So I’m back in college. This is an unexpected turn of events, but (not counting a brief and semi-disastrous stint in a graduate English program) my somewhat meandering professional arc has passed through a place where it actually makes concrete sense to go back. And on August 16th I found myself back in a classroom with people who are almost literally half my age. Let’s just say this 21st-century classroom is a lot different even that the 21st-century classroom was in when I was 18.
In a sort of sequel to what I saw on campus during my brief tenure working at a college, here’s 5 bits of advice (read curmudgeonly opinionating) that I’d offer my classmates this time around.
- Close your laptop. This means you, guy who sits in front of me and plays solitaire through half the class. I mean, at least you’re not looking at pornography, at which point I’d have to whack you over the head with my textbook (see point 3 below). Anyway, you or someone you know has paid upwards of $2000 for you to sit in this course, which breaks down to this hour costing around $70. If you want to pay someone $70 for wifi and a place to sit for an hour, I’ll clean out my garage and get a Square swiper. Bring a friend.
- Seriously, close your laptop. Do the research. It’s not helping you learn and it’s likely inhibiting you from learning. Take notes on paper. You’ll remember them more clearly.
- Spring for the real textbook. This semester has been my first exposure to the abomination that is the eTextbook. At least the version I’m using from McGraw Hill seems to actually function as though reduced comprehension were an intended goal from the outset. For one, it greys out what it considers unnecessary text. Useless stuff like the intro paragraph to each chapter that frames everything you’re about to read and offers an outline. It’s a built-in layer of disengagement.
McGraw Hill also offers something called Smartbook Learn Smart (Which, give me a break with the redundancy. If you have to insist twice in three words that your gadget is “smart”, well, color me dubious.) It’s basically a series of quiz questions that pop up while you’re reading. To keep you engaged, I guess. Some small quibbles, though. Like the questions run out before the chapter ends so you can “finish” without finishing. And there’s that issue of literally, in the book itself, teaching to the test. It actively trains your brain to glean just enough facts to escape its clutches. All told, it’s shallow comprehension and minimal retention. And it’s a pain in the ass to navigate, hence the longing to escape. You can keep your keyword searches and just let me scan the chapter. Learning happens in the fringes, too.
- This brings up a broader point about college as a whole. It’s a great place to learn and it’s filled with smart people from which to do so. But, the university as an institution cannot deliver learning. What it delivers institution wise is a GPA, which is a shorthand for performance that can be strikingly divorced from what you actually leave college knowing. It’s been my experience as a hiring manager out in The Real World that GPA doesn’t mean much on a resume. It really only matters to grad schools. Do what you have to do to keep your scholarships/athletic eligibility/position yourself for more education or whatever, but take it with a grain of salt. You’ll be out there building a life from what you learned long after anybody cares about your transcript.
- Don’t bother taking a picture of the white board with your phone at the end of class. If you can even find that photo in the avalanche of selfies and other ad hoc photojournalism of your college life, it’ll just be a meaningless bunch of scribble on a wall. Take your own notes. See point 2 above. And, because I love pointing people to Wendell Berry, give this a read. Especially the last 10 paragraphs or so.
- Ask questions. Forget the stuff about “No such thing as a stupid question” and “If you have a question, someone else probably does, too.” Filling in gaps is the lowest purpose a good question can serve. If not more importantly, at least more conscientiously, questions make professors feel like they’re in a room with fellow humans who care about what’s going on. Having done a stint in front of a classroom, engagement is one of the best services you can offer any teacher. But, also, asking questions disrupts the lecture in important ways. It opens the door into a different part of your professor’s brain. Not the part delivering prepared material, but the live creativity. Considering that your professor got their job for a reason, this is probably my only really good advice. Try to access that part of any professor’s mind as often as you can.
Outside the classroom, I can’t really help you. I’m doing by best to keep up with a marriage, two rowdy boys, two even rowdier dogs, the job for which I’m going back to school to do better, a first-floor renovation at my house, and occasionally writing something so I don’t get kicked out of my writing group. I can not even imagine the world of a true college freshman anymore so I won’t pretend to have anything worthwhile to say. But in that classroom, we’re on the same page together. Think about making it a paper one.