My Two Cents

To the Work You Are Entitled...

2012-02-03T20:17:00.000-08:00

So it's been a while since I've posted...no excuses, life and work simply got in the way. I had something interesting happen to me today and I've been thinking and ruminating most of the day on the larger implications.

I spent a large portion of my day yesterday dealing with parents--calming fears, helping them make decisions about their students, the usual thing. One parent had started particularly upset and spoke to several other university officials before she reached me. Now, this isn't something I typically think anything of...parents have a perfect right to be concerned/upset/freaked out over the state of their son or daughter's education. I dealt with the parent's concerns and that was the end of it. This morning I received an email from one of the university officials that parent spoke to, in which the official copied my boss and several other "high level" university officials. The summation of the email was that the parent wrote back later to compliment my work and the official wanted to compliment me on a job well done.

Well, "so what?" you're saying..."you should be proud of yourself!" (and why pat yourself on the back in a blog post?)

Here's why:

I admit to being a bit uncomfortable with the praise. For starters, I have always had to work very hard for any learned skill or acquired knowledge. Very few things came "easily" to me as I grew up. Advising students (and alternately their parents) has felt incredibly comfortable and natural from the moment I started doing it. It seems wrong to accept praise for something do easy!
But the biggest reason I'm uncomfortable with this praise is...it's my job. It's my JOB to help you and your parents deal with tough issues. It's my job to let you vent when things seem really stressful. Receiving excessive praise (while incredibly kind) for something like this seems akin to complimenting someone excessively for placing a phone call or making photocopies. These are the things advisors do every day.

But I will also admit that this academic year has had an ongoing theme and, while I will not profess any particular religious affiliation, it is biblical in nature. "To the work you are entitled, but not the fruits thereof". I don't start off any of my working relationships, or my work days, expecting to be rewarded for the things I do. Funnily enough, this isn't a peewee baseball game--everyone doesn't get a trophy just for showing up. I do the work that I do because I was lucky enough to find a career that I love. I get to watch the educational journey of my students for a very brief (but incredibly meaningful time) and then I send them on their way. I get to tell my students that I'm proud of them when they graduate...I don't get to claim any responsibility for the fact that they actually DID graduate. One refrain my students hear from me all the time is, "you sit in the classes, you earn the grades, you're the one who gets the degree...I've already got my degrees, it's time for you to work on yours". The hard work is what my students are entitled to...the degree comes along as a result of the hard work. Not because you "earned" it, but because you learned it.

How Do You Lead? An Experiment in Clown Logic

2010-03-12T06:14:00.000-08:00

Those who know me (and regular readers of this blog) are aware that I make no secret of my theatrical background. In fact, I use my Theatre training in almost every aspect of my life--in particular, my job as an academic advisor for first-year students at Virginia Commonwealth University. I have spent the past several months applying for leadership positions (both internally and at other universities). No working professional should allow their skills to become stagnant and I always want to grow and learn. Because I have been applying for "leadership" positions, I have constantly asked myself what being a "leader" actually means. How does one lead? How do I lead? I figured it out yesterday.

I was in my supervisor's office, speaking with him about a student whose case was about to go before an appeal committee. One of my colleagues entered the office with a quick question and my supervisor made a joke about needing to leave because he had theatre tickets. My colleague responded by saying that what "we" needed wasn't important and then proceeded to grab my arm and drag me out of my supervisor's office.

My colleague had not taken the time to find out what I needed to speak with my supervisor about. My colleague also physically manhandled me to get me to do what she wanted me to do.

That would never work in clowning.

My advisor friends will laughingly tell you that I am the only person they know who has taken a graduate-level clowning class. I was fortunate enough to take a master class with the man pictured above (Avner Eisenberg, a world-renowned mime, juggler, and clown). Any professional clown will tell you that comedy (like leadership) has rules you have to follow.

A good clown ALWAYS listens: to other performers, and to his audience. Even if you are doing a "solo" performance, your audience is your partner...if you don't listen to how they are responding to the things you say and do, your performance will fail.
A good clown breathes before he begins. This seems like common sense. We ALL breathe! But a clown has to pause at the beginning of his or her show and start to breathe WITH the audience. You need to be working in sync with those around you. And you should always take a second to pause and process before you speak!
A good clown asks rather than demands. A lot of clowns will do "audience participation" gags. Going into the audience is a risk--you never know how someone will react to your presence (which generally makes people VERY nervous). But there are things you can do to ease that discomfort. If you want someone to come onstage with you, just put out your hand. If the audience member wants to participate, they will put their hand in yours---you will know that they are WILLING. Why would you physically grab someone and force them to do something they don't want to do? Why would we, as leaders, force our employees to do things that they are uncomfortable doing?
A good clown helps us to laugh at our failings. I used to keep a quote on my wall from the incomparable Emma Thompson, "Laughter is a celebration of our failings. That's what clowns are for, and that's what I am." We all have shortcomings (as people and as employees). A good clown can point out those shortcomings...gently...and then help you see how humorous they really are. A good leader can show you that your shortcomings don't always have to be shortcomings. You can turn a negative into a positive.
A good clown knows who he or she is. The Vaudeville-based clown is a distilled version of yourself. The performer will take their physical and psychological characteristics and then choose some to minimize (and others to maximize). But beyond all things, the clown is rooted in a deep-down understanding of WHO YOU ARE. If you don't know your own strengths and weaknesses, you should not lead others.

I believe in laughing at the things that happen on a daily basis. We can only deal with things as they happen, and then plan better for the next time. But life (and work) will always surprise us, so I would rather face it with a sense of humor and by working with those around me...and by occasionally wearing my clown nose.

Understanding Arts Training: Beyond "Soft" Skills

2010-03-10T08:04:00.000-08:00

I recently had a conversation with my colleague Art Esposito, director of VCU's Discovery Program for Undeclared students. The gist of the conversation was that he has been looking for a way to help his population get their collective heads around what they will really be dealing with in the arts programs here at VCU. What is the day-to-day reality of an art student? What skills do you truly need to have beyond all of the technical jargon that is posted on audition and portfolio webpages? Let's be honest, I can tell a student that he or she needs to memorize two contrasting monologues of one minute each for the Theatre Performance program...but the audition is a nanosecond of time in the course of your arts training.

All of the literature currently being provided to arts advisors (and undeclared advisors talking to arts students) talks about how students can translate their "arts" skills (i.e. "soft" skills) into the business world. Yes, arts students are generally better at critical thinking, communicating and understanding ideas, collaboration, leadership (beat THAT Business majors!!), and public speaking. But there are skills that we are forgetting; skills that we aren't viewing in the right light, that will provide clues to BOTH of these problems.

Idea Synthesis. Can you compile data (in text, image, sound, etc. form) and synthesize it into new and compelling ways? You'll have to do that in dance, graphic arts, fashion, film, music, and theatre. Oh, and you'll probably need those skills in the business world too!

Focus. No one focuses (when they want to) like an arts student. Are you capable of spending 3 hours at a time standing in front of a mirror working on the position of your feet like my dancers do? Are you willing to spend 20+ man-hours on one project like a graphic arts student? That focus comes in handy when you are given a task to do in a 9-to-5 job too!

Visualization/Interpretation. Do you see a constant movie in your head? Now can you, with deliberation and accuracy, slow down the movie and notate everything that is happening? My film majors can. This ability to visualize an artistic ideal is necessary for every artist (the artist should say to him or herself, "THIS is how I want it to be, " and then make that particular thing happen.) The ability to visualize ideas is vital for everyone, no matter where they work.

Physical Mirroring/Detailed Correcting. Most artists understand that the smallest features in their work can help them attain perfection. The ability to look at something, identify a specific problem, and correct it on a finite scale is vital to the artist AND to the working professional.

Specificity. When an artist walks into a room and participates in "group work", you will hear them say (with alarming frequency), "give me the specifics...Let's talk about THIS THING..." The ideas of focus and detailed correcting I talked about earlier will always color an artist's view on any given project. They are capable of focusing in, and correcting, specific areas of a project (be it a concerto, a monologue, a pas de deux, a painting, etc.) This specific, focused approach is part of our artistic methodology. You cannot, as a musician, work on an entire symphony at one time. You have to work in pieces.

So what will students be doing in the arts besides learning music, painting pictures, and telling stories? They'll be focusing on their work in the most intimate ways possible. They'll be opening up their minds and (more painfully) their hearts to the creative process. They will be allowing others to judge their work and they will be judging others (you non-arts people call that "critical thinking"). They'll spend hours in front of mirrors. And they'll know their strengths and weaknesses better than someone with an Accounting degree...but at the end of the day, they'll still be able to sit down and work with someone with an Accounting degree.

The Empathy Challenge (The Academical Doctor is In...)

2010-03-05T05:25:00.000-08:00

I've been told, on more than one occasion, that a good advisor needs to be empathetic to their student's experiences. I'm lucky in that gratuitous Theatre training (and genetic predispositions) slide me further along the empathy scale than a number of my peers. In the interest of full disclosure, I will point out that I am a sympathetic crier. Watching my students break down has been known to send me into corresponding tears. I think that makes me a better advisor because I can understand what my students are going through...and then help them move past it.

But how often do you, as students, "flip the script"?

I once had a student wander back down the hallway to my office and knock on the door frame (I never close my office door unless a student needs to talk about something personal). When I looked up from the paperwork I was trying to finish, the student informed me that he was my 11:30 appointment. I asked the student to walk up to our front desk and sign in (we keep track of how many students come through our doors). The student's response was, "that's weird." I told him that he probably had to sign in when he went to his doctor and this was a similar concept. The young man responded, "oh yeah! You're like my academical doctor!"

I like telling this story for a few reasons. First, it's just plain funny--I've dressed up like an "academical" doctor for the last several Halloweens. Secondly, the story illustrates how infrequently we take the time to open up our perceptions to the experiences of others. Imagine you are a student who takes the time and energy to schedule an appointment with your advisor. You had to look over your schedule carefully, you might have had to forgo plans with friends after class. You probably have important questions you need to ask your advisor. Maybe you're concerned because you didn't get on-campus housing for next year. Maybe you are panicking about a bad grade. Whatever your reasons, you deserve to spend uninterrupted time with your advisor. How would you feel if another student wandered back and took your advisor's attention with a "quick" question? How would you feel if your advisor answered phone calls (personal or otherwise) during your meeting? You would probably feel like you didn't have your advisor's full attention and, even worse, that they didn't care about you.

I don't say all of this to scold my students (who generally have a flexible idea about the notion of time). I merely want you to understand why I do the things I do.

When I first started advising, I established very clear boundaries:
1). Never answer the phone while with a student unless it is an emergency (or a Dean is on the phone--and then you MUST apologize to the student BEFORE answering the phone).
2). Always give a student your full attention. You never know when they will disclose something important. That means one student at a time!
3). Respect a student's time: it's just as important as yours. If you are going to be late to an appointment because of a meeting, call and apologize...then apologize again when you arrive. If you are running behind because of another student's appointment, apologize--do not shorten one student's appointment to get caught up!
4). The phrase "open door policy" is literal and figurative. That door stays open, even during lunch. If someone is freaking out, you should be there to help.

I am asking all students (and all advisors) to take a moment and stretch out their empathy feelers a little further than usual for the next week. Before you react to a situation, put yourself in the other person's position.

If you're angry at a professor for not excusing an absence because you SAID you were sick, take a second and consider that the professor probably hears hundreds of students SAY that--what the professor needs is PROOF!
If you're angry at your roommate for being in the room when you wanted to be in there with your boyfriend (or girlfriend), consider the fact that your roommate has a paper to write and all of their materials (and their computer) are in the room.
If you're angry at someone on 95N for driving like a lunatic...no, I'm sorry, there's just no excuse for the drivers on 95.

Let the Empathy Challenge begin!

Second Semester Supply List

2010-01-13T09:35:00.000-08:00

During the summer, I posted a supply list for all of my incoming first-year students. Today seemed like a good day to give you an updated list for the Spring semester.

With any luck, you left most of your collected life's works in your dorm room over the Winter Break (minus clothes, favorite toys, and your Snugee). So what should you keep in your dorm and what should you leave at the parental unit's place? What new things do you need? Let's start with the junk:

Throw Out Your:
1). Crap that didn't get used. You know you overpacked for the Fall semester. Look through your stuff and get your hands on anything that hasn't been opened or used in the entire time you've been at school...put that in the "To Go" pile.
2). Trash. For God's sake, clean up your dorm room! I swear you will feel a hundred times better making a "clean" start in the new semester. Get some Clorox wipes and disinfect every surface of that room.
3). Moldy Dishes. I know there are students out there who have bowls and plates that are starting to grow legs (and possibly spinal columns). Put the poor creatures out of their misery and just trash them. Clean the rest of your dishes (in a sink...with lots of hot, soapy water. If necessary, just let them sit until they stop smelling so badly!)
4). Old Books. Now, when I say "throw out", I obviously mean, "make as much of a profit on as is humanly possible," but you get the general idea. If you're not going to use the book in the Spring semester, don't leave it lying around.
5). Extra Clothes. You KNOW you overpacked shorts and tee-shirts and things that aren't "seasonally" appropriate right now. You also know that you'll be making another trip home between now and the end of the semester (probably around Spring Break time). Be strategic and swap out your wardrobe!

Keep Your:
1). Favorite Clothes. I bet there was at least one outfit that you wore ALL THE TIME during the Fall semester. A favorite sweatshirt, pair of jeans, or tee-shirt might be the thing that makes you feel better during a crappy day (or you might have a lucky sweatshirt for tests!)
2). Favorite/Most Useful Books. Are you taking a class this semester that is the continuation of a class from last semester? You should probably keep last semester's books as a reference!
3). Favorite Foods/Dishes, etc. You now know what you like to eat at school (both in your dorm and in the dining hall). Maximize your dining dollars by eating the things your CAN'T get at the dining hall in your dorm!

Useful New Stuff:
1). The New Year's Resolution. I bet there was at least one instance during the Winter Break when you said, "next semester, I'm going to..." Now is your chance to start off on the right foot! If you wanted to be more organized, get that planner I told you to buy for the Fall semester and actually USE IT! Buy a wall calendar to put up in your dorm room. If you want to save money for Spring Break, get a computer program (like Quicken or Apple Money) to keep track of your expenses.
2). Now you know...You spent all last semester figuring out what this whole college thing is all about, and chances are you probably figured out a lot. So put some of that learning to good use! If you figured out that you hate using binders, try something new for the Spring semester! Change up the way you did things if you weren't as successful as you wanted to be.
3). A Fresh Start. No matter what, remember that the Spring semester is a chance (even if you got off to a bad start academically) to make different choices. So my best advice is this: take a new attitude with you. What doesn't work for you should be left behind. You don't have to stick with something just because that's how you've always done it. You CAN change.

A Life in the Arts

2009-11-09T08:33:00.000-08:00

I haven't posted in a while...I admit it, I've been busy. And that's what I wanted to talk to you all about.

Living a life in the arts means that you're going to be busy. It means going without sleep (and sometimes food). It means working a dreaded "day job" while you figure out how to make a life in art work for you.

All too often, we see the glamor and prestige of a career in entertainment, and we forget the hard facts:
1). You're probably never going to get rich. Fewer than half of 1% of people with theatre degrees actually make a living in their chosen profession.
2). You're probably never going to be "famous". Fame happens to an even smaller amount of people...and the divorce rates, health problems, and resultant bankruptcies are disproportionally larger.
3). You know those "9-to-5" jobs you've been railing against for years? You're going to be worker even longer hours (for comparatively less pay).

We do all of these things because we love our art. So when I see my students posting messages complaining about how overworked they are, I start to worry that they don't know the true extent of a life in the arts. More to the point, I don't think they are (with the exception of a few) mentally or emotionally prepared for it.

Why have I been busy? Because I work a full-time job and I'm in the middle of starting my own dramaturgical consulting business. I lead a life in the arts because I have no choice. I can't not do this work. And, lest my students forget it, I'm a dramaturg first...and an advisor second.

Major Classes/Poor Time Management=GPA Sink...A (Non-Threatening) Equation for Artists

2009-09-10T06:18:00.000-07:00

We're a few weeks into the Fall semester and I want to talk to you about a strange occurrence that has been happening to some of my students. I'm talking about the bizarre schedule math that my students have been engaging in. Follow along and see if this word problem makes sense:

The semester started and Student A began in the Music program. The student was registered for 17 credits, including two general education classes (freshman english and history), and multiple music classes (music theory, small ensembles, instrument master class, private lessons, etc.)
Student A attended all classes the first week and was assigned 8 new pieces of music to learn, two papers (for english), a book to read (for history), several workbook assignments and online programs (for music theory), an hour of practice a day on piano (for the keyboard skills class), and at least three hours of practice a day (for the student's primary instrument). Which assignments does Student A actually complete? For extra credit: How many hours of sleep each night will Student A actually get?

The answer to the first question is: only the Music assignments will get done. When students are just getting acclimated to the college environment, it's incredibly easy for them to get overwhelmed. The amount of work I've listed above is in no way uncommon for a Music student...and it's a lot. In addition, students will often find that they are being challenged in their Music classes in a way they never were in high school. There is a reason we tell students on a regular basis that high school Music programs and college Music programs are TOTALLY different! The increase in musical difficulty, as well as the increase in workload will force students to concentrate their focus. The familiar refrain of, "I'm here to study Music, so that's what I'm going to concentrate on" can be heard over and over in my office. More often than not, the students will stop doing the work for (or stop going to) their general education classes.

But does this help you or hurt you in the long run?

Fast forward to the end of the semester. Student A is getting his/her Fall semester grades. The Music course grades aren't bad--Student A DID put a lot of work into those classes after all! But Student A still has 2 general education classes to worry about. And, as it turns out, Student A failed both of those classes. Even if Student A got B's in the rest of his/her classes...Student A will STILL be on Academic Warning at the end of the Fall semester (semester gpa of 1.941). Here's the other crappy thing: that freshman english class Student A failed? That is a prerequisite class to a TON of other classes (including some Music classes). So Student A is going to have to re-take that class! Here's another crappy thing: our Music department will NOT accept academically poor students. You will be asked to leave the Music program if your gpa falls below a 2.0. In essence, you just shot yourself in the foot. By concentrating on your Music classes, you saw to it that you would never be able to take another Music class.

What do I want you to remember from all of this? Dividing your time too much and only concentrating on your major classes is detrimental to your gpa--and to your career as a college student in the long run. There are actually people who can help you figure out how to get everything done (people like, I don't know, your ADVISOR???) Why not talk to us and ask for help? It's a hell of a lot better than dealing with all of this alone.

Listen.

2009-08-31T05:38:00.000-07:00

Classes are finally back in session (woohoo!) and I'm having a blast getting to know all of my new students. Because, when you get right down to it, my job consists almost entirely of talking to people. The act of listening/watching/observing my fellow humans has been a part of my daily life since I was a teenager--I have two degrees in Theatre, it's my job to pay attention to people.

But as we go about our daily lives, running from class to class, it is becoming more difficult to truly "listen" to other people. I watch my students moving aimlessly around campus, focusing on their cell phones, texting friends, sending e-mails, watching videos...but they rarely look at what is around them. Don't get me wrong, I consider my iPhone a technological version of crack--but it does narrow my focus to a disturbing degree.

I often tell other advisors that the main difference between my performing arts students and other students is their focus. When I meet with my arts students, they will look me in the eye when we talk. Other students (especially students interested in the health professions) often have a more difficult time "connecting"--they keep their gaze trained to the floor.

When my first year students transition to their departmental advisor, they will frequently complain that their new advisor doesn't know as much or doesn't care as much about them as I do. This is simply not the case. The only major difference is that I give the student all of my focus during advising meetings. I don't hide behind my computer monitor, I try very hard not to answer my phone during meetings, and I LISTEN. These aren't monumentally difficult things to do, but they make a huge difference to my students.

Now I would ask you, as students, to turn this theory around. How often do you give your TEACHERS all of your focus? How often do you actively LISTEN in your classes? The university requires that you turn off your cell phone in class...do you? Think about how good you feel when someone is actively listening to you...do you think your professors are capable of the same emotion? (hint: they are!) Why not give your professors some credit and actively LISTEN to the things they are trying to tell you? I can promise you that your professors will respond favorably...and you might actually learn something!

The First Semester Supply List

2009-07-29T10:55:00.000-07:00

When I was in school, my absolute favorite part of the summer was doing my "back to school" shopping (ok, I think we've established by now that I'm a nerd...get over it). When I went to college for the first time, I had several shopping trips (school supplies, outfitting the dorm room, food/necessities). And, it should be pointed out, every year I have students asking me what they should be purchasing as they pack up and head to school. So I'm going to use today's blog post to create the definitive shopping list (handily divided into categories for your shopping ease!)

Electronics:
1). Computer--This is probably the biggest purchase you'll be making for college and it's an important one. Check your school's technology website to see if your department has any specific requirements for your computer (memory, processing speed, programs, etc.) I get asked the Mac vs. PC question all the time. For the record, I am a Mac girl; I think they're more intuitive to use and I've had the same one for the last five years without a single problem. If you are in a major that will require heavy-duty data/image manipulation (Cinema, visual arts, Music production) a Mac is probably the way to go (most of the programs you will be using have been designed for Macs--they are industry standard). If you are not going to be getting into the meat and bones of the data/image manipulation just yet, get a PC (they ARE cheaper) and get a Mac as a graduation gift.
2). Printer--You will probably waste more money as a student by paying to use school printers than anywhere else. Save yourself some money and purchase a printer. It doesn't have to be super-fancy, a fax machine is not required (although a scanner might be helpful!)
3). Music-playing Device (i-Thingy)--I don't care who you are, you need your tunes!
4). Cell phone--I know that everyone has a cell phone these days, but when you head off to college, this is a great time to review your cell plan. Do you have enough minutes each month (bearing in mind that you'll be calling home now, in addition to calling all of those people of the opposite sex?) What about text messaging? Or, you could, I don't know, combine numbers 3 and 4 and get an iPhone...
5). Digital recorder--A simple digital recorder can cost as little as $30 and can save you a lot of note-taking strain in the classroom. Use this as a back-up to your paper notes so you never miss a word of your lectures!
6). Alarm clock--No item is more important, and costs so little. Please, try out your alarm clock in the store before you purchase it. Make sure it is loud enough to stampede a herd of elephants.
7). Camera-- Most of my arts students need a digital camera of some kind so they can take pictures of their work (you need to document for your portfolios!) Now, I am not an expert on cameras--so check in with G4's Attack of the Show and find out what cameras they recommend here.

School Supplies:
1). 1-2 Reams of Paper--You'll use it, I promise!
2). Pens--At least 20.
3). Pencils-- I'm a big fan of the mechanical pencil, but use what you like.
4). Highlighters-- Get a multi-pack...you'll go through these like they're going out of style!
5). Post-it Notes-- I like a variety of post-its (colors and sizes). Use them to leave notes for yourself AND to help organize your research papers!
6). Notebooks or Binders with Loose leaf Paper-- This depends on which you're more comfortable with (I like a notebook that has at least one pocket in it for carrying papers). You'll want at least one for each subject you've registered for.
7). Books-- Your textbooks CAN be purchased through your school bookstore...or you could save yourself a TON of money and use websites like half.com or cheaptextbooks.com
But do yourself a big favor and be REALLY careful when using these sites! Get your book lists from your school website and pay extra close attention to the edition numbers for each book. If you purchase the 3rd edition and your instructor wants you to have the 4th edition, you could end up buying the book twice!
8). Calculator-- Are you taking math? Is it a dense, impossible to understand kind of math? Then you probably need a calculator. You probably need a fancy-pants, graphing, metric, cook-your-breakfast kind of calculator. Check with your math department to find out exactly what kind of calculator you need and what brands they recommend.
9). Art Supplies-- If you're a visual art student, you probably got a list a mile long of supplies you will need (pencils, pastels, paints, paper, canvass, etc.) You'll love doing that kind of shopping--but you might want to grab the parental credit card and ditch the parentals themselves...you'll be in the store a while!

Dorm Room Outfitting:
1). Comforter/Sheets/Towels-- Yes, linens (and things) are kind of a necessity. It's always a nice idea to start off your college career with something new and fresh. Target sells coordinated dorm room comforter and sheet sets at a very reasonable price.
2). Lighting-- I don't care how nice your dorm room is, it's going to be a bit on the dark side. So do yourself a favor and get a lamp or two to brighten things up (a floor lamp and a desk lamp are great ideas).
3). Posters/Framed Pictures-- You definitely want to personalize your room so grab some framed pictures of your friends to hang in your dorm room. There are ALWAYS poster sales (no matter how big or small your school is, there will be a poster sale somewhere on campus!) so you CAN hold off on that until you get to school.
4). Shower Caddy/Organizer-- Make sure you have something to keep all of your shower stuff (shampoo, conditioner, soap, razor, etc.) in one spot so you aren't hauling a bunch of bottles around.
5). Re-usable Wall-Mounted Hooks-- You can use over-the-door hooks too, but you basically want something that you can attach to your closet door to hang your robe and your towels.
6). Laundry Hamper/Basket-- Trust me when I say you're going to want a big one! College is the time when you start letting your laundry pile up for weeks at a time...make sure your laundry basket can accommodate all of that.
7). Plastic Storage Bins-- You would be amazed at how helpful plastic storage bins can be (make sure you get ones with lids!) Pack a lot of your stuff in them for the trip to school--when you unpack them, they can be covered with a spare piece of cloth and used as a table, or as extra storage in your closet.

Groceries/Other Needful Things:
1). Jumbo Size Container of Laundry Detergent and Fabric Softener--Store them in your laundry basket when not in use to save space!
2). 1-2 Rolls of Quarters--To feed the laundry machines. If you can find the individual containers of Mini M&Ms those containers are PERFECT for storing quarters for laundry!
3). Jumbo Bottle of Aspirin/Motrin (pain reliever of choice)--Think of this as stocking a year-long first aid kit. You want to have enough to last you for the entire year.
4). Giant Box O' Band-Aids-- What if you get a boo-boo?
5). Jumbo Bottles of Shampoo/Conditioner/Body Wash/Hygiene Products-- I'm a big fan of taking advantage of any family member who has a Sam's Club or Costco membership. Those bottles are HUGE, they last FOREVER, and they will save you a TON of money in the long run.
6). Snacks/Gum/Etc.-- Do you have a favorite snack food (pretzels, popcorn, dry cereal, trail mix)? Why not buy a gi-normous bag of it before the school year starts so you have something to munch on in your dorm room? The cafeteria isn't open 24/7 so you might as well have snacks, especially if it's something you eat all the time. Remember those plastic storage bins you bought earlier? Reserve one of them for snack items!

Other-Other
1). Expandable File of Important Papers-- This is the one thing you should NOT leave home without. Before you head to school, make sure you have a copy of all of your school information (FAFSA, parent's tax forms, immunization forms, and any other information that you have submitted to the school since you were accepted). Has the school asked for a high school transcript? Put a copy of that in your file. You should also have a copy of your insurance information (health and drivers), as well as copies of your Social Security card and birth certificate. You never know when you're going to need this stuff, and a lot of you won't be within a short drive of your house to go pick it up.

What to Expect the First Week...

2009-07-28T10:59:00.000-07:00

We're still enjoying the balmy days of summer and most of my students are still frolicking pool and beach-side (and I'm not jealous...at all). So this seems like the perfect time to talk to my new students about the first week of classes. Every year my students wait in breathless anticipation for the start of a new school year--they wonder what college will be like, if they'll be more popular (or less) than they were in high school, they wonder if college will be a constant stream of parties and illicit substances. They wonder if they'll get the guy, or the girl they always dreamed of...they wonder if they'll gain the dreaded "Freshman 15" (ewww, scary). Funny how my students don't think about their classes or their grades...

But as your advisor, I would be remiss in my duties if I didn't tell you what to expect during your first week of classes (both personally, and academically) so here goes:

DURING YOUR FIRST WEEK YOU WILL:
1). Be mildly to severely creeped out by at least one thing your roommate says. Living with a total stranger is just a weird situation, so be open-minded and remember that your roommate has probably been creeped out by something YOU said too!
2). Get lost 2-3 times and feel like everyone around you knows that you're a freshman and you're lost (oh, and they're all secretly laughing at you). The truth is, THEY were in your shoes last year so go up to them and ask for directions. Or do what I do, find a fellow "firstie" and wander around together. At least that way you can laugh about it.
3). Spend 3 days just "loving" all of the options in the cafeteria and then, on day 4, walk in and honestly believe that there is "nothing" to eat. I know I've mentioned cafeteria food before. Orientation and Admitted Student days are the best days to eat in the cafeteria and the options go downhill from there. But there is always SOMETHING to eat. Remember that salads, sandwiches, and cereal are your best friends...and be creative!
4). Wake up late for at least one class. It's going to happen--what makes you stand out as a student is how you deal with it. Your first goal is to try really freakin' hard to keep it from happening (Shaun's first rule? Your cell phone is NOT an alarm clock!) If you do oversleep, don't make excuses to the professor--apologize and work like hell to be sure it never happens again. Set a second alarm clock, ask a friend who's in class with you to stop by your dorm or call you to be sure you're up.
5). Decide, beyond all reasonable doubt that one of your professors is a d-bag. Ask yourself if you want your life to be completely perfect--if you want a life without any challenges or struggles to overcome (I don't). Think of the d-bag professor as a challenge to survive and know that your class will only last one semester. If your professor totally gives you the heebie-jeebies, get thee to your advisor's office! Some of us (namely me) might be able to adjust your schedule. But I'm not a mind reader...I don't know what's going on unless you talk to me.
6). Have at least one run-in with a crazy person/crack head. I like to make sure my students are aware that VCU is an "urban" university--meaning that we are in downtown Richmond (with all of its accompanying homeless people and drug addicts, and combinations thereof). Don't walk by yourself at night, be polite but firm in brushing off any approaching crack heads. I have found that talking on my cell phone (or pretending to do so) is a great deterrent. Use the VCU-WALK (828-9255) number to get a ride from VCU campus police. Above all else, BE SAFE!!
7). Figure out that the cost of books throughout your four years of college could feed a family of four for a year (or pay off your student loans). I know, I know, textbooks are just ridiculously expensive. You get sticker shock your first semester, but you'll be a little more prepared for each following semester. What you DON'T want to do, is to avoid buying a textbook to save a little money (when you don't buy the book, you can't do the homework. You don't do the homework, you generally fail the class...then you have to take the class all over again! By saving a LITTLE money on the front end, you'll end up paying for the class twice!) Buy ALL of your books! But don't fall into the trap of selling them back at the school bookstore. Yes, you'll get money into your hot little hands, but it's usually not a lot of money--sometimes less than an 1/8 of what you paid. Be patient and sell your books online (where you should really purchase them in the first place).
8). Meet incredible people. Honestly, one of the best things about college is that it gets you out of your old environment and into a new one where there are (usually) incredibly diverse people. You'll be exposed to all kinds of new situations and people that are totally different. The best thing that you can do is to be open to the experiences.
9). Find at least one professor who will change your life. Not all professors are bad and you're probably going to take classes in a lot of different subjects. One of those professors (maybe more if you're lucky) will say something to you in a way you've never heard it said before. They'll be honest and funny and passionate about what they do. Those are the teachers you hold on to--they'll change your life.
10). Feel like you've run a marathon, hiked up Everest, crossed the English Channel, and mushed the Iditarod; and then you'll get up the following Monday and do it all over again. The first week of college is confusing, chaotic, mind-blowing, mind-expanding, exhausting, and exhilarating. You can't know what it's like until you've actually experienced it--and it's scary as hell when it's happening to you because you feel like you'll never master the learning curve. But I'm here to tell you that you do. I survived my first week of college, and my first week of grad school and for the last three years, I have watched my students survive THEIR first week of college.

Take each moment as it comes. And if things really freak you out, come see me.

General Education Classes: Circuit Training for Your Brain

2009-06-05T06:49:00.000-07:00

How many times have you gone into a new class, simply because you "had" to take it? You registered for the course because it was one of those dreaded "general education" classes. You bitched and moaned throughout the entire registration process, "I don't WANT to take that class! I HATE (insert gen ed subject here)! This is going to be the WORST semester EVER!"

But what if you started to approach these classes differently?

Right now, it's summer and my incoming first-year students aren't really thinking about their fall schedules (or reading this blog) but I'm getting the message out there early. Think about your general education classes as circuit training for your brain.

There is nothing worse (IMHO) than dumb actors, or dancers, or any of the other majors I work with. And I'm not talking about stupid people...I'm talking about people who play into the stereotypes of their professions and fail to engage their brains. If you're going to have a career in the arts, be SMART about it. Learn to think critically and incorporate the ideas of other subject areas! Here's how:

Look for the Class That Interests You AND Fulfills the Requirement-- There are usually specific categories that students must complete in order to accomplish their general education requirements...and there are usually lists of courses that fulfill those requirements. Find a course that looks interesting or that somehow applies to what you are doing. For instance, if you're a Theatre major and you have a Social Science requirement, Psychology or Sociology would be excellent options (Psychology being the study of the individual mind, and Sociology being the study of the group). Both of those things can be readily applied to Theatre.
When You're Backed Into a Corner, Apply, Apply, Apply-- There are some classes you will simply never get out of taking (Math, Science). If you find yourself in a class like this, think about how you can use the knowledge you're gaining in the pursuit of your future profession. Most schools will offer a "basic" math class (I can't think of a school out there that is going to force Dancers or Actors to take Algebra). Dancers and Actors DO actually need some practical skills (like, I don't know, being able to manage money, and balance a checkbook) so why not use your math class to help you with that? Do you need to write a paper for an English class? Why not write it on something involving your art? At least you'll be INTERESTED throughout the writing process and you might even learn something.
Look At the Classes As Skills to be Acquired, Not Challenges to be Endured-- Remember that every class you take gives you access to new information, new knowledge, and new ideas. If you pick up those skills (like you pick up weights), your brain will get stronger. Start your college career with a goal: i.e. I want to be a Scene Designer. Then think about how you can go about picking up the skills you will need for your profession: I will need critical thinking (so that I can give constructive feedback on what I am watching)--I should take English or Art History classes; I will need a basic understanding of space and dimension--a geometry class would be pretty helpful; I should know why I can and can not use certain chemicals in an indoor space (for mixing sealers, fixatives, etc.)--maybe I should take a basic Chemistry class. I bet I have already fulfilled quite a few of your general education requirements, and those are definitely skills a good scenic designer and shop supervisor should know.
I can't end this post without a word (or twenty) about Critical Thinking. The idea of critical thinking has gotten something of a bad rap here at VCU because critical thinking is so vitally important for our Focused Inquiry class. I am going to tell you right now that NO ONE can be any kind of artist without the ability to view art (in ANY form) and respond to it critically. The more a student practices critical thinking, the more adept they will become at it. The student will move from saying, "I really like this book/play/painting," to saying, "I really like this book/play/painting BECAUSE..." Being able to articulate your ideas about art allows you to take part in the artistic dialogue.

So think of your major classes as the cardio reps in your circuit training. Your major classes keep your heart beating and they keep you moving forward. Your general education classes keep you intellectually toned and they give you a stronger skill set to move out into the workforce when you graduate.

The Lottery Test

2009-05-06T08:18:00.000-07:00

I recently had a conversation with one of my Dance students who was in crisis. The student was concerned about the practicality of a career in Dance versus finding another major that would give her a "practical" job once she graduated. Now, I know we've talked about this before, but it's an important subject and I thought I would approach things from a new prospective.

Everyone is concerned about money, but money should never (ever, ever, under penalty of death) be the thing that keeps you from following your dream. So let me ask you this: what would you do if money wasn't an issue? If you are doing something you truly love (be it something in the arts or animal husbandry...hey, I don't know what your passions are...) give yourself the Lottery Test.

The Lottery Test is remarkably simple; ask yourself what you would do if you won the lottery tomorrow. Would you still study the same things (now with the benefit of not incurring hideous student loan debt and scoring a kicking new pad)? Or would you study something else entirely?

The challenge comes after you have administered the lottery test...because you need to live by the results. What is the point of studying something you hate just because it is "practical"? You're still going to hate it. You need to start removing money from the equation of your education and do the things that make you happy (yes, I have said that before...repetition makes the heart grow fonder).

Why do I stress this so much? Because I adore my students (even the ones who frustrate me) and I want to see them happy. And because I am fortunate enough to LOVE (all caps) my job and I want my students to have that same satisfaction when they leave their time in college behind them.

If you were wondering, I took the lottery test myself not too long ago. What would I do if I won the lottery? Pay off my student loans, pay off my parents' mortgages (they've given me a LOT of money over the years)...and then show up to work the next morning. After all, we've got Orientation coming up, a new class of students coming in the fall, new curriculums to learn, new technologies to explore to help my students...I'm not done learning yet.

Grades You "Deserve", Grades Your Professor "Gives" You, and Grades You EARN!

2009-05-04T05:54:00.000-07:00

It's finals time...that magical time when students spend 23 out of 24 hours each day in the library (the remaining hour is spent playing beer pong). My students are preparing to take their final exams and head home for the summer and maybe (just maybe) check their final course grades on eServices. So this seems like a delightfully appropriate time to talk about grades.

There is an enormous disparity in the way different people on a college campus view grades. A recent article in the New York Times (http://www.nytimes.com/2009/02/18/education/18college.html?_r=1&scp=3&sq=grading%20colleges&st=cse) talks about the expectations that college students have for the grades they receive. Students frequently talk about a course grade as something they "deserve", or that a professor "gives" TO them, whereas college professors refer to grades as something a student "earns". So what causes all of this miscommunication?

As students progress through junior high and high school, they are given certain standards for their work. They are told that if a project incorporates certain factors (X amount of visual aids, Y number of pages in a written report, etc.) then they will receive an A in the course. This is the standard in the public school system, for good or ill. The problem occurs when students enter college.

College students (again, for good or ill) are held to a higher standard. Yes, there are certain things that each student MUST do, and those things are usually spelled out in the course syllabus. But just because you do the bare minimum of things spelled out in the syllabus does not mean you are guaranteed (or deserve for that matter) an A in the course.

Let's use a fairly recent example: because I work with Performing Arts students, I'll talk about an "artist" who did the bare minimum of work, and was absolutely slammed by critics. I am speaking, of course, about Britney Spears at the 2007 MTV Video Music Awards. Take a second and refresh your memory of this truly atrocious performance. http://www.youtube.com/watch?v=4HTnWbIyx2g

Now Britney did the "work" for the performance: she memorized her song (to be fair, she didn't sing the song, but who does nowadays?) and she memorized all of her steps. But there was something missing, wasn't there? There was no extra effort. Britney did the bare minimum of work to get by--she practically slept through the performance. If you were a professor of "pop studies", what grade would you think Britney earned for that performance?

Because at the end of the day, you (the student) EARN your grades. Your professor doesn't just randomly assign grades. He or she doesn't "give" out A's or B's to the students that he or she likes and D's and F's to all the rest. The work that you put into a course is directly correlated to the grade that you earn.

So if you find yourself disappointed by your grades this semester, think back. Did you sleepwalk through the semester, miming all of your choreography and lipsynching your songs? Your grades probably reflect that you pulled a "Britney" this semester. Maybe some changes are in order for next semester?

Faculty Advisers vs. "Professional" Advisers: The Rumble in the Academic Jungle

2009-04-16T06:20:00.000-07:00

In the world of academia, advisers generally fall into two categories: the "professional" adviser (meaning someone who exists on campus primarily to advise students), and the faculty advisor (meaning a faculty member whose primary role is teaching, but also advises students within their department). You can easily find both good and bad examples of advisers from each of those categories, but I want to use today's blog post to explain the differences between the two. In the spirit of full disclosure, I will point out that I fall into the "professional" adviser category (why do I keep using quotes? Because "professional" is a term that is up for contention.) I am going to do my best to give you positive AND negative aspects of the professional and faculty adviser.

My school has students meet with a "professional" adviser during their first year and then transition to a faculty adviser (in most cases) for the remainder of their education experience. Why do we do this? First-year students face a lot of challenges, particularly in their first semester, and they generally benefit from added attention from an advisor. Advising programs all around the country are completely different and you (the student) should be aware of each adviser's strengths and weaknesses so you know where to go to get help.

My Professor/My Adviser: The faculty adviser is usually someone who has spent at least a year working within their specific department--so that they are at least moderately familiar with their own curriculum. The Positives: The faculty adviser is almost always a working professional in their field so they are a superb resource for areas of study within the major, internship opportunities, grad schools, and jobs after graduation. Your faculty adviser is the person you should be looking to for letters of reference (please, by all that is holy, give them at least one month early warning that you need a reference letter! Faculty advisers are busy people!) You have usually taken at least one class with your faculty adviser--they know your strengths and weaknesses as a student. If you are in an Arts program (as my students are), you are probably taking classes with your adviser on a regular basis. You have the opportunity to develop an extremely close relationship with your faculty adviser--please remember that, in most cases, your advisor is required to sign off on your graduation application...so make nice!! The Negative: Faculty advisers devote the bulk of their time to teaching classes--after all, that's what they're paid to do (most of them incurred heavy student loan debt to teach). You may find that you have problems finding time to "meet" with your faculty adviser other than a few words exchanged before and after class. Because faculty advisers are so focused on teaching, they may not be as aware of classes outside of their specific program. Remember that you have general education requirements to complete...which classes you take can be all-important! Course selection meetings can also be rather...brief. Your faculty adviser will often run through a quick list of department classes you should take and then suggest that you fulfill one or two general education requirements...and then your meeting is over. A lot of departments have specific "advising days" where each faculty member is trying to advise their entire caseload in the span of a few hours. Can you really blame them for not going in to a lot of depth?

Adviser in the Hole: The "professional" adviser generally devotes about 90% of their work-week to actual academic advising (the remaining 10% may be used teaching 1 class or in other administrative duties). The Positives: We are in our offices all the time! Most schools will try to set aside "walk-in" hours during particularly busy times (last day to add or drop, last day to withdraw, etc.), which increases the availability of the professional advisor even more. Professional advisers also spend a great deal of time (most of us have weekly staff meetings) staying up to date on the latest policy and curriculum changes. We TALK to our students (all day, every day) so we know who the "good" professors are and which are the best classes to take. The Negatives: Try as we might, professional advisers cannot be specialists in every area. Most of us are generalists who know a little something about each area. When you want specific information about a program, we HAVE to send you to the department. We do our best to know about career options (many of us having training in career counseling), but we can't connect you to jobs or internships...and we CAN'T sign off on your graduation application!!

So how do you work with all of this instead of getting swept along in the current?

When you're meeting with your faculty adviser, take notes--and schedule a time during his or her regular office hours for more in-depth questions.
Don't expect your faculty adviser to know anything about the "good" gen ed classes to take--talk to some upperclassmen (find out what they took and who they took it with!)
Above all, make sure your faculty adviser knows you! If you're going to need references or career advice, you can't expect your faculty adviser to give that blindly.
Don't be afraid to seek out information on your own. Use your academic bulletin to find out about university policies (especially if you feel like you're being screwed over!) Take your bulletin with you to your advising meeting and point out the relevant information.
If you have personality "issues" with either your faculty or professional adviser, speak to the head of the department. Changes to your adviser assignment CAN be made!! But as amazing and awe-inspiring as advisers are, we aren't mind-readers. You need to explain your situation to us so we can help!

A Major of Infinite Jest

2009-04-15T06:00:00.000-07:00

There is a reason my office is the loudest in the Advising wing. Few students can match my Theatre majors for sheer volume or energy. Theatre majors are capable of the highest highs and the lowest lows...in short, there is usually a lot of "drama" flitting about my office. But I wouldn't have it any other way. Why? Because I was a Theatre major myself. I grew up in Theatre (my father was a lighting designer) and I've been onstage since I was old enough to take basic direction (I believe the first was "hold this girl's hand and cry"). So it is only fitting that Theatre marks the finale of my five-part majors series.

Most people are aware that Theatre majors tend to fall into two distinct groups: Performance majors (ACTORS!--must be said in all caps, with lots of energy...and possibly jazz hands), and Techies (Lighting, Costuming, Scenic Artists, Stage Managers). These students are fundamentally different individuals but they share a love for the same medium and a lot of the same academic challenges. I'll try to delineate the challenges that are particular to each group as we progress with the post.

We all get involved with Theatre for different reasons, but the two most popular reasons given by students are: fame (heard more from Performance students), and a sense of community. A lot of actors get stars in their eyes when they first start studying theatre, or acting in general. The truth is that only a minuscule percentage of the population (about 1%) will actually achieve any notoriety for their acting abilities. There is, however, an enormous sense of community in the world of theatre. Most of us begin our theatre studies in high school--and only a small group of people (usually misfits) get involved. We don't fit anywhere else (our skills, our looks, our mannerisms)...but we fit in theatre. Theatre feels like home to us. Add in the heady allure of applause after a performance and you have a potent combination of factors that leads students to want to do more theatre. So you decide to study theatre in college...that's where the fun starts:

1). I'm Sorry, You Want Me to Do What? Just like high school dance programs, high school theatre programs are NOT created equal. If students are lucky enough to actually get Acting classes in their high schools, they often get a mish-mash of techniques. It is frequently difficult for them to "formalize" their training style. Because first-year acting classes must, out of necessity, get all of the performance students to the same level, some students will feel stifled or confused. Your first-year acting teachers need to know the scope of your abilities, your dedication to your craft, and your work ethic, before they can move you to more complex training methods. If you're feeling confused, talk to your teacher (funny, I think I've said that before...) If you're feeling stifled, push beyond the bounds of each assignment you're given--create MORE work for yourself...CHALLENGE yourself! This will prove to your teachers, beyond a shadow of a doubt, that you are ready for more complex work and that you have a superb work ethic.

2). Know the Degree That is Right For You! Theatre students the wide world over have been arguing BA vs. BFA since time began. A lot of students will tell you that a BFA is a "better" degree. I say "bullshit". The "better" degree is the degree that is the best fit for YOU! If at all possible, make sure your school gives you the option of doing both a BA or a BFA in Theatre and explore the requirements of each. Know that a BFA is a very specific degree (generally issued with a concentration area in Performance, Scene Design, Lighting Design, Costume Design, Stage Management, etc.) A BA is a more general degree and will allow you to take classes outside of theatre (should you be so inclined). You CAN go on to an MA or an MFA in Theatre with a BA so your options are totally open! Oh, and you might not want to disparage the BA in Theatre while in my office...I happen to have one.

3). Get Your A** Onstage (or Backstage) As Often As Possible! The simple fact of the matter is this: you need to be learning your craft. Classroom experience is helpful, but until you actually apply what you've learned, you're just wasting your time. If you're in a decent-sized theatre program, there are going to be a lot of productions happening during any given semester. Between mainstage productions, student productions, graduate thesis shows, and area theatre companies, you have plenty of opportunities to work. For performance students: know that you will have opportunities to audition for a lot more "avant garde" shows than you typically see out in the "real world". You also need consistent experience auditioning. If you plan to make a career out of acting, you're going to be auditioning on a regular basis...it's never going to be "fun", but it gets a lot less painful! Also remember that if you get cast in a show for a local theatre company, and that show is an "equity" show, you can begin to acquire those all-important equity points! For techies: you need as much experience as possible working in as many different environments as possible. You need to know how to deal with having only 13 dimmers and having to re-patch multiple times per show. You need to know how to create an entire set using recycled set pieces and a $200 budget. You need to know how to create the "mood" of an 18th century play with only one or two costume pieces per character. Oh, and the more plays you do, the more pictures you have for your portfolio...which is how you get jobs!

4). Time Management is Your Friend. Ok, so let's say that you've got a typical first-year student schedule (Acting, Intro to Drama, Stagecraft or Costume, English, and one other gen ed...we'll say Psyc). You've got 15-16 credits of classes and now you just got cast in a show. Congratulations! I hope you're caught up on your work because your life is about to get crazy. If you were cast in a Mainstage production here at VCU, you will be rehearsing 6 days a week, from 6-11pm each night. I bet if I check your study schedule (you DID make a study schedule, right?), you had that time marked for studying and writing papers...didn't you? Oh, and don't forget that shows inevitably wind up going into tech during midterms, or finals, or when you have a giant paper due--so you'll be spending even MORE time in the theatre, and even less time on homework! How do you work around this? Plan out your day carefully! Chances are that you do NOT have back to back classes. Use some of the time in between classes to get homework done EARLY!! Take homework with you to rehearsal: unless you're in a small ensemble show, you're probably not going to be onstage the whole time. Your presence may be required at rehearsal, but you WILL have time to work on your studies. If you are freaking out, talk to your advisor AS SOON AS YOU GET CAST!! Your advisor can look over your schedule and see if there is any "wiggle room". We can also help you plan out a study schedule so you don't feel totally lost.

5). We're the Major That Parties! Ah Crap, I Just Got Busted... Here's the thing, theatre students are under immense pressure during rehearsals and right before a show opens. It's only natural that certain forms of "steam" are blown off once opening night rolls around. I only ask that my students be as safe as is humanly possible. If you're going to party, be smart about it--do it with people you feel comfortable with and that you know, in a safe location. If I catch you driving while under any form of influence I am going to smack you so hard...
Know that there are severe repercussions for students who are caught drinking underage and having that kind of mark on your record does NOT speak well to your character. Do not (for the love of god) jeopardize the educational and creative opportunities you've been given. (side note: the blogger does not, in any way, condone underage drinking. Just because she did it in college and knows perfectly well that her students are going to do it...I mean...don't drink kids!!)

6). Remember the First Rule of Improv. For those of you who don't know, the first rule of improv is to say, "yes". But it goes a little further, you say "yes, and..." You take whatever someone has given you and you take it further. Why do I mention this? Because in theatre, you're going to be critiqued, often harshly. I wish I could give people lessons in "constructive" criticism, but the fact of the matter is that theatre students are going to have to listen to some horrible things (about themselves, their abilities, their work, etc.) The best way to deal with it is to start taking that criticism as positive...use it as a way to grow. Use each negative response to your work as a new experience that you can gain something from. If you blow off those negative responses (usually by saying, "so and so doesn't know what they're talking about"), then you're saying "no"--you're not learning from the experience. And the "and" part? Say "thank you, I'll work on that". Telling someone that you appreciate their feedback, even when it is negative proves that you are growing as an artist. Find someone you trust (preferably a teacher) and talk to them about the feedback you received. Your teachers can usually help you find some meaning in the negativity.

7). What Are You DOING to Yourself??? I've been in theatre my whole life...and I've been doing this job for four years now, so I've seen a hell of a lot. I've seen students starve themselves to get the right "look". I've seen students start doing coke so they would lose weight. I've had students engaging in some of the riskiest, most damaging behavior possible--all because they were unhappy with their physical appearance, or because they were emotionally unhappy. Yes, "lookism" is alive and well in the theatre business. A big part of the theatre program here is if the faculty believe students have a positive "professional prognosis". That prognosis includes your appearance. Now, I know I've talked about this a little bit in the Dance post, but it's important enough to stress again. Your personal, emotional, psychological, and physical HEALTH are the most important things in your professional development. You are not going to progress, as a performer (or as a human being) until you are comfortable in your own skin. A large part of acting is taking on the mannerisms and spirit of a character--my belief is that you have to know your own spirit and mannerisms in order to successfully remove them (temporarily) and "become" the character. I cannot say enough about the benefits of counseling--especially for young performers. All too often, acting pulls out some VERY difficult feelings and emotions. You need to be strong enough to deal with them. If you are just starting out in college, now is the time to make healthy choices: campus health facilities are part of your tuition, so why not make use of them? Start working out on a regular basis! Choose to eat better in the dining hall--yes, you're going to eat pizza, but do you have to eat it every day? Get a water bottle and get into the habit of hydrating yourself regularly.

Theatre students have an enormous amount of challenges that they face, not the least of which is their ability to find a job once they graduate. No matter what you end up doing, remember that theatre remains a part of your life (seriously, you've been branded...that mark doesn't come off!) Know that your experiences in theatre have already put you ahead of a lot of your contemporaries--you are far more comfortable working in groups, speaking in public, and thinking creatively. All of these are things that employers list as top skills they want employees to have.

Ok, If You Make a Right Angle With Your Thumb and Forefinger on Both Hands, Then Put Them Together, It Makes a Viewfinder...Forget it...MOVIES!

2009-04-14T10:30:00.000-07:00

Ah, the lights, the cameras, the celebrities, the glitz and glamour that is the movie business. Other than a Mennonite student or two, movies have been an enormous part of my students' lives. If you ask your average 18 year old what they would like to do for a living, at least 8 out of 10 will tell you they want to be involved in the film industry in one way or another. Most of us get stars in our eyes when someone mentions "Hollywood" and it's easy to understand why. Just think about surrounding yourself with famous people on a daily basis, making a huge salary, and being "creative" (whatever that means) all the time...wouldn't you want to do that too? Hell, I would.

But none of these fanciful imaginings will actually prepare you for a career in the movie business--or for majoring in film or cinema. What do you really need to know? Here are some helpful hints:

1). The Old Studio System Is Dead. Like it or not, the old way of establishing a career in films is no more. People used to be able to work their way up from menial positions (from intern to director)--that's not the case anymore. Most of the major movie studios are owned by large corporations now and the primary goal of those corporations is to make money on their films. Movie tie-ins with products are a HUGE portion of film revenue. The major players and executives at the studios have MBAs from Harvard...they didn't "come up the hard way". If you are serious about a career in film, recognize what kind of industry you're moving toward and prepare yourself accordingly. If you are interested in the administrative aspects of film, consider getting that MBA. If you are looking at a more specific career (lighting, camera, sound), plan your educational path to suit that field.

2). Consider Supply v. Demand. Think about how alluring the movie industry is to you. Now multiply that by millions and you'll understand the sheer number of people who are vying for a select number of jobs in the film industry. It is absolutely vital that you stand out amongst your peers. It is enormously helpful if you have a degree from a well-established film school (if you are considering directing or screenwriting especially)--NYU and UCLA are at the top of the list. Because these programs are highly selective (just like the film industry in general...funny how that works), an undergrad degree from one of them isn't always possible. If you can get a degree in film from a remotely decent program, you are doing yourself a favor. Do yourself another favor and really push yourself. Add in a second major that will compliment your area of interest in the movie business (interested in screenwriting? Consider English. Interested in producing? Look at Business as a second major.) No matter what you do, make sure you do something you are actually interested in! Your grades are incredibly important because chances are very good that you will apply to grad school at NYU or UCLA.

3). Prepare Yourself! Yes, we have this ideal of movie sets being incredibly glamorous. We picture a life of relative ease in the movie biz...but that's simply not the case. If you've spent any time at all in the entertainment industry, you will know that 18 hour days are not unheard of. If you're doing a location shoot for a low-budget film, you will have a very limited amount of time in any set location. You have to work quickly and efficiently. There is no time for lounging, or coffee breaks. You work until you're done (you're not an "hourly" employee on a set, you're paid for the shoot as a whole).

4). There Are More Jobs Than Just "Writer" or "Director". We often spend too much time focusing on "above the title" jobs (people whose names and job titles appear above the title of the film in the credits). But let's be honest, most Hollywood writers end up writing by committee (one writer will have an idea and then the script will be re-worked and then re-worked again...every person who touches the script will, providing they have a savvy enough agent, get "written by" credit). Some of the "big name" Hollywood directors actually allow their assistant directors to do all of the major work on a given film. Once they have reached a certain level of status, their name is enough to ensure an audience. Finding a job in film is the same as finding a profession elsewhere...look for something that highlights your strengths! Know as much as you can about the types of jobs within the industry and then pursue an educational path that will help you in that direction. For a listing of "studio" jobs, look at EntertainmentCareers.net (http://www.entertainmentcareers.net/data/studiostructure.asp) This site has excellent descriptions of careers within the studio system. ProductionHub (http://www.productionhub.com/) breaks down film/television jobs into categories (Crew/Technicians, Pre-Production, Production, Post-Production, Equipment/Gear, Digital Media, Support Services, and Talent Services) and is a subscription job search site.

5). Experience, Experience, Experience. Let's be honest, you have no idea what working in film is like until you actually do it...so do it as much as you can. Don't get bogged down with the idea (at least for now) of getting paid for your work...that will come with time and experience. Get yourself behind the camera and start learning the equipment. Talk to as many people as you possibly can, take notes, read everything. Get comfortable with the format of screenplays (they take some getting used to)--try your hand at writing them. Write down images and situations that interest you, that make you laugh, that make you think. Watch every movie you can get your hands on (seriously, you're going to meet some ridiculously pretentious people who will want to talk about tons of obscure little films. Won't it be fun to know what they're talking about...and tell them their ideas are totally wrong?) Yes, I know you've heard all of this advice before, but I'm repeating it because it matters, and because it's going to make your life easier in the long run.

More than anything else, you need to be smart about your career and education planning. There isn't a huge percentage of the population who makes a living working in this business...and there's a reason for that. Like all of the arts majors I advise, you have to love what you do (and exclude a lot of other things from your life) in order to be successful.

Fashionistas Unite!

2009-04-13T08:18:00.000-07:00

I hate television. More specifically, I hate reality television. Even more specifically, I hate reality television that gives my students an unrealistic idea about their future professions. My Fashion Merchandising majors can often be found watching Project Runway (ok, I admit it, I love Tim Gunn), The Rachel Zoe Project (why does she TALK like that???), and Running in Heels (does EVERYONE in fashion talk like that???) Yes, there is glamor, there are famous people...but there is also a hell of a lot of work and a hell of a lot of misconceptions. Let's clear those up, shall we?

Misconception #1: Fashion Merchandisers are just students who couldn't get in to a Fashion Design program. Yes, there is some overlap between the programs (Merchandisers should have an understanding about how garments are constructed, Designers should understand how to market their clothes) but the people who pursue these degrees are totally different. Merchandisers have to be strong academically because they will be taking a lot of "business"-based courses. As a Merchandising (or Fashion Marketing, depending on your program) student, you will be looking at Fashion from a business prospective. Most Design students have only a peripheral interest in business--they would much rather be sketching. If you are having a hard time making up your mind between Design and Merchandising, think about how you would rather spend your time. If you have strong analytical and writing skills, consider Merchandising. If you would much rather be drawing, focus your career path on Design. That being said...

Misconception #2: You Can't Be "Creative" as a Fashion Merchandiser. Pull out one of those glossy fashion magazines at your local newsstand...chances are, a Merchandiser had something to do with the layout. Walk in to an Ann Taylor store, chances are, a Merchandiser designed the store layout. Merchandisers need a lot of the same knowledge that graphic designers and marketing experts possess...they just apply it to fashion.

Misconception #3: Your Job Opportunities Are Limited With a Degree in Fashion Merchandising. The only thing that limits ANY student's job prospects are his or her ideas and willingness to work. Fashion Merchandising graduates have worked in magazine editorials, as stylists (perish the thought), as upper-level executives for major-label design houses, as buyers for department stores, as business owners...the list goes on and on. With any career, your work experience while you are in college (especially internships!) will help build your resume...so the more you work, the better off you are. I encourage my students to explore as many possibilities as possible. If a student is interested in retail as a profession, get some retail experience (preferably in fashion!) on your resume! If a student can earn a management position while still in college, they are more likely to be allowed certain "creative" freedoms in the store (like, I don't know, designing store displays??)

Of course, there are also certain truths that each Merchandiser must face throughout the course of their academic career.

Hard Truth #1: Academics are Crazy Important! There is a reason why I put this one at the top of the list...and why there is a gpa requirement to get into our Merchandising program here at VCU. Merchandisers have to be incredibly well-rounded in order to complete the degree here. As a professional, it is absolutely imperative that you possess strong writing and speaking skills (both are essential components in almost every class you take in the major). You will also need some basic business skills, like accounting, and economics, and marketing. Oh, and you will also need to understand Art History. Wait, what? Yes, Art History. A lot of fashion has its origins in historical design--so understanding where the idea for a piece came from is incredibly important.

Hard Truth #2: You Might Be Limited in WHERE Your Future Job is Located. Yes, you have a lot of job options, but the simple fact of the matter is that a majority of the jobs in fashion are located in major cultural hubs (i.e. New York, Los Angeles, etc.) If you are looking to make a big impact in the fashion industry, prepare yourself for living in the big city.

Hard Truth #3: Hope You Like Macs! Computer equipment tends to fluctuate from industry to industry, but the simple fact is that most people in fashion use Macs, so you should probably get comfortable with them now. If money is an issue in college, I recommend using a pc during college (where most of your school programs are geared toward pcs anyway) and then getting a Mac as a graduation gift. Making the switch from pc to Mac is fairly easy and it's another skill to add to your resume!

Belly Up to the Barre

2009-04-09T05:46:00.000-07:00

In part two of our series (I'm cleverly calling it: "Majors I Advise"--what? You've got a better title in mind?) I'll be focusing on Dance. This post is for all the little girls in tutus out there (and a few of the little boys as well).

When you consider a major in Dance, you have to be more aware of the physical aspects than almost any other major. Dance students often come from a background where they have been taking private lessons (ballet, jazz, tap, and occasionally modern) from the time they were zygotes, but they don't often have any "academic" dance experience. A few students are lucky enough to attend "performing arts" high schools, which means that they spend actual "class time" doing dance work. What is the difference? A student taking private lessons will get (if they are lucky) 1-2 hours of dance class a week. A student in the "performing arts" high school will have regular dance classes worked into their weekly class schedule (at least an hour a day of dance). The constant physical demands of a university dance classroom (4-5 hours of dance classes a day) are going to be a lot more difficult to adjust to if you are switching from 1-2 hours a week, instead of more regular rehearsal time.

Students will also need to acclimate to different teaching styles. While I'm sure that these students had lovely, supportive teachers, the skill level of said teachers is not always equal. Every student comes in to a university setting with a different ability level and having had different training styles. These discrepancies can often cause difficulties when a Dance student enters a university dance setting. I can't tell you the number of times I have heard a student say, "my dance teacher from home would NEVER ask me to do that!" Or, "my old teacher doesn't do things that way!" A spirit of flexibility and an openness to trying new things is vital every time you enter a new classroom.

Regular blog-readers have heard me talking about non-verbal cues before (those physical things you express with your body without saying a word)--Dance majors have to be extra careful about the signals that they send. Performing Arts people pay a LOT of attention to physical cues and you can send very significant messages to your teachers by the way you stand, your facial expressions, and even where you rest your hands when you aren't actively dancing. So what are some big no-nos?
1). No eye rolling! In any dance classroom, you're going to be in a big room full of mirrors, I can pretty much promise that your teacher is going to catch you.
2). No crossing your arms in front of your chest. Seems silly, doesn't it? But crossing your arms is a defensive posture and in the world of physical gestures, you're essentially closing yourself off from what your teacher is trying to tell you. Don't do it!
3). No standing with one hip cocked, hands on your hips. When reading body language, this is a very "sarcastic" stance--it implies cockiness. Just remember that Dance is the art of gesture and movement, so all of your teachers are going to be paying attention to every physical gesture and movement you make...and be careful about the signals you send!

I would be remiss if I didn't mention how dreadfully, abysmally small the art world is and that your professional reputation follows you everywhere. If you start your college career by missing classes and rehearsals, you will get the reputation as a lazy dancer--you will never get cast in junior and senior dance pieces and will never have the chance to improve as a performer. More to the point, the people that you are dancing with now will become your contemporaries in the professional world. You could be the most amazing dancer on earth, but you won't work if a negative reputation follows you wherever you go. Establishing good work habits (showing up early, being warmed up, knowing your steps) goes a long way to establishing a good professional reputation.

I can't finish this post without discussing the ugly side of dance. We've talked about the physical toll that dance exacts on the muscles, but we also need to consider the emotional and psychological toll. If you study ballet, you are spending hours in front of a mirror perfecting tiny little gestures, foot placement, arm alignment, etc. The possibility for distorting your body image is incredibly high. We have certain physical expectations of what a dancer "should" look like--and I have heard Dance faculty critiquing the weight of students. The most important thing (and yes, you've heard me say this before) is that you (the dancer) are healthy and happy. You should be physically fit enough to handle the rigor of dancing 4-5 hours a day. If you are able to do that, does it really matter what the scale says? Try to remember that my Dance students are the only students on my caseload who regularly run out of "swipes" on their meal plans because they constantly need to re-fuel.

If you can handle all of this...plus your academic classes (you didn't think you were going to get away from those, did you?) then you've got what it takes to be a Dance major. Remember that you'll be taking English, Math, Science (consider Biology--knowing HOW your body works is a GREAT thing for dancers!), Social Science, and Dance History. Don't forget one of my favorite mottoes: you have to learn the rules before you can break them!

Every Time You Write Parallel Fifths, Bach Kills a Kitten

2009-04-08T07:06:00.000-07:00

Today's blog post marks the start in a five-part series. I will be writing a blog detailing the particular challenges for each major I advise (Cinema, Dance, Fashion Merchandising, Music, and Theatre). We begin with Music.

There are few programs more alluring than any type of degree in music. After all, I don't think I've ever had a student tell me that they avoid listening to music. Music is a part of our daily lives...it's ingrained in our culture. We're inundated with music from the time we're born and music shapes our life experiences.

Most of us are pressured (in one way or another) to study some form of musical instrument when we are children--I can personally recall dreadfully painful piano lessons at the age of 8 (all because my mother thought I had long fingers and so would naturally be suited to piano greatness). I went through a number of instruments before I figured out a few very important things about myself: 1) I had no musical ability whatsoever, and 2) I couldn't abide the sound of improperly struck notes (I have what musical people call a "good ear"). These two things combined to ensure that I never wanted to hear myself practice and would promptly give up the instrument as soon as I started playing.

Most of us have bands and orchestras in our high schools (if we can move beyond the early stages of musical learning). Bands and orchestras rarely practice for more than an hour or two a week--if you add in practicing for private lessons, you may be working your way up to playing your instrument four to five hours a week. Great (you think)! I'll study music in college! I love music, I love playing! All this stuff is easy! I won't have a lot of "academic" classes and college life will be sweet!

So you decide to audition for a local music program. If that program is anything like that of my school (VCU), the audition itself is intense. You need to have at least two solo pieces from the western canon prepared (and a solo improv piece if you're a jazz musician), you'll also have a keyboard skills test (basic competency on the piano is a must for most musicians), an interview with music faculty, AND a music theory and aural skills test (we'll talk about theory in just a little bit). Are you getting a sense of how rigorous this is yet? You cannot fake these skills...you cannot fumble your way through on charm. You have to know the material. Oh, and don't forget that the adjudicators WILL be looking at your high school transcripts to determine if your grades are high enough to get in.

If you survive the audition without acquiring a bleeding ulcer, and you get accepted to the music program, you're about to start a trial by fire. Every music student takes lessons in their primary instrument (hour and half lessons once a week). For those lessons, you will be required to practice three to four hours A DAY. You will have an instrument "Master Class" that you will need to prepare specific pieces for (oh, and that class doesn't have any credits so you'll be working your ass off and taking up valuable time in your schedule for a grade that won't affect your gpa). You will also have another round of auditions once classes start for large and small ensembles (Large Ensembles: Orchestra, University Band, Chorus, etc. Small Ensembles: Small Jazz, Jazz Orchestra 2, Woodwind Ensemble, String Quartet, etc.) You will meet with each of your ensembles at least another hour and a half a week...plus roughly two hours of practice time a day. **Now, I'm not very good at math, but I can already tell that you have quadrupled or quintupled your daily practice time from high school...and we're not done yet!** You're also going to have a Keyboard Skills class (your level will be determined by that placement test you took at your audition)--so add in some more practice time. You have to complete three levels of Keyboard proficiency in order to register for your Junior Recital, so this isn't something you can blow off!

And did I mention Music Theory? Music Theory is probably the most dreaded class in our Music program. It's a four credit class that meets every day of the week. If you had any kind of theory training from your private teachers before college, you're going to be in far better shape than if you didn't. Here at VCU, we combine Music Theory (how music works) with Aural Skills (sight reading and sight singing). There are actually four levels to our Music Theory courses (MHIS 145, 146, 245, 246) and if a student is not rock solid in their understanding of the information covered in the first class (generally any grade below a B), they will be hopelessly lost as they progress to further courses.

And we can't forget your actual "academic" classes! Yes, you have those too. Your first year, you should expect to have (at least): the two-semester freshman english class, math, and possibly a social science.

Music students regularly carry 17-18 credits (not including 2 non-credited classes), and that does not include rehearsal time. Students often feel incredibly tired and "burned-out" well before the end of their first semester. I have had a lot of students come to me and tell me that, after a few months of this schedule, they no longer enjoy picking up their instrument to practice.

Some students thrive in this rigorous environment, but it is vitally important that you be as informed as possible about the program you are entering before you take the leap. A number of Music programs are vigorously "classical" in their structure (like VCU)--talk to students in the department and find out what your program is like. If you are interested in stepping outside of Music and exploring other options, consider a school that has a BA in Music option (but know that you will likely NOT be able to get a Masters in Music Performance--that degree is reserved strictly for people who have completed a Bachelor of Music). If you are interested in Music Production, find out about the course offerings: how much time will you actually be able to spend in a music studio and what degree is offered? (some schools that offer this degree, like Full Sail, only offer an Associates). Are the schools you are looking at well-connected in the music industry? If you are looking at a career in classical music, are there alums of the program actually working in the field?

The best preparation you can make for a degree in music is to be as informed as possible, and as prepared as possible. And then be as flexible as possible when you get thrown a curveball.

A Tale of Two Quotes

2009-04-03T06:12:00.000-07:00

On the wall in my office, I keep a quote...usually meant to inspire my students as they go about their scholastic lives. I've never been fond of the typical guidance counselor themed inspirational posters (kittens hanging out of trees admonishing students to "hand in there!" just don't work with my decorating scheme) so I find more obscure quotes that speak to my young artists and the difficulties they face in their first year of college.

Until about a month ago, the quote that hung on my wall was this: "Every task involves constraint, solve the thing without complaint; there are magic links and chains forged to loose our rigid brains. Structures, strictures, though they bind, strangely liberate the mind." (James Falen) I wanted my students to understand that the creative process had, until this point in their careers, been intuitive and without restrictions. In college, we were going to set limits on the creative act. We were going to give them rules and force them into little artistic boxes. While that form of control is incredibly difficult at first, artists CAN learn to work within a system. An artist CAN find freedom in restriction. My favorite piece of advice for students is that you have to actually KNOW the rules before you can break them.

I was having a conversation with my counterpart in the Art Foundation program yesterday about a class she is teaching for seniors. The seniors have been asked to write an "artist statement" regarding their body of work and the students are having a lot of problems with the assignment. I thought back to my first "artist statement"--in my program it was called a "manifesto" and it was one of the most difficult things I've ever done. We were working with a training style called "via negativa"--simply put, you eliminate all of the bad qualities (the failures) until only the good remain. With each attempt at the manifesto, I was sure I had finally got it right...I handed it in to my advisor, only to be told "no". My advisor would frequently take what I had written and cross out all but one sentence--telling me to start again from that point. If my advisor was feeling particularly kind, he would say, "that was good, now take the suck out of it." But when I got it, when I finally understood what he wanted (and what is nearly impossible to articulate because the statement has to come from YOU, the artist) it was the best feeling in the world. These experiences reminded me of the quote that now hangs on my wall. "Ever tried. Ever failed. No matter. Try again. Fail again. Fail better." (Samuel Beckett) As artists, we are never able to achieve perfection. Every work we attempt is an uphill battle (whether or not we perceive it as unequivocated failure or not is irrelevant)--we can only learn from the mistakes we made, and "fail better."

This is all particularly relevant as we head into finals season. My students are working on final projects and preparing for their final exams and this is the time for them to "fail better". My students have made mistakes this semester, but no matter. That doesn't mean that you shouldn't try again...and again, and again.

Transferring

2009-04-01T06:56:00.000-07:00

We are fast approaching the end of the Spring semester and I've had a few students enter my office and tell me (with averted eyes and mumbling speech) that they were planning on transferring to another school. Why the shame? Why the embarrassment?

I will often jokingly ask these students why they want to leave me, but the simple fact is that this boils down to one equation. Your education=your choice. If you aren't happy with your current school, then you need to do what feels right for you. There are hundreds of different factors that make up your college experience (family, money, programs, school location, etc.) and an academic year is a disastrously long time when even one of these things is out of whack.

My first priority is the happiness of my students...and I want to make sure that you're making INFORMED decisions about your education. So let's talk through some transferring issues:

1). The Major Change. I have a lot of students who have decided to change their major this year--and quite a few of those students are coming from out-of-state. If your home state has a school with a good program in the major you are interested in, I'm certainly not going to fault you for saving a hell of a lot of money. But do yourself a favor (heck, I'll even help you!) do a little research first. Find out about the professional reputation of your current school. If you're interested in Psychology, how well is your school's Psyc program ranked nationally? Talk to some current Psyc majors (or grad students). If you can avoid essentially having to re-do your freshman year (which is what happens when you transfer), why not avoid it??

2). Little City/Big City Blues. Let's say that you love your classes, you love your friends, you love all of the services offered by your current school--but if you have to spend one more minute in this godforsaken town you are going to go postal. Everyone falls into a type; some people love big cities, some people die a little death if their town has more than 1,000 people in it. It's important for you to know what kind of person you are. It's also important for you to realize that, as magical of a place as your school is, it can't pick itself up and move to a location of your choosing. So you can either open yourself up to new experiences in the big city (or, conversely, learn how to survive in a small town)--or you can transfer. But when you check out the new school, really make sure you get the lay of the land first.

3). Ain't Got No Money, Honey. Let's face it, the economy is in the crapper. Your parents may have had to cut back on luxuries. One, or both of your parents may have lost their jobs. If you are currently attending a private school, you may be asked to switch to a public university. If you're going to an out-of-state school, you may be asked to return home for a while. Before you do anything, TALK TO SOMEONE. Yes, university budgets are tight, but retaining students is a huge priority for most schools and someone will try to help you (additional financial aid, grants, scholarships, etc.) If there is no way for you to stay at your current school, consider going to a community college so that you can retain those academic skills you worked so hard to achieve during your first year. If you're already attending a state school in the area, move back home to save money and become a part time student. Both of these options will keep you out of student loan repayment (remember that you are eligible for financial aid as long as you are registered for at least 6 credits and you don't have to start re-paying your student loans until 6 months after you stop attending school!)

4). I GOT IN!! Some students didn't get into their first choice school on the first go-around. If you cared enough to apply again, then that says a lot to me about your dedication to that school. If you do get accepted to your top choice, remember that you are going to be starting over--but that's not necessarily a bad thing.

I can't stress enough how important it is for students to make INFORMED decisions at every point in the learning process. If you are considering transferring, learn as much as you can about the other school. And you might not want to trust the school's admissions website. Remember that Admissions events and materials will only show you the best parts of the school...they're designed to make you want to go there so you aren't necessarily seeing the reality. Consider using www.unigo.com (a website of college reviews written BY THE STUDENTS WHO ATTEND THOSE COLLEGES!!) You are going to get a far more accurate depiction of the school by talking directly to the students.

Above all, remember that I don't stop being your advisor just because you aren't stopping in to my office. I'm always available for questions and freak outs.

Excuses, Excuses

2009-03-26T06:57:00.000-07:00

My students know that I will generally take their side in most situations that pop up during the course of an academic year. For the last six years, I have helped my students through a variety of incredibly difficult personal issues (pregnancies, imprisonment, depression, loss of family members, serious illness...the list goes on and on). When bad things happen to you, it can feel like your world is ending, and school is usually something that goes on the "back burner" until all of your other issues get fixed. I will be the first person to tell you that you have to take care of yourself physically, emotionally, and spiritually. Until you feel comfortable and solid in yourself, you're not going to be able to give as much concentration to your studies as they probably require.

That being said, if you are dealing with these issues, you have to be careful about how you approach your classroom conduct. You may be incurring a lot of absences or a lot of missed assignments. How you deal with these problems will be the determining factor in how quickly you bounce back (academically).

The number one thing you need to remember is to put yourself in the professor's place (scary wardrobe and all). If you had to miss several classes because of a death in the family, tell the professor that...but consider how YOU would react if someone was saying the same thing to you. Don't understand what I mean? Here are some examples of what students say to professors (with legitimate excuses!) and what the professors hear...and then some tips on navigating the situation to the best possible advantage.

Situation 1: You have missed several classes because your grandmother died, you are Jewish so you were required to sit Shiva. During your absences, you missed a quiz and two homework assignments. What Your Professor Hears: blah, blah, blah, dead grandma, blah, blah, blah, not prepared for quiz. Advisor Translation: You need to understand that, while your professor may WANT to be sympathetic to your situation, they have probably been "burned" before. One of my favorite English professors calls himself "the Grandma killer" because he has at least 5 students tell him that their grandmother died right before his final each semester. While we want to believe the best of our students, they often show us their worst. The Big Tip: Your very first step should be to e-mail the professor BEFORE you leave town. I know you're not going to be in the best mental state, but prepare one e-mail and copy each of your professors. Explain that you are going to be out of town for at least a week and will provide documentation when you return to school. It sounds vulgar to say it, but the more documentation you provide to your professors, the better off you are. If you have a copy of your grandmother's obituary or funeral program (the best bet is something that lists you as a surviving relative), you are far more likely to get an "excused" absence!

Situation 2: You have online labs to do for your Psychology class. You have completed each one, but none are showing up on your course Blackboard as having been completed. As a result, your grade for the course is dramatically lower than it should be. You decide to speak with professor about what is obviously a computer error. What Your Professor Hears: Hey, I waited until the last minute to complete my online lab (there is a time limit) and the system cut me off before I could submit--now I can't go back and re-do the lab! Advisor Translation: If your Psychology class is big enough for online labs (our PSYC 101 classes have several hundred students), your professor probably doesn't know your first name and so they don't know if you are a procrastinator or not. You are the only one who knows your study habits...what you need is PROOF! The Big Tip: When you do each one of those online labs, print the confirmation screen. This screen will be date and time stamped and will prove to your professor that the lab was completed in a timely fashion--so if there is any kind of computer error, you have evidence!

Situation 3: You are sick...not crazy, viral pneumonia-kind of sick, but you're sure not feeling good and you have the relative certainty that if you attend class, projectile vomiting will ensue. What Your Professor Hears: Well, they don't hear anything, do they? Because you don't show up to class, your professor assumes you're taking a "mental health day". You will probably tell them later that you were "really, really sick"--they're going to assume you were having a "really, really good time playing Halo." Advisor Translation: Seriously, I can't tell you how many times I've had students tell me they were sick. I once had a student e-mail me to tell me they were sick and then I spotted them outside my office enjoying a beautiful sunny day. Your professors have heard every excuse under the sun...and they've heard it over and over again. Stand out from the crowd (and don't stand out by telling them you have SARS...) The Big Tip: Even if you think you'll be better after a day in bed, for the love of God, go to your University Health Center! They can give you a note that says (if nothing else) "Student A was seen by our clinic on this date." Send a pre-emptive e-mail to your professor telling them that you are sick and will provide them with documentation when you return...but send the e-mail BEFORE you miss class.

Situation 4: You have a giant paper due for your English class and one of the following situations occurs: a) you are required to submit it to the course website electronically and the site goes down or, b) you have to submit a paper copy and you are out of paper or, c) you have to submit a paper copy and you are out of ink for your printer. What Your Professor Hears: I waited until the last minute to do my paper and I just couldn't get it done. Advisor Translation: Seriously, professors hear these excuses all the time. My colleague has actually given the first situation the nickname of "the Internet ate my homework." The Big Tip: I know this is going to start sounding repetitive, but how about a little documentation? If the course website is down, print the error screen that comes up. If you don't have paper or ink, why not e-mail your paper to the professor as an attachment with an apology?

We could go on and on with this, but I'm not writing a book here. If I have one educational philosophy it's this: cover your ass. If you have problems or issues, document everything so you don't get screwed over!

Walk With Purpose

2009-03-09T11:13:00.000-07:00

As an undergraduate Theatre major at Hollins University, there were a few things that I was pretty much required to do. I was generally obligated to join the Hollins chapter of Alpha Psi Omega (the national Theatre fraternity/sorority/ambiguity...I went to an all girl's school--we didn't feel comfortable just calling something a "fraternity".) On a grander scale, I was responsible for wearing a lot of black clothing and talking loudly on a regular basis (it's nice to know that some things don't really change). But academically, few Theatre majors completed their degree without the obligatory internship at Roanoke, VA's Mill Mountain Theatre. Most of us worked in the scene shop, or we worked running crew for a production (some of us managed to do both)--but we all spent time at Mill Mountain...including my friend Lucia.

Now, Lucia got an internship working running crew for a production of All In the Timing (a collection of one-acts). Her primary responsibility was to move furniture in between scenes. I can remember very clearly Lucia coming back to the dorm one evening and being very frustrated with a note she received from her stage manager. When she went out onstage, Lucia needed to "walk with purpose". Lucia had no idea what that meant and we spent the next few weeks mocking that obscure note from the stage manager (Lucia determined the "purpose" with which she was to walk was that of mowing down anyone in her path--this created some very humorous scene changes).

I am older and wiser now. I know that walking with "purpose" simply means that you don't wander aimlessly all over the stage. You move quickly and directly from point A to point B.

I mention all of this because I see a lot of students who don't "walk with purpose" in their education. It's fine to take classes in things that interest you (even if they don't fulfill a degree requirement!) but you can't pursue your degree aimlessly. If you've "checked out" on your education, before you've really even started it, what is the point?

The same holds true in those dreaded general education classes. If you don't apply yourself to them and take advantage of the learning they afford you, then it will take you twice as long to learn basic concepts. What do I mean? I mean the students who wander aimlessly in their gen ed classes by doing the MINIMAL amount of work, by keeping their laptops open and playing on Facebook when they're in class, by making the assumption that they know EVERYTHING that the class has to teach them, rather than opening themselves to new possibilities. That's not walking with purpose.

Here's something else to consider: I've discussed before that many of my performing arts students are held to "professional" standards (Theatre students, Music students, I'm looking at you!) If it is your intent to have a PROFESSIONAL career in either of these fields, do you really and honestly believe that you are taking purposeful strides by behaving so poorly in ANY of your classes? Ask yourself if you would treat a professional director or conductor the way you have treated some of your professors? Most of you know (or should know) that you NEVER show up late for a rehearsal or a performance. You should be treating your classes the same way.

Above all, remember this. When you are in elementary, junior high, and high school, your education is a right. The state and the federal government mandate that each student (regardless of race or gender) has the right to an education. Once you get out of high school, any further education you acquire is a privilege. You must (unless you are lucky enough to get a full scholarship) pay for any education you receive. Wouldn't it be better to start treating your time in college as a privilege, rather than an obligation? You are the only person who can determine what to do with your life and the choices you make. I am simply suggesting that you walk through your educational journey with purpose and professionalism.

To Withdraw or Not to Withdraw...That is the Question

2009-03-06T10:09:00.000-08:00

I can't tell you if it's "noble" or not, but this is a question that a lot of my students are facing right now...and it's an important question for me to try to help you with. Ultimately, every student has to decide for themselves if they are going to withdraw from a class, but I can give you some tips to navigate the withdrawing minefield.

Step 1: Gather Ye Information While Ye May. There is a finite amount of time to withdraw from classes. Each school will set a final date to withdraw from classes for a given semester...so find out that date!

Step 2: Gather Ye Grades. Did you receive a mid-term grade for your classes? Was that grade a D or an F? If no mid-term grade was posted, but you feel like your grade is on the poopy side, check out your Blackboard site for the class (if applicable).

Step 3: Readeth Ye Yon Syllabus. If you've taken 2 exams already, how many exams are left in the course? Your syllabus can tell you! Does your professor drop the lowest grade? The syllabus can tell you that too!

Step 4: Knoweth Ye Yon Professor's Mind. If your mind misgives about a class, have a conversation with the professor. Repeat after me, "My grade is currently a D...is there any way I can bring that up to a passing grade by the end of the semester?" Listen to what the professor says!

Step 5: Knoweth Thine Own Mind and Abilities. If your professor tells you that you would need to get an A on EVERY test from now until the end of the semester in order to bring up your grade, how practical is it for you to remain in the class?

Step 6: Knoweth Ye Thine Own Curriculum. Is the class you are withdrawing from required for your degree? By withdrawing, you will run the risk of falling behind in the completion of your degree. Are you willing to take summer classes to make up for the loss? Is this a "sequenced" class (meaning that you have to complete this class in order to go on to another class)? You will need to be EXTRA cautious about withdrawing from major classes and sequenced classes.

Step 7: Knoweth Ye Thine Own Transcript. Have you withdrawn from classes before? Are you currently on Academic Warning or Probation? These are all factors that can affect withdrawing. If you receive financial aid, you need to be cautious about how many classes you withdraw from or fail (this affects your "completion rate". The Federal Government requires that students complete 67% of the courses they sign up to take.)

Once you have completed these steps, run (do not walk, do not pass Go, do not collect $200) to your Advisor's office. Your advisor can talk you through your responses to each of these steps. Remember that you are making an INFORMED decision about your education. Withdrawing can be beneficial because a W on your transcript does not affect your gpa (a D or an F can SERIOUSLY affect your gpa!) But you need to be cautious and smart about the classes you withdraw from!

If You Love It, The Money (and Grades) Will Come

2009-01-30T11:14:00.000-08:00

I may be developing an ulcer. I don't think it has reached supreme, bleeding status just yet, but my stomach definitely hurts. It hurts every time a student comes in to my office and says, "just tell me what to major in so that I can graduate quickly and earn a lot of money when I get out of school." There are a few misguided ideas in this statement, so let's ponder them carefully:
1). I (the advisor) should NEVER tell you (the student) what your major should be. I know I've talked a lot about taking ownership of your education...doesn't it strike you as a good idea to begin taking ownership with the most important decision you can make as a college student (deciding on a major)? I have never understood why someone would allow another human being to take that choice away from them. Maybe you don't know all of your options...but you have a handy advisor there to walk you through this process...use them!
2). I understand (probably more than you know) how stressful it is to try to fund even four year's worth of college. Graduating in a timely manner can be important to your bank account. But don't look at the time you're spending in school as time that has to be "survived". The more you treat your classes as a chore to "get through" the less you will actually learn(hint: classes are not the vegetables of the college meal, any more than graduation is the dessert). Real, intuitive, functioning learning only occurs when you apply yourself to the material at hand. When you apply the things you are getting in the classroom to the things you experienced in your life previously, and to all new experiences, then (and only then) can you truly say you KNOW something.
3). For years now, we've been telling our students that they need to earn high-paying jobs right out of college (usually to pay back their student loans). Your parents put pressure on you to major in something "practical" because they've gone through hard times themselves (and really, it's NEVER fun to live in a tiny, cockroach-infested apartment, only eating Ramen Noodles and Kool-Aid) and they want better for their children than they had themselves. Of course, when you do what your parents want, you get terrible grades and then your parents get even more upset ("You're a smart kid!" they scream, "you're capable of better than this!") Sound familiar? And the problem is, they're right. You are capable of doing better. You just have to change your thinking. Here's how:

1). Realize that this is the best time of your life (not the worst). When you switch to an Undeclared major (or Undecided, depending on the school), you actually have the option of changing to every single major that your school offers! Every door is open to you. The only one who can officially tell you "no" (until you apply) is YOU. Do you have any idea how much power that gives you? You are only limited by your likes and dislikes, your passions, interests and curiosity.
2). Start paying attention to those likes and dislikes...then write them down! Do you hate math? Write it down. Do you feel a compelling urge to work with farm animals? Write it down. Think about the things that you love to do on a daily basis (talking to people, playing soccer, etc.)
3). Find your passion. If at all possible, your major (and any future careers) should be tied to something that you love to do. Take a minute and watch people as they go about their days...you can tell the ones who really love their jobs, can't you? Loving your job is the ultimate goal (not money, not parental approval). Because, at the end of the day, the biggest satisfaction you can have is the fact that you LOVE waking up each morning to go to work. There is a job out there that you are uniquely suited for and when you find it, you will be extraordinary at it (thus leading to happiness, more money, and parental approval). The other big secret is that when you are studying something you love, you are far more likely to pay attention in class and get good grades (again, earning the parental approval).
4). Research, research, research, research! Yes, I am a nerd. I believe in getting as much information together as possible before I go anywhere or do anything. But if you're going to commit to a major, shouldn't you learn as much about it as you can? What kind of classes will you be taking? What jobs could you get with that major? When you're looking at the classes, do they actually look interesting (or would you rather be eaten alive by red ants than take all of those classes)?
5). Gather all information and meet up with your advisor. You now probably know more about yourself than the average 18-19 year old so you are uniquely suited to work with your advisor on the selection of a major that best fits YOU.
6). When in doubt, think "outside the box." Maybe your interests and passions don't fit into the conventional mold. That's ok too. Remember that there are a lot of people (very, very successful people) who have created positions for themselves when they didn't fit in. Check out the incredible PBS series Roadtrip Nation (and accompanying books) for interviews with people who have forged their own path. Read the always delightful Anthony Bourdain (who likes travel and likes to eat. He combined the two and an Emmy nominated series was born).

No matter what you do, start taking part in the journey of your education.

Elliott Smith and FERPA (Better Be Quiet Now)

2008-11-12T05:08:00.000-08:00

"...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

2008-09-11T10:01:00.000-07:00

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

2008-09-04T11:30:00.000-07:00

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?

2008-08-29T06:47:00.000-07:00

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)

2008-08-21T17:24:00.000-07:00

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?

2008-08-07T06:08:00.000-07:00

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

2008-06-19T06:02:00.000-07:00

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

2008-05-05T11:02:00.000-07:00

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

2008-04-14T07:38:00.000-07:00

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

2008-04-07T05:57:00.000-07:00

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

2008-04-03T06:20:00.000-07:00

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

2008-03-31T05:31:00.000-07:00

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:

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.

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!)

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?)

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!!!

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...

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!

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.

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.

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!

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

2008-03-27T08:01:00.000-07:00

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...

2008-03-26T10:00:00.000-07:00

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?

Increased confidence in speaking to professors (I swear, they don't have fangs!)
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).
Improved grades (no really, it actually works).
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

2008-03-25T10:44:00.000-07:00

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

2008-03-25T07:59:00.000-07:00

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

2008-03-25T06:53:00.000-07:00

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!