ring of hell reserved for people who do this.  I have been known to create voodoo dolls of anyone I know who reads off of a powerpoint presentation.  If you have to give a presentation in class, don't even THINK about merely reading a powerpoint.  Bad people do that....seriously, I think Hitler read his presentations from powerpoints).  

If, at the end of one class, or two, you have a weird feeling in the pit of your stomach, run (and I mean RUN...no walking) to your advisor's office.  Some advisors will understand when you say that you have bad juju about a class--I've said it myself and I get it when my students say it to me.  If your advisor is a bit more square-shaped, spell out the situation.  Were you bored out of your skull?  Tell them!  Do you feel like the work load for that one class, on top of your other classes, is going to be too much?  Say that!  You need to understand that your advisor can NOT help you unless you tell us what is going on in your head.  Don't worry about sounding or feeling stupid.  I guarantee that I have said or done far more idiotic things in my life.  My response will always be, "no worries, how can I help?"  If you are specific about what is freaking you out (work load, too big of a class, boring professor), we will do our best to help you through the crisis.

Now that I have lifted a huge metaphorical X-Wing Fighter out of the swamp of ignorance, I'm going to bed (I really have to stop watching Star Wars so much).

Financial Aid...Friend or Foe?

With a new school year about to start, this seems like the perfect time to talk about getting all of your financial ducks in a row. To do that, you've got to make nice with the people in Financial Aid and the Federal Aid process in general.

I will be the first person to tell you that taking out government loans is a convoluted and annoying process (having taken out more than my fair share of loans and currently being in debt up to my eyeballs). But if you have someone walking you through it, and explaining the process to you, things get a lot easier.

Your first step, always, is filling out the FAFSA (Free Application for Federal Student Aid). Do your parents make a lot of money? Great! Hazzah and kudos to them! Fill out a FAFSA anyway! You never know what is going to happen in the course of a year and filling out the FAFSA is a great way of covering your ass--and I am a firm believer in ass coverage at all times. To fill out the FAFSA, you will need an internet connection (it is a LOT faster than filling out a paper version), your parent's tax forms, and a PIN number (you can request a PIN number by going to this website: http://www.pin.ed.gov/PINWebApp/pinindex.jsp) You will use your PIN number to sign the FAFSA electronically...again, much faster than printing out the signature page and mailing it to Uncle Sam. The electronic FAFSA can be found here: http://www.fafsa.ed.gov/

So now you've completed the FAFSA and your school has sent you your Financial Aid Award Letter...you're done, right? Wrong bucko! You have a few more things you need to do to ensure that your money gets where it needs to go (i.e. to pay your bill in a timely manner).

Let's say that you were awarded a $4500 Pell Grant, a $3500 Subsidized Loan, and $4500 in Federal Work-Study. This is a pretty typical award for someone who submitted their FAFSA early (Pell Grants are "need-based" aid, meaning that they are distributed based on income, and are given on a first-come, first-served basis...proof positive that you should get your FAFSA in EARLY!!!)

Your first step is going to be to sign something called the Authorization to Use Federal Title IV Funds. My school (VCU) is a "direct lender" or "Title IV" school (meaning that we don't have to go through banks to distribute federal moneys (like grants and loans). By signing this form, you are telling the school that you give them permission to put your loan and grant funds toward your student bill. A copy of the form can be found here: http://www.vcu.edu/enroll/finaid/forms/AuthorizationForm.pdf

Your next step is going to be to deal with those loans. If you are starting your very first year of college, you have to sign something called a Master Promissory Note (MPN). This basically says that you promise the government you will repay your loans. You only need to sign this once (I promise!) Remember that PIN number you used on your FAFSA? You're going to use it again to sign your MPN. Just log on to this site: https://dlenote.ed.gov/empn/index.jsp There is a menu bar on the left (click on "Complete New MPN for Student Loans") and the site will walk you through the process.

Now, let's say, for the sake of argument, that you've received your tuition statement for the Fall semester and you owe about $8000. You're sitting pretty, right? You were awarded $12,500 in financial aid! Think again. You need to remember a few things about financial aid.
1). Your money is always cut in half (you get half in the Fall and half in the Spring.)
2). You can NEVER apply Federal Work-Study to your bill (I'll explain why in a sec), so the aid being applied to your tuition has now been cut down to $8000.
3). You need to figure in for books ($300-$500 per semester) and you should consider the one-time expense of a computer if it's your first semester of college.

By my calculations, you're going to be at least $4000 short on your tuition bill each semester. But don't lose hope, there are some alternate funding sources you can consider:
1). Parent PLUS loans: These are loans from the government that your parents take out. Because they are from the government, the interest rates are often lower than they would be through a bank. The loans ARE credit based, so this may not be a great option if your parents don't have good credit. The other thing to keep in mind is that your parents will have to start paying on the loans as soon as the second installment is disbursed (in the Spring semester). BUT, if your parents are denied for a Parent PLUS loan, you are eligible for additional Unsubsidized Loans (the difference between Subsidized and Unsubsidized Loans? With Subsidized Loans, the government pays the interest while you are in school...with Unsubsidized Loans, the interest just accrues, adding to the total amount you will have to pay back).
2). Alternative Loans: Alternative loans are done through private lenders like Bank of America, Wachovia, or Suntrust. You (the student) take out the loan. These loans are also credit based and the interest rates are usually higher than federal interest rates. Because you are (generally) younger, you will likely not have built up enough of a credit history to take out these loans by yourself--meaning that your parents will have to co-sign on the loan. But the benefit here is that you do not start paying on these loans until 6 months after you graduate! You need to be very careful when looking for alternative loans. Don't get drawn into television ads for companies like Astrive or MyRichUncle.com. These companies charge exhorbitant interest rates (26-29%) and they are NOT worth the convenience!

All right, so now you've figured out how to pay for school, now you need some spending money. You got work-study, right? Well "work-study" means that you actually have to work to get that money. You are allotted a specific amount for the year, you can work until you earn that full amount. If you don't earn all of that by the end of the school year, the money goes back to the government. There are specific jobs on college campuses that are designated as "work-study" jobs. When you get to school, your best bet is to find out how your school advertises these work-study job listings (VCU posts them all on the MyVCU Portal to which all students have access). You have to apply for a job and get hired before you can start earning your work-study money.

And if you have questions about this stuff...ASK someone! Don't let fear or worry over money be the thing that keeps you from enjoying your college experience.

Orientation--A Tutorial for New Students

Every year, recently graduated high school students head off to their future universities to "orient" themselves. My students from years past have heard me bitch and moan about New Student Orientation because, truth be told, it's a hell of a lot of work. But in all honesty, I adore most of the orientation process. Each class of incoming students comes to VCU with new opportunities and challenges. Orientation inherently contains a great deal of excitement. I actually enjoy it when I get angry students or parents...because I love seeing them leave Orientation happy (and they usually do.)

Now, the orientation process can be intimidating for students that are just leaving high school, so (as always), here are a few tips to make the process easier:

1). A lot of schools do an overnight program (you stay in a dorm with other new students)--prepare yourself for the fact that you aren't going to get ANY sleep! My school does course registration on the second day of this program. Exactly how coherent do you think you're going to be making decisions about your courses when you're sleep deprived? Functioning in a state of sleep dep is a skill you won't truly master until the end of your freshman year--so plan ahead! Think about the classes that you need and want to take and write them down...but be flexible and be willing to be guided by an advisor!

2). Do you have questions about your degree program? Write those down too! You're going to spend a lot of time being moved from one location to another (a sensation of sheep-like lassitude is common) and you're going to get a veritable avalanche of information thrown at you. Each time you sit down at another presentation, pull out your list of questions. You may find that a large percentage of your concerns are addressed long before you speak with an advisor!

3). Resist, whenever possible, allowing your parents to do things for you! Clearly, there are limits to this (allowing your parents to buy your books, any and all school-related clothing items, and expensive technological toys is a complete given) but your parents should NOT be planning your class schedule. Now is the time for you to start taking ownership of your education--and yes, that is a phrase you will hear from me often throughout your 4 years in college. If your parents start to question your decisions after you've created your schedule, repeat after me, "My advisor and I determined that these were the best possible classes based on availability and my interests." **And please remember that as soon as you register for classes, you are protected by FERPA (Family and Education Rights Privacy Act). That means that I (your advisor) can NOT talk to your parents about your schedule (or anything else that was said in my office) without your express permission.**

4). Take care of all your unfinished business. Make sure you get your student id (yes, they all look like that...no one has a "good" id picture), sign up for your dining hall meal plan (less is more...and you are seeing the best the dining hall has to offer during Orientation...the food is going to go downhill once you get on campus in the fall), make sure you know where you're living (if you haven't gone inside the dorm...do so), get your parking pass (if applicable, they sell out quickly!), and make sure the financial aid office has your FAFSA on file (stop in to the office and make sure they don't need any tax forms to complete the awarding process!)

5). Keep yourself organized! Take a folder and a notebook with you to Orientation. Your folder should include the following items:

• your student id# (this should be on your acceptance letter),
• any AP/IB scores you have (the scores for your senior year are not typically available until July--give us your best guess!),
• any Dual Enrollment (classes you took in high school that gave you college credit) transcripts,
• SAT scores,
• completed placement tests (math, chemistry-if applicable, foreign language-if applicable),
• your list of questions for advising,
• your list of potential classes for the fall,
• a to-do list (I'm a big fan) of things you need to get done during Orientation (i.e. Housing deposit, meal plan, financial aid, etc.)

Doing all of this will help you feel a bit more prepared for Orientation...and it will likely make your Orientation experience more enjoyable!

Back to the "Real" World

Classes have ended, finals are being graded, and my students are heading home after a very long first year of college. I am struck (as I am every year) by the surreal passage of time in the academic world--blindingly fast one minute, painfully slow the next--I wonder if I will ever get used to it...

I always encourage my students to look back at this point in their academic careers. Think about who you were when you began your first semester of school...think about who you are now. The differences are usually enormous. We rarely feel these fundamental shifts in ourselves, but their occurrence is part of what makes the first year of college so important. The people that are most likely to notice those changes are your friends and family--the people that you will be spending your summer with.

The simple fact of the matter is that you have had experiences that some of your "old" friends haven't had. When you head home for the summer, be aware that you're going to hear the phrase "you've changed" a lot more than you expected to. I was frightened and upset when some of my friends said that to me my first summer home from college. Had I changed? Was I a completely different person, and did that make me somehow less than I had been before? The answer is "no." Try to remember as you head home that "different" does not mean "bad." Of course you have changed! You have learned a hell of a lot about yourself in the past 8 months. Learning = growth, and you're all starting to grow into the amazing adults I know you will become. You may find that people you used to really like spending time with are now people who drive you crazy. That's ok too. Remember that you had amazing times with those people and cherish those memories--and then move on.

Perhaps one of the biggest challenges you will face is heading home to live with Mom and Dad again. Some of your parents will expect you to slide right back into your role as their "baby", or "free labor", or any of the other things that our parents expect from us or perceive us to be. I hate to break it to you, but that's never going to change. I'm 31 years old and my mom still refers to me as her "baby". The important thing is to get your parents to realize that you're becoming an adult. If you are going to live at home this summer, establish your ground rules early. Are your parents going to expect you to be home by a certain time? (avoid using the word "curfew", you'll feel a lot more like a grown-up) Do your parents expect you to help out around the house in exchange for free room and board? (this is probably one of the last times in your life where you'll get such a sweet deal--why don't you offer help around the house...it will go a long way toward making your parents treat you like an adult!) Sit down with your parents at the beginning of the summer and talk about all this. Avoid nasty surprises later!

When I was in college, I used to hate hearing people tell me about the "real world". I can't count the number of times I was told that I would learn how things really worked when I got out into the real world. Or that the real world would chew me up and spit me out. The truth is that you're already in the real world when you're in college...you just have a safety net (well, several safety nets). You have professors standing under you, advisors looking out for you, your parents; all of these things will catch you if you fall. And if one net breaks, there is another one there ready to help. College is a great time to start developing "adult" safety nets. You will always have friends and family (college is great for teaching you that you can relocate and reestablish your friend support system). Instead of professors and advisors, you'll have colleagues and supervisors at work.

So the next time someone tells you to get ready for the "real world", tell them you're already in it...you just don't have to pay rent (and then smile.)

The Good, The Bad, and The Terminally Unhip

Those of you who have read this blog in the past and those of you who have spent five minutes in my company will know my fondness for speaking to your professors. That being the case, I thought it might be high time to get to know those denizens of the deep who enslave you for months at a time...

The Good: Yes, they are out there (just like the truth...or versions of Return of the Jedi that still include the "yub-yub" song). A "good" professor, doesn't necessarily mean an "easy" professor. "Good" professors challenge you. They help you make the connections between specific things and abstract concepts. They are engaging in a classroom setting and they feel comfortable with their material. Good professors get excited by what they are talking about--they are passionate and dynamic and they actually give a crap about their students. If you start off doing well in their class and then do poorly...they're going to ask you what's going on and if there is anything they can do to help. A good professor will make him or herself available to you. They will give you pointers on your writing, on your study skills. Good professors can become good career advisors down the line so make use of them when you find them!

The Bad: Like it or not, you're going to have bad professors. I try to help my students limit their contact with bad professors because, well hell, I wouldn't want to take a class with them either. But here's the thing; you CAN learn from bad professors. The obvious thing is for anyone out there who wants to teach. Think about the ways that your bad professor speaks to his or her students. Observing classroom dynamics is one of the first things that a young teacher needs to do in order to learn. Take all of the bad traits...and then do the opposite! Take all of the good traits and model your teaching style after those! But we can also be a bit more creative (for those of you who are horrified by the very thought of teaching). Did your bad professor give you a grade you feel you didn't deserve? Use this as an opportunity to learn how to negotiate difficult personalities. Approach the professor with a question, rather than a demand. (Good Approach: "Would it be possible for me to speak to you during your office hours about the last exam? I had some questions about my responses that I would really like to clarify just for my own understanding." Bad Approach: "Hey douchebag, you graded my test wrong! I deserve partial credit on, like, five of these questions!") You know as well as I do that there are people in this world who are generally unsatisfied with their lot in life, are just killing time until they retire, or are so territorial about the things they know (or their job in general) that they might as well pee all over everything in their path. Learning to be smart about your dealings with these people is one of the greatest learning experiences you can have during your first year of school.

The Terminally Unhip: This category has only come into existence within the last few years. I realize that I'm dating myself horribly by telling you that we didn't have things like Blackboard, or iPods when I was in school (we barely had the internet), but professors who are not making use of these tools are just the tip of the "unhip" iceberg. Utilizing technology is incredibly helpful in the classroom setting. Facebook has become one of my favorite tools to help me stay in touch with my students (who often will NOT check their university e-mail). Online course components frequently make professors' jobs easier--but they have to be willing to maintain the technology. If your professor isn't utilizing Blackboard to post your grades, you need to be a LOT more proactive about your attendance. Do you have a folder or notebook for the class? Each time you are absent, write down the date (that way, if there is ever a discrepency, you have a record! Even better, e-mail the teacher or TA and inform them that you missed class and find out if you missed anything. Remember that e-mails are date and time stamped!) If the professor does not allow you to keep your graded work, make sure you write down what grades you're getting, as you get them! The other aspect of this category is the professor who tries to be "cool." They're the ones who make the bad jokes and use the slang that stopped being cool 5 years ago...and they do it with such earnest intensity that you cringe each time they open their mouths. (For instance: My bosses--two of the whitest white guys ever put on this planet--wrote a textbook for students having academic "difficulty". The book is filled with a lot of good advice, but students lose faith in it when they are asked to rate the study strategies on the basis of whether or not it would "rock my world". Not kidding.) When faced with professors like this, I want to beg them not to try so hard--but at least you can laugh at them.

There is one more category I would be remiss if I did not mention here. Though not an official designation of professor, I think I need to talk about TAs. The Teaching Assistant is another one of those time-honored university traditions that you aren't going to be able to escape. Here's what you should know: 1). TA's are only sometimes paid. More often than not, being a TA is something students do for the learning experience. They think they are being favored by Professor X...in reality, they are going to end up doing the bulk of the work, while handling all of their graduate course work, and not getting paid. 2). TA's are still learning. Very few programs actually teach graduate students the art of pedagogy (teaching) and developing your personal teaching style takes time! 3). TA's are young. This might seem like a benefit...and it can be, but all too often, TA's feel like they have to overcompensate for their age by being extra strict. They don't want to be taken advantage of by people closer to their age, so they act like asses. TA's often make the mistake of walking into a classroom and demanding respect, instead of assuming that the respect is already there (or will be earned quickly through fair practices).

I made all of these mistakes (and probably a lot more) when I was a TA--so remember that there is room for improvement. I learned pretty quickly that my passion for certain subjects wasn't something that everyone was going to enjoy--that wasn't my fault and it wasn't theirs either. Be open to new ideas and don't place blame (unless someone is being a douche...then you can blame as much as you want).

Oh, and one final note. I've written before about using sites like www.ratemyprofessor.com and I stick by that. Post your responses to classes, both good and bad...but be fair in your posts! If there was something you could have done to make the class better, you might not want to say that the professor was a jerk (and for the love of god--stop using the freaking chili pepper function on the site! A professor's relative hotness has nothing to do with your learning potential). And you might want to check out MTVu sometime. The Professors Strike Back section is getting a lot of hits lately...with good reason.

Choice

I'll be honest with you, the last two weeks have been really hard. My emotions always tend to ebb and flow with the behaviors of my students and my students have been going through some difficult experiences of late.

I have long had an absolute passion for the written word (hence, this blog). I make my living with words and choosing the right things to say to make someone feel better is as much a part of my daily life as eating or breathing. Some words hold a bigger significance than others. There are words that always make me laugh ("kumquat" for instance. I mean, really? Say it to yourself a few times. I bet you start laughing.) And then there are words that are so inevitably powerful, my fists clench when I think them. Like the word, "choice."

My students have been making some difficult choices lately, and some have had their choices taken away from them. I have two incredibly bright, talented students who are no longer in school through no fault of their own. These students made every effort to remain in school for as long as they could because learning (another powerful word) was important to them. I think about both of them every day and I hope that they will return as soon as they possibly can, because they have impossibly bright futures ahead of them.

I have some other students who chose to challenge themselves this semester. They took bad situations, struggles, and academic difficulties, and they stood up to all of it. These students refused to allow a bad start to determine the outcome of their education. They have worked harder this semester than I ever thought possible. When they get a bad grade, these students experience a momentary setback...and then they try again. They fall and then they stand up again. How many people do you know in your life who can do that? I would rather work with a student who is motivated to succeed, rather than a student with all of the god-given talent in the world, because the motivated student will work until they drop.

But I also have students who have "checked out." I have students this semester who stopped caring, who are just coasting through, who don't know what they want and can't get motivated enough to find out, who would rather sit around and smoke pot than read a book. Please don't get me wrong. It's ok if you don't know what you want to do...as long as you are actively seeking an answer! It's easy to get bogged down in hopelessness when you feel completely adrift, but why would you wallow in that? And yes, I understand the need to kick back with the recreational substances (I am the last person to lecture anyone on that subject), but when "recreation" becomes your full time job, your priorities are clearly out of alignment.

Let me ask those of you who have "checked out" a question: why are you wasting your time? Can you write down exactly how you spend every hour of every day? If you have big dreams (and don't tell me you don't have goals, because that's bullshit) do you really think that sitting on your ass is going to help you accomplish those dreams? If you're in college right now, why aren't you taking advantage of the opportunity? You (or your parents) are probably paying quite a bit of money for your time in school. Why are you wasting that money? If you truly, honestly, do NOT want to be in school, then you need to sit down with your parents and lay it out for them, point by point, how you're going to spend your life and how you're going to make money. If you can't do that, then start taking advantage of what is right in front of you, because you aren't ready to be on your own just yet (not being able to have a "grown up" conversation with your parents is a major sign of that...yes, it's scary, but you have to do it if you want this.)

If you're in school and you aren't leaving any time soon, maybe a change is in order. If you aren't happy in your major, switch to undeclared until you figure out the thing that really makes you happy. But sitting around waiting for life to happen to you isn't getting you anywhere. Yes, you should experience friends, and parties, and relationships, and all of the other social things that go along with college--but not to the complete exclusion of the act of learning. The whole purpose of these four (or five) years is to start forming that person you will be as an adult. I can't say that I've met many college freshman who start their first year saying, "I want to be a deadbeat who gets fired from every minimum wage job he gets and has no outside interests and can't form coherent thoughts!" Because that is the pattern you're setting.

I cannot make these choices for you. I can help you talk out your thoughts about your career and the places you see yourself going. I can help make those academic classes more bearable. But I can't do any of that until you are honest with yourself. What do you really want from your education? What do you hope to gain from all of this? Don't dodge the question, don't evade it. You don't have to tell me the answers, but you sure as hell have to be clear about them in your own head.

"Choose (verb): 1) to select from a number of possibilities. 2) to prefer or decide; to pick by preference. 3) to want; desire."

The acting of choosing is not passive. You cannot "select," "decide," or "desire" without some action on your part. Allowing someone else to make decisions for you is NOT choosing...it is inaction. And at a time in your life when you are forming yourself, inaction is deadly.

The Other Side of the Coin

Every year, the Office of Academic Advising distributes surveys to each student who enters our office. The purpose of these surveys is simple: ensure that we are providing our students with accurate information and that they are being well served by their advisors.

My bosses use a marketing centered approach to all of this stuff (surveys to judge student reactions, focus groups to gage response to new programs, numbers driven incentives) because we are, for all intents and purposes, in a service industry. As an advisor, I provide a service to my students. I wouldn't do this job if I didn't clearly understand that fact and if I didn't enjoy providing that service.

Unfortunately, that is not the prevailing attitude in my department (or in all of the departments across the university). I could very easily point a finger (likely the middle one) at several departments with sticks permanently planted in orifices where they were never intended to go, but we need to address the bigger problem. We are currently residing in a consumer driven environment. You, as students, are paying for your education, so you are entitled to the best service possible. Yes, there are times when your parents (who are probably paying for a portion of the aforementioned education) will step forward and demand that service on your behalf. But ask yourself who benefits?

Your parents have already completed their educations. You are the one who will be earning this degree, you are the one who sits in the classes and earns the grades. It is absolutely vital that you take ownership of your education NOW.

The first step is filling out surveys like the one my office distributes. If you don't tell us how we're doing, we can't make improvements. I know that filling out surveys is a giant pain in the ass. I usually fill out surveys in only two circumstances: 1) if I received great service or, 2) the worst service known to mankind. Use things like surveys to make yourself heard...don't just assume that someone else is going to do it!

The next step is, well, raising hell. If you're told something that doesn't seem right or you feel as if you're being disrespected, tell someone! Go to that person's supervisor and explain what happened. Be polite as possible but make sure that you make yourself heard. You all know that I am a huge fan of "covering one's ass". Well, this is a perfect example. If you have documentation or, better yet, witnesses, bring them to your meeting. No one should be allowed to get away with treating you badly! Most departments will make adjustments to keep you happy (my office will switch your advisor if you are seriously dissatisfied).

When you do find someone who knows what they're talking about, don't let go! I have a select few people that I constantly call when I need help, because I know that they're going to go out of their way to assist my students (one of whom has moved to our remote campus--he STILL answers all of my students questions whenever I ask!)

While all of the above is completely true, you still need to be reasonable. We all have bad days and sometimes allowances have to be made. Every department here at VCU is required to have training in customer service (important tenents include: not ignoring students while making personal phone calls, answering phones clearly and with a smile, asking if you can put someone on hold, returning e-mails and phone calls promptly, etc.) If these things don't get done, try politeness first. If that doesn't work, then you're clear to get cranky. I find it absolutely unacceptable for people to ignore students while they hold personal conversations, but that's one of my pet peeves. A lot of the other things are basic manners and I try to remember that not everyone was raised the same way I was and cut them some slack.

Sometimes there are good reasons for the things we do...here are some examples of survey responses:
1). "My advisor had so many students under her that despite all the times she told us she knew our names, she called me by a completely different name than mine every time she spoke with me." Ok, I hope it helps this student to know that the advisor in question still hasn't managed to learn my name after knowing me for four years. We do have a lot of students (150-200 students per advisor) but that doesn't mean we shouldn't make an effort to know you. What helps is if we actually SEE you on a regular basis!

2). "My current advisor is amazing and extremely helpful. During Summer orientation, however, the advisor told me that UNIV 101 was required and that's definitely not true. I ended up taking it and didn't benefit much from it." I am really glad that this student likes their current advisor, but clearly we're all worried about that second sentence. Students are being randomly assigned into classes...being lied to by advisors? No. Some students were required to take the UNIV 101 class (which, if this student is listening, was just as much of a pain to teach as it was to sit in). The problem is that this requirement was apparently not communicated clearly to the student. Summer Orientation is, for lack of a better phrase, a giant clusterfuck. New students and shuffled from location to location and are given so much new information that it is virtually impossible for them to remember everything. Some advisors rushed through the explanation process. On behalf of all of us...our bad.

3). "The classes I was told to take at the beginning of the fall semester were incorrect." Ahh. This is the kind of comment that my boss absolutely hates reading. It means that we're giving students incorrect information...and incorrect information is the mortal enemy (the Darth Vader, if you will) of the academic advisor. Here's the thing. We try really hard to stay on top of all of the curriculum changes (and there are a LOT), but we're going to make mistakes. A good advisor will admit to making a mistake and will do what they can to correct it, not leave the student to bear all of the responsibility alone.

4). "Not helpful at all. Does not respond to e-mails even when it is labeled as urgent." Oh dear. I don't want to discriminate here, but this one can be tied directly to the age of the advisor. Some of our "older" advisors are not as comfortable with the advances in technology as they probably should be (my office has just started an initiative to get all of our advisors on Facebook...the howls of terror that could be heard from some of the advisors were rather humorous). So, to be fair, most of these advisors wouldn't even recognize that you've flagged an e-mail as "urgent."

Planning Your Schedule

It's almost time for my first year students to create their fall class schedules and I wanted to take a few minutes to write down my favorite pieces of advice for planning your schedules.



But first thing's first...your going to need a few tools:

1. Your computer (with a working internet connection). Most schools publish their schedule of classes online these days--you're going to need that in order to plan out your classes. You should also take a moment to verify that your student account is "active". Make sure you don't have any holds that will prevent you from registering!! You should likely check this at least once a week as registration approaches.


2. Course Sequencing/Graduation Worksheets. Most schools provide fabulous little documents that tell you all of the classes you need to complete your degree...make sure you have the correct one (if you entered school this year, you fall under the '07-'08 academic bulletin and your requirements will match!)


3. Your Transcript. You should be able to print an "unofficial" transcript through your online records system (generally, this is the same place you go to register for classes). Take a moment to look over your transcript--are ALL of the right classes on there? Is there anything missing? If you are missing anything (an AP class from high school, a class you took over the summer at a community college), go immediately to see your advisor! You want to make sure that credit for every class you took (you did the work, why not get credit for it?)


4. Any Info from a Meeting with your Advisor. You will need to meet with your academic advisor before you register (and I'm not just saying that because I'm an advisor). Your advisor can make sure you understand your course sequencing so you don't take classes out of order. If you are in a very specific major (such as my Theatre or Music students), you may be required to register for a very specific section of a class...WRITE THOSE CLASS NUMBERS DOWN!!!


5. A Registration Planning Sheet. While this item is not specifically necessary, it sure is a time saver! My office pre-prints forms with class times blocked out (our Monday, Wednesday, Friday classes are 50 minutes long; Tuesday, Thursday classes are 1 hour and 15 minutes long). This way, you can plot out your schedule as you are creating it! If planning sheets are not available to you, use the calendar function on your computer--just make sure you can see a whole week at a time!

Now that you've got your tools, this registration thing should be pretty simple...

1. Fill out your Graduation Worksheet. Use your transcript to mark off all of your completed requirements on your graduation worksheet. What classes do you still have left to take? Is there a particular order that your school prefers you take these classes? I'm betting that your advisor said something about all of this when you talked!


2. Make a List of Classes You MUST Take This Semester. Based on the information you just got from your graduation worksheet, I bet there are at least two classes that you really need to take. Pull out that information from your advisor and write down any specific classes (if any). Then fill in with at least one (preferably two) general education classes. You may want to divide your list into three headings: Major Classes, General Education Classes, Electives (Fun Classes). As you create your schedule, keep referring back to this list to make sure you're fulfilling requirements and creating a good balance.


3. Start Filling in Your Registration Planning Sheet. Put in the classes that you know you have to have first. Obviously this will be easier if a spot in the class is reserved for you (if the class is restricted to "majors only") but never discount the value of sneak-thievery in order to get into a needed class (more on that later). Once you have your "required" classes on your schedule, you can design everything else around that.


4. Research! Pull up the Schedule of Classes and find out what time those general education courses are being offered. Make sure you find a couple of alternative times for each class (if something fills, you want to be flexible. Have another class waiting in the wings!) Pull up a second window as you are searching classes and log on to http://www.ratemyprofessor.com/! Don't just use this site to say, "oh, that professor sucks, I don't want to take a class with them." Pay attention to the student comments. Find out how much reading is involved in the course you're looking at--find out if the professor tests solely from his/her lecture notes or if they use the book. I've mentioned creating a "balanced" schedule before...this is the best way to do it! Mix your reading/writing heavy classes with your more fun classes. Don't avoid work--find the balance!


5. You're Ready to Register. Now that you have a schedule planned out, get online and register. Try to remember that registration dates fluctuate--so be sure you know what date and time you are allowed to register. Wake yourself up early the morning of registration and, if at all possible, check your registration system the night before to see if any of the classes you were hoping to take are closed. Once you've registered, print out a copy of your schedule and verify that everything is correct. Most online registration systems date and time stamp printouts. This is a great way of covering your ass should a problem arise!

I Didn't Get Into the Class I Want...What Do I Do? Ah, the "closed" class, a time honored tradition in universities across the country. Like most things in college, "closed" is not exactly a word set in stone. You have a couple of options to get around a "closed" class. Here are some pointers:

• Keep Checking! Just because a class is closed now, doesn't mean it will continue to be closed a week from now (or even ten minutes from now). This step requires a lot of vigilance on your part! Seats in "closed" classes do move around quite a bit, particularly during the first week of school--when students actually get into the class! Check to see if a seat opens up once every two days or so over the summer, and once an hour during the first week of school. Once school has started, the BEST time to check for an open seat is IMMEDIATELY after the first class meeting.

• Check With the Department About an Override. Some Departments will issue overrides into classes (particularly if you are a major in that department). However, this is on a case-by-case basis.

• Check With the Professor About an Override. A lot of Departments will leave overrides at the discretion of the professor. Generally, the best way to contact a professor is by e-mail...but watch your timing! Remember that professors have even more work than you do at the end of a semester so be cautious about e-mailing for an override immediately following registration.

• Show Up on the First Day of Class. This is a somewhat underhanded tactic for getting an override, but it's been known to work wonders. Professors will often give an override to the person who is standing right in front of them (hey, possession is 9/10's of the law, remember?)

• Get Really Sneaky. This tactic will have required some foresight on your part (which is why I'm telling you about it now). Is there a class you are just desperate to take, but it always fills up? Ask yourself this, do I have any friends in Honors or Student Government? These students are frequently able to register before any one else--have them register for a seat in your desired class. Once you are ready to register, get them on the phone and have them drop the class while you add it. Yes, it's underhanded. Yes, it's devious. But all is fair in love and registration.

Loss

I have been advising students in a professional capacity for four years now. And I have seen the academic environment change considerably in that time. The shootings at Virginia Tech and Northern Illinois University have created an environment of caution and suspicion among educators. Violence on college campuses is on the rise and it seems that every other week my school is testing their "warning" sirens.

But in all of the time I have been here, it is the more immediate deaths that effect me the most. I lost a student last year to a car accident--the incredible Joe Amoury--and I still remember his wit and his smile. Joe was an extraordinary student, musician, and friend. We lost him long before his full potential was reached.

I recently received an e-mail announcing the death of another student who was shot in the back after a robbery in nearby Byrd Park. Tyler Binsted was a Sculpture major who served as an assistant to one of the Sculpture professors. He also went to Qatar last year on a scholarship because his work was so extraordinary. He was 19 years old.

Advisors see their students once a month (sometimes more, sometimes less), but they all make an impression. Tyler's advisor is heartbroken right now. I have no words to console her, despite going through the same situation myself last year. And as someone who makes their living talking to people...finding just the right words to help, I can't help but feel frustrated. There is nothing I can say to make this better. "I'm sorry" feels painfully inadequate...but sometimes it's the best we have to give.

I often find myself getting angry about these deaths. There was no reason for either of these young men to die and both had so much potential. But I see potential in every student I meet. Moments like this makes me realize that the greatest tragedy of all is the failure for that potential to be fulfilled, whether it be because of an early end, or through one's own actions.

When my students come to me because they have lost someone close to them, I frequently remind them to celebrate that person's life. Celebrating someone's memory does a hell of a lot more good than spending time drowning in your own sorrow. I can't help but think that Tyler's friends will be creating some amazing art in his memory.

Talking to Professors...

I talk to students...a lot. And in the course of my conversations, I frequently find myself repeating one question over and over again, "have you talked to your professor?" The answer, 99 times out of 100, is a resounding "no". Why? What is it about this one little task that is so difficult, so intimidating that the very idea of approaching this person who is imparting new knowledge?

Maybe I see things a little differently. I went to school at a very small, private university. Our class sizes were ridiculously small (my Intro to Psyc class--the largest class I ever had--had 50 students in it) and the campus was isolated. We knew everyone on campus. I was also in a very small major...and no matter what anyone tells you, it really is easier to talk to professors in Arts majors. You meet and talk to the same people all the time and, quite frankly, we're a very touchy-feely bunch. But maybe things are different at larger schools. Most of my students are sitting in general education classes with 150 other students. It's hard to distinguish yourself...I get it.

Here's the thing: taking one step forward and introducing yourself, making sure that professor actually knows your name...well that makes more of a difference than I can ever completely explain (but I'll give it a shot). Let me ask you this, how are you doing in your classes right now? Is there a class that you could be doing better in? That class is your starting point. Let's go over your game plan...

• Avoid (like the plague) approaching your professor before or after class! Pay attention to the traffic patterns around your prof at these times...there are a hell of a lot of people around him/her, aren't there? Don't be one of the pack! Chances are, your professor is incredibly distracted and is not really likely to pay attention to anything you have to say. I've said it before, and god knows I'll say it again, but READ YOUR SYLLABUS!!! Your professor more than likely wrote down his/her office hours on that delightful little document...so for the love of god, use it! Make an appointment during the aforementioned office hours and keep that appointment (missing an appointment with a professor is tantamount to shitting in their food, please don't do it).

• Know what you're going to say, before you say it. Most students (especially first year students) have a delightful thing called an "academic advisor" at their disposal. This canny creature can be called upon (my god I love alliteration) to create a game plan for all sorts of difficult conversations (i.e. "Mom, Dad, I want to be a Theatre major," and "Hey Dr. Smith, I think I'm failing your class,".) Ask your advisor to walk you through a conversation. A good advisor will actually give you language to use so that you feel more comfortable. Give yourself some talking points. If you think you are not performing up to your potential, tell your professor how you are preparing for tests/quizzes and see if he/she has any tips. Just got a paper back and didn't do so well? Take the paper with you! Familiarize yourself with the comments and discuss them.

• Treat your professor with respect and don't let your emotions get the best of you. If at all possible, avoid calling your professor "dude," or "man" when beginning the conversation. Also, avoid the greeting "yo" preceeding any of these forms of address (you think I'm joking...I once had a student e-mail me an assignment which began "yo what up?") Please bear in mind at all times that this person does control your grade. When I ask that you keep your emotions in check, that doesn't mean "refrain from crying should the spirit move you". I mean that expressing extreme anger over a perceived slight on the part of a professor may not be the wisest course of action. Try to stay calm and avoid placing judgements on grades you have received. I have heard the phrase "my professor hates me!" more times that I care to think about. Unless you killed Professor X's dog, chances are that there is no animosity on his part (please, please, please don't kill your professor's pets. It's just bad juju.)

• Repeat this phrase, "I want to do well in your class." There isn't a professor on this planet who doesn't want to hear this coming out of a student's mouth. Being as clear and forthright as possible and letting your professor know exactly how you're preparing for their class will give them some insight into how much you actually care (even if you don't give a rat's ass about the class). If you're taking the class to fulfill a general education requirement, be honest! Tell the professor that you need the class to complete your degree (avoid the temptation to ass-kiss at this point. Unless you've actually learned things you never thought you would learn, don't tell the professor that!) Tell the professor that you just want to understand the material.

So what is the point? What is this little heart-to-heart going to get you?

1. Increased confidence in speaking to professors (I swear, they don't have fangs!)
2. A better relationship with each professor you speak with (they're far more likely to remember your name and to check in with you when you do well).
3. Improved grades (no really, it actually works).
4. References. Oh, I'm sorry, you didn't think that was going to be a benefit, did you? Professors that you establish relationships with (working relationships, you sick little monkeys) are far more likely to remember you when you take another class with them. If these are classes in your major, that professor could end up being your academic advisor for the remainder of your time at school. By establishing a relationship with the professor NOW, you give them more time to learn your work habits...and more material for a job reference later on.

God I love my job.

How Curriculums Change...and What it Means For You

From time to time, a university or a department will create a new curriculum or will change an existing curriculum to better reflect the state of education today, or to incorporate new classes. These changes are usually very beneficial things and should be looked on with the most positive light possible.

That being said, curriculum changes can wreak havoc when people are being given incorrect information (i.e. two advisors are telling their students different things) and I am a huge stickler for clarity of information.

Here's a little for instance:
Virginia Commonwealth University is currently revising its general education requirements--as it stands right now, students entering in the fall of 2009 will fall under what is called the "core curriculum" requirements. This means that all students (regardless of what major, department, or school those students are in) will have the same general education requirements.

Now, students are bound by their academic bulletin (if you entered your school in the Fall of 2007, you will be bound to the 2007-2008 academic bulletin). Most students receive copies of these bulletins when they arrive for their freshman orientation--and most schools also have copies of these bulletins available electronically on their websites. You are required to abide by whichever curriculum is laid out in your bulletin...but there is a loop hole! If your curriculum changes significantly, you can choose to follow the curriculum of any year after you enter the university (but you must follow the whole curriculum...you can't just pick and choose the requirements you like!)

Think about it this way: if your class syllabus is your contract with your professor, your academic bulletin is your contract with the university. But, like any good contract, there are always loop holes.

So, students entering VCU in the fall of '09 will be held to the core curriculum and all of its little oddities (among them, the fact that our sophomore English class--ENGL 200--is NOT required). Every student that entered the university before fall '09 is STILL required to take ENGL 200.

That being said...the University has a responsibility too. Even though ENGL 200 is being removed from the curriculum...the school still has to offer the class until everyone operating under the previous academic bulletins has successfully completed it. The university cannot simply remove a class and expect several thousand students to have completed said class within one academic year (which is a rumor going around the Theatre department right now). That is completely impractical...and it's mean to boot.

So for all of you who still need ENGL 200--you've got time!

Arts Majors...not for pansies

One of the biggest challenges I face as an advisor for performing arts students is public perception. There are a hell of a lot of people out there who still consider the arts to be a "soft option" and that arts classes are "easy A's". This, my friends, is a load of crap.

My students routinely carry more credits per semester than your average pre-Med student (without all that burden-some Chemistry). 15-18 credits per semester of extremely challenging classes...plus rehearsal time--2 to 3 hours a day for Music students, 3-4 hours a day for Theatre students--makes for students who are extremely tired, and stressed. The Music Theory courses that are required for all Music students (4 semesters worth) are particularly difficult to pass on the first attempt and at 4 credits a piece, have the potential to drop a Music student's gpa like a stone. The two semester Intro to Drama class, which is required for all Theatre majors, has almost as high of a D/F rate as BIOL 101 (one of the most hated courses here at VCU).

And yet, the academic aspect is only a portion of the issue. Both Music and Theatre are considered "professional training programs" (as are many of the programs in the School of the Arts) and both hold their students to high performance requirements. Students in the Theatre department are judged not just on their performance in their classes (via their respective gpas) but also on their "professional prognosis". In short, students are judged (in part) on whether or not members of the Theatre department faculty feel that they will have a career in professional theatre.

Both Music and Theatre hold their students to a professional standard as soon as they enter the department. Students who are habitually late to class, who are unprepared, and who misbehave are rarely given opportunities for outside work (professional gigs for Music students, Mainstage casting for Theatre students). Are you starting to get the picture?

Students who are considering these majors should give all of this information careful consideration. If you loved Theatre or Music in high school and you want to continue doing it, that's great. There isn't a program in the world (or an arts lover either, for that matter) who will tell you to stop doing what you love. But are you ready to make this the only thing you do? Are you ready for your life to revolve around this, and this alone, for the next four years? Are you ready to handle all of the work, and all of the stress...and then ask for more...because that is what will be demanded of you?

If you've answered all of those questions in the affirmative, you may have another problem...convincing Mom and Dad that this is what you want. Every summer I speak with the parents of incoming first year students who are concerned about the practicalities of an arts degree. "This is what little Billy wants, but what can he actually DO with a Music major? I mean, isn't this an easy option? I think he should get a degree in Business so he can get a job as soon as he graduates." This is usually the point in the conversation when "Billy" is standing behind his mom, rolling his eyes and I try really hard not to laugh.

We're right back to public perception. The university environment is changing, people. You have to remember that the major on your degree doesn't make as much difference these days as what you do with it...and how you spin it. What kind of a work history do you have? Have you been busting your ass for summer internships in fields you're interested in? Can you make a connection between your degree and that work experience? If so, you're far more likely to get a job. You also have to break the hard news to Mom that it takes an average of nine months to find a job (and that figure fluctuates, depending on the job market and what field you're looking in) so you may be crashing on her couch for a while, even if you did get that Business degree she wants.

It is far better to get a degree in something you actually enjoy doing---when you enjoy your classes, you get good grades...and that looks good on your transcript!

Spring

So the Spring semester is almost over and I feel like I've been run over by a tank. I can't imagine I'm the only person feeling like this (and after reading numerous profile updates on Facebook, I'm dead certain of it!) How do we go about re-charging our collective juices? How do we make it through finals and the other end of year minutiae without going quietly (or quite vocally, in the case of my Theatre majors) insane?

I've always been down with organization--planning out my days as carefully as possible so that assignments don't sneak up and bite me on the ass. But this system isn't for everyone. Regimenting your daily life can seem like hell on wheels to a lot of people. Ok, I get it. So try this--Small moves, Ellie (don't recognize the quote? Look it up.) A to-do list can be your friend. Make a new one each day...and if something didn't get done the day before, carry it over to the next day! Daily lists make your work seem more bearable and they make you feel just a little bit more organized.

Once you've got this system down, try categorizing your to-do list into big stuff and small stuff. "Big stuff" might be things like: renewing your FAFSA (money is our friend), writing that English paper, or breaking up with your significant other. "Big stuff" items should be things that take up a lot of time or that will drain you emotionally/mentally/physically. "Small stuff" items might be things like: doing laundry, doing homework, taking care of that post-nasal drip. In short, things that you can either do in a small amount of time, or that you can do other things while you are doing (i.e. you can do laundry and homework at the same time).

Pay attention to everything you've got going on and make your to-do list accordingly. English paper due next week, but Math homework due tomorrow? Both should go on your to-do list...with the English paper very likely carrying over through tomorrow and the day after. If at all possible, try to get that paper done early so that you can take it to your professor for feedback (thus allowing you the opportunity to make revisions...and possibly get a higher grade!)

Right now is the best possible time to go back to something you got at the beginning of the semester...your class syllabus!

Think about it this way: the syllabus is your contract with your professor. When the professor hands you that syllabus, you are essentially agreeing to complete the work for the class--so you'd better know what's on it! Take a minute (or ten) to re-familiarize yourself with the work you still have to do for each class. Do you have a final paper due? When is it due? How long does it have to be? If this information is not on the syllabus, you'd better talk to your professor now and find out. What about a final exam? When is it (last day of class or during your school's exam days?) Will the exam be cumulative or does it only cover the most recent material for the class?

Knowing all of this information will help you feel more prepared going into the final weeks of school (after all, forewarned is forearmed). Students who feel prepared and who go into finals with all of their work completed are significantly less stressed...and conversely do better on their exams!

But the most important advice I can give you is to take time off whenever possible (another benefit of those to-do lists is that they allow you to figure out how much work you have to do...and when you can take time off!) You need to give yourself some "mental health" days to de-stress and have fun with your friends. If you can't afford to go out to clubs, go for a drive--just get away from the campus for a while. Take lots of pictures! A lot of you will be returning home for the summer, and you won't get to see each other for several months...so take this time while you have it!