# Getting into College

## Finding the Right "Fit"

Questions to Consider:
1. What are the characteristics of different types of colleges and universities?
2. What questions should you ask yourself when researching schools?
3. What should you do when you visit a school?
Finding the right “fit” means choosing a pathway after high school that meets your current and long-term needs. It also means feeling as if you belong and can be successful. Of course, every new college student doubts themselves the first few weeks of the first year, but overall, a college, university, technical program, or military experience should feel right to you, as if it will be a place that you can thrive. To help you determine if your final choice is the right one, you need to know what your options are. This section provides you with information about all the different ways that a college or university can provide you with an experience that helps you succeed.

### Characteristics of Colleges and Universities

The terms “college” and “university” are often used interchangeably, but it is good to know what they mean and how diverse the options are when you are looking for the right institution of higher education. “College” is often used when the institution is smaller and only enrolls undergraduate students; community or technical colleges enroll first- and second-year students who will go on to earn certificates or associate degrees (often called “two-year” degrees); and liberal arts colleges enroll first-year students through seniors who will earn bachelor’s (often called “four-year”) degrees. “University” is used to refer to larger institutions that offer bachelor’s degrees and master’s degrees and even doctorate degrees.
Familiarizing yourself with the different characteristics of colleges and universities is the first step to making a decision about where to apply and eventually where to go. You don’t have to narrow your choice just now, but think about which characteristics are more appealing to you and use those to determine which institutions you will research and then consider as part of your process.
As you start the process of researching, visiting, and deciding on where to apply and eventually go to college, you may want to revisit this section and think more about the type of institution and how it fits into your long-term goals.

### Additional Considerations

Now that you have a better understanding of the different types of schools you may attend, the next step is thinking through additional considerations. Each institution is unique because of its mission, its student population, programs of study, and opportunities for getting involved. Some students want to go to a college with a high-profile sports team while others want to live and study in a specific city or area of the country. To help you determine your best fit for a college or university, you will want to spend some time creating questions to ask yourself, your family, your guidance counselor, and campus representatives. With these questions in hand, you can start gathering more detailed information about the schools that you may want to attend. Here are just a few additional areas or characteristics that you will want to consider as you do your research.

### Mission of the institution

Each institution has a unique mission, and doing a little research to determine what this is will help you narrow your college choices. For example, if it is important for you to attend a religiously-affiliated or religiously-focused institution, reviewing the mission of the university will help you determine if the institution is a good fit for you. Some mission statements reflect a teaching focus, which means that faculty value teaching and learning and may offer a rich in-class experience for students; some mission statements reflect a research focus, which means that faculty place a greater value on their research projects, which may offer a unique experience for students who are interested in participating in the development of knowledge. Questions to ask: What is the mission of the institutions that you are considering? How do you think the mission will affect your experience at the institution?

### Graduation rates

When you choose a college or university, you are making the commitment to graduate from that institution. Therefore, it is important to know how well a school does when it comes to graduation rates. There are many reasons that students may not graduate—some decide college is not the path they want to take, some transfer to another school, and others find that putting a pause on their studies makes more sense for them. A high graduation rate (60% or higher) usually indicates that there are many opportunities to stay on track and graduate within four or five years. More and more institutions are providing additional support to students so that they can graduate, so it is worth asking what measures they have in place to help. Questions to ask: What are the institution’s four-year and six-year graduation rates? What support systems does the institution have in place to help students who struggle to graduate on time?

### Cost of attendance

Cost of attendance refers to the total amount of estimated costs that you will have in college. Each institution’s costs of attendance will differ based on tuition, fees, room, and board (also known as “meals”), but many also estimate the costs of transportation and books and supplies. For public institutions, be sure to look at the in-state costs versus the out-of-state costs. If you attend a public school within your state, the tuition and fees should be lower than if someone from out of state were to attend. Tuition, fees, room, and board are institutional costs and will be paid directly to the school you attend. The personal costs are ones that you will be responsible for and are variable, which means they will depend on your circumstances. For example, you may not have substantial transportation costs if you are going to a school in your hometown.
Be sure to note that an estimated cost of attendance does not equal the total amount that you or family may pay each year because it doesn’t factor in scholarships, grants, loans, and direct payments. However, it does provide you with a realistic starting point as you do more research on where you may want to attend. The table below shows an example of the cost of attendance at an in-state university for an undergraduate student living on campus.
To get a better sense of what you and your family may actually pay, locate the Net Price Calculator on each institution’s website. The Net Price Calculator allows you to put in specific information about your academic credentials (e.g., test scores, high school GPA) and demographic data as well as your family’s estimated financial contributions. The result of your calculations will give you a much more realistic picture of what you may have to pay. Questions to ask: What are my options for reducing the cost of attendance? How does the institution help students meet the cost of attendance?

### Programs of study

Programs of study refers to the types of degrees, majors, and minors that are available to you. Some institutions provide very specialized programs while others may offer similar degrees as many other institutions. If you have some idea of what kind of career you want or what you want to study, you can scan the list of majors at each institution and rule out any that don’t offer what you want. For example, if you want to be a cybersecurity expert, you will want to look for programs that provide a major if not specific coursework that would prepare you for this career. Not all institutions will have a direct pathway to certain, specialized careers, so doing your homework by reviewing their list of majors will help you narrow down your options. If you do not know what you want to study, you may want to look for programs of study that provide a wide variety of choices so that you know you have options should you decide after you are enrolled. Questions to ask: What programs of study does the institution have that set it apart from similar institutions? What are the institution’s most popular programs of study and why?

### Diversity of student body

Diversity may be a relative term, but it is worth considering if you are interested in getting to know people from different backgrounds and experiences. A student who goes to an urban, diverse, and large high school that attracts students from different countries may find a small, rural liberal arts college in the middle of the country less diverse while another student with a different high school experience may find the same school much more diverse. There is more to diversity than race and ethnicity although those are two measures.. If you are looking to live and learn amongst a wide variety of people, review the demographic data (usually on the college’s website), but also look at the faculty and staff demographic data as well as the types of clubs, events, and organizations that are available to students. Questions to ask: What kinds of diversity will I find on your campus? What is your commitment to supporting diverse students?

### Opportunities to get involved

Don’t judge a book by its cover: A small, rural, liberal arts college that is located on a mountain, an hour’s drive from a town can offer a large number of activities, organizations, clubs, and events to keep you engaged the entire four years. Larger institutions located in metropolitan areas don’t always have more opportunities. Instead of assuming that size matters when it comes to student involvement, consider how the colleges and universities that you are researching address the student need to develop leadership, work within the community, network with alumni, and offer partner programs with other institutions. You may, for example, choose a college that has a strong internship program that can place you directly into the field or company where you want to work after graduation. Questions to ask: What unique opportunities to get involved or connected does your institution offer? How can a student make the most of the involvement opportunities that are available?

### Location and proximity to home

You may have heard the real estate phrase “location, location, location” that reflects the importance of where a piece of property is relative to its value. The same may be said about colleges and universities. For some students, the where is as important as the what. You want to eventually work in government and politics? An institution close to Washington, D.C., may be a good choice for you. You want to work in the film industry? An institution with ties to Hollywood may be the best fit. Want to enjoy outdoor activities such as snow skiing, hiking, and rock climbing? An institution in Colorado or Utah may address your needs. For some students, moving to a different part of the country or even a different country—far away from friends and family—is exciting. For others, they want or need to choose a college that is close to home or within commuting distance. Thus, when you start to research your college options, make location an explicit part of the discussion. There could be added costs to moving across the country or it may affect your ability to come back home over holiday breaks as well as out-of-state tuition and fees. Factor in the logistics of getting there (and back) and the costs before you make your final decision. Questions to ask: How many of your students are at least 50 miles away from home? Do students stay on campus over the weekends and during breaks or do they head home?

### Planning a Campus Visit

Once you make a list of what is important to you and you start exploring the many options you have, it is time to consider a campus visit. The institution may offer a student preview day in which they invite high school juniors and seniors on campus to take tours and learn more about their programs and amenities, or you may be part of a group or a class that takes a field trip to local institutions to explore what they have to offer. Regardless of the occasion, there are some things to consider that will help you make the most of the visit. The more you can plan ahead—if you have the ability—for the visit, the more likely you will come away with valuable information. Consider the following when visiting:
1. Time of year. When you visit is important. If you visit on a holiday break or during the summer, you may not get an accurate feel for the campus community. Try to visit during a fall, winter, or spring term to get a sense of how busy the college is.
2. First impressions. What you feel when you first arrive—for good or bad—can influence how you feel about the entire visit. First impressions go a long way.
3. Are people friendly and helpful? Is it easy to navigate the campus? Can you see yourself living and learning there?
4. Class atmosphere. If there is an option to sit in on a class, consider doing it. You will get a feel for how students interact with faculty and what kinds of learning they are involved in. Don’t be intimidated if the content or discussion seems complicated. By the time you are sitting in the same seat, you will be prepared.
5. Faculty/student viewpoints. Some campus visits include talks from faculty and students. Colleges often choose well-spoken and positive representatives who can provide you with a sense of what it is like to be a student. Be sure to ask about challenges that students often face and what supports are available for those in need of help.
6. Amenities. Chances are good that you will visit a typical residential hall room and eat a meal in the dining hall. These experiences are designed to give you a good idea of what it feels like to live on campus. You may also get a chance to tour other special amenities such as fitness facilities, grassy lawns, or hiking pathways. Take it all in as part of the atmosphere of the campus.
7. Campus resources. Any good tour of campus should include visits to key campus resources. Does the institution have a health center, tutoring lab, library facility, office of accessibility resources? All of these support sources will be essential to your success in and out of the classroom, so be sure to check them out.
8. Neighborhood. After you take a walk around campus, circle the block. Where is the campus located? Is it easy to access public transportation or friendly to walkers and cyclists? Do you feel safe and comfortable? If you have questions about navigating the area around the school, talk to students and staff about your concerns and ask for advice.
If you are unable to visit a campus in person, you may be able to do a “virtual” visit by scheduling a conference call with admissions counselors, financial aid staff, faculty, and students. Some institutions provide webinars in which you can learn more about the campus culture and ask questions of the speakers. Even if you have to check out video, interactive maps, and social media, you may be able to get a good idea of what the experience and opportunities can be for you. You have so many ways to explore colleges and universities without having to set foot on the lawn, so be sure to take advantage of all that you can do to learn more.


# Getting into College

## Applying for College and Making Your Decision

Questions to Consider:
1. What is the process for applying to college?
2. What do I need to consider when making a decision about what college to attend?
In the previous sections in this chapter, you learned about the types of colleges and universities and what to consider as you begin researching where you would like to go. This section focuses on the steps for applying to college and what you can do to prepare to make an informed decision. No matter how many months or years you have before you enroll in a college or university, you can start now to get organized and prepare.

### Getting Your Application Ready

The first step to applying to college involves getting organized. You may want to use a spreadsheet or a series of online folders to keep track of your applications, resumes, and essays, but you can also use the old-fashioned paper folders. As long as you faithfully place your important documents within the folders, it doesn’t matter whether you store them.

### Personal Information

Collecting information about your activities and accomplishments is the first step in getting ready to apply. You may even consider creating a resume that lists your personal information along with your activities, leadership positions, and awards. While not all applications require a formal resume, creating one can help you capture what you have been doing over the past four years and help you stay organized. Because you may be applying for scholarships, grants, college admissions, and even internships or other selective programs, it will be important to maintain a list of not only what you have accomplished, but also what you have gained from those experiences. Consider creating a table, such as  below, to help you capture your achievements as well as the effect they have had on you.

### Transcripts

Official high school transcripts are records of the courses you have taken and the grades you have earned. They also include your high school GPA (at the time) as well as your class rank. Colleges will need your official transcript prior to admitting you. Oftentimes, your high school guidance counselor submits your transcripts on your behalf and usually before your final semester in high school is complete. Thus, colleges will be judging you for admissions and scholarships based on your 9th, 10th, 11th, and part of 12th grade work. When you request that your transcripts be sent to colleges and universities be sure to build in enough time for the transcript to get there, double check the correct address of the registrar’s office at the campus, and be sure you are requesting an official transcript, which may be sealed or stamped to guarantee its authenticity. Even though you will likely be admitted to college based on an incomplete high school transcript, your ability to enroll in classes will depend on your final, official transcript that will be sent after you graduate. Those last few weeks of the semester matter!

### Test Scores

In the past few years, more and more schools are dropping admission requirements for SAT and ACT (or equivalent) scores; however, many still require that you submit them to be considered for scholarships or before you enroll. This can be good news for students who feel that standardized test scores are not a true reflection on their abilities or potential. Taking the SAT or ACT may still provide you with an advantage when applying for college. Be sure, though, to read each institution’s policies and deadlines for submitting scores should you want them as part of your application package. In some cases, institutions that were test score optional for a few years may decide to return to requiring test scores.

### Essays

Many college admissions and scholarship applications require an essay. Even if the essay is considered optional, you are better off submitting one. A well-written, authentic essay can help the reader get to know you in ways that your list of accomplishments cannot. As mentioned above, your personal story helps to show who you are. Think of the essay as the color and shape to a picture of who you are. There are many ways that you can approach the college essay, but here are some simple rules to follow to ensure that, at the very least, the essay is easy to read, clearly written, and a true representation of who you are:
1. Read the prompt. And then probably read it again. Make sure you understand what the instructions are and you follow them completely.
2. Note the word count. All essay prompts will include a maximum (and some cases a minimum) word count. The word count is used to help you focus and the fewer the words, the more you need to make each word count.
3. Open with a hook. Your first few sentences should entice, or hook, the reader to continue reading. The reader of your essay will no doubt have read tens if not hundreds of essays and won’t spend much time on yours if it doesn’t grab them within the first few seconds of reading.
4. Be specific. As writing professors often tell their students: Show, don’t tell. This means that you should provide vivid details. If you were disappointed that you didn’t make the soccer team, then write about the knot in your stomach and the red splotches on your cheeks when you realized you lost a chance to play your senior year.
5. Be authentic. Always, always write your own essay using the words that you would use. You don’t have to write fancy, long sentences with big words. Concise and clear—and authentic—are always preferable. And you don’t have to experience extreme adversity to share a compelling story about how you overcame a challenge.
6. Check your work. Read it aloud and share it with others who can help proofread and catch any spelling or grammatical errors.

### Recommendation Letters

Recommendation letters will be a necessary component of your application, especially if you are also applying for scholarships. Most of the time, you can ask high school teachers if they would be willing to write you a good letter of recommendation. You may also consider asking adults who lead organizations that you have participated in. For example, a coach, youth group leader, or community service coordinator may be willing to write you a detailed letter that attests to your attitude and work ethic. When you ask for a recommendation, consider the following as ways to ensure that the letters are high quality and completed on time:
1. Ask someone who knows you well. You don’t have to be the varsity captain or class valedictorian to get a good letter of recommendation, but you do need to be visible to the person you are asking. This means that they know who you are and have observed your best characteristics. This will allow them to write a specific, detailed and positive letter.
2. Ask someone you can rely on. Be sure that if you ask someone to write a letter of recommendation that you can rely on them to do so in a timely manner.
3. Hand them your resume. One way to help someone write a good letter of recommendation is to hand them a resume or a list of your accomplishments.
4. Give them “focus” points. Share with the recommender what you need them to focus on in their letter. Is it academic ability or leadership qualities? Be sure to give them specific guidelines especially if the application requires them to.
5. Share all the details. Your letter writer will need to know what, when, where, and how to submit the letter. The more details, the more likely you will get the letter you need. For example, your letter writer may need to submit the recommendation on school letterhead and postmark it by a certain date. Or they may be required to submit an electronic evaluation of you that will be sent to their email address.
6. Keep it confidential. Letters of recommendation should be confidential unless otherwise stated. Don’t ask to read the letter or keep a copy unless it is required as part of the application process. Some letter writers may want to share the recommendations with you or allow you to save a copy in case you need it for something else; of course, if the recommender suggests it and it does not violate a rule of the application process, you can do so.
7. Show gratitude. Last but not least, when someone writes a letter of recommendation for you, provide a statement of thanks. You can express your gratitude in a note card (preferable), through an email, or in person. Be sure to tell the writer that you appreciate the time they took to communicate your strengths.

### Application Fees

Most colleges and universities require that you submit an application fee—$25 to almost $100. Applying to several schools can add up quickly. Some institutions offer fee waivers for low-income or first-generation college students, for example, or provide an “admission fee waiver” day when you can apply for no charge on a designated date. Talk to your guidance counselor or speak to an admissions officer at the institution to see if the schools you are applying to offer free or reduced fees.

### Making Decisions about College

You may feel relieved when you submit all your application materials and ready to wait for the offers to roll in. But the process has just started. You will soon need to review your acceptances (in addition to waitlists and rejections) to determine what the institution requires you to do to move forward. Typically, May 1 is considered “National Decision Day,” so you may find that you have only a few weeks to determine your next steps. This section provides an overview of the multiple considerations you will need to make before you can start classes as a college student.

### Determining Next Steps

The days of simply being accepted or rejected are over. Because of the exponential increase in the number of students applying to multiple colleges, more and more institutions are placing qualified applicants on waitlists, or a list of applicants that may be admitted if students who have been accepted decline their spot in the next college class. In some cases, applicants are not waitlisted exactly, but are granted admission that is contingent on their first attending another school such as a community college and transferring in.
1. Accepted. Review all the information regarding deadlines for accepting admission, financial aid, and housing (if you are living on campus). You will need to formally accept the offer of admission and may need to pay a deposit to secure residential housing.
2. Waitlisted. Determine where you are on the waitlist (some institutions provide you with your number on the list) and how likely you would be to accept admission should you get off the waitlist. If you don’t want to attend the school, be sure to let the institution know to take you off the waitlist. There are no hard and fast rules about being waitlisted and it is nearly impossible to predict if you will get a chance to be admitted eventually. Your chances may increase after May 1 and the closer you get to the start of classes. At some point, however, you may want to move on.
3. Offered Delayed Enrollment. This option is becoming more common as a way for institutions to increase student enrollment at times, usually the second and third years, when students often leave. Review the length of the delay as it could be one semester, one year, or two years as well as the requirements that will guarantee that you are eventually accepted. Do you need to enroll at any other institution or a satellite campus? Do you need to earn a certain number of credit hours and GPA?
4. Rejected. Even if you are rejected, you will want to ensure that you have read all the information about what you may be able to do should you want to reapply. Some institutions allow prospective students to appeal their rejection, but require them to complete the appeal by a certain date. The student may also have to write a statement as to why they are appealing the rejection as well as specific documentation such as a letter of recommendation.

### Calculating Costs

In an earlier section, you learned about the cost of attendance and how to calculate net price. Once you get an acceptance letter, you will also be given a financial aid package to review. This will contain the information about scholarships, grants, loans, and other methods of paying your bill and provide you with a more realistic picture of what you will owe. The table below shows the net price, or the price you will likely pay, after you calculate the financial aid that you will receive. Institutions that may seem out of reach because of high tuition and fees may actually be your most affordable option because of the amount of scholarship and grant aid that they offer. Before you make any decisions, carefully review both the total estimated costs as well as the total estimated financial aid that you are offered.

### Reviewing Programs of Study

Before you make your final decision, take one more look at the programs of study that the institution offers. Do they have the major that you are most interested in? Or do they have enough options that you feel you can find something that will fit your long-term plans? If you have been accepted to multiple institutions, you will want to review your notes and impressions on many different aspects of the experience, but subjects you can study will most likely be an important part of your decision. Reach back out to professors, advisors, or students to ask for clarification if you have any lingering questions.

### Meeting Pre-Enrollment Requirements

When you get that acceptance letter and let the institution know you are going to be enrolling in a few short months, you will determine what else you will need to do. For sure, you will need to submit a final transcript after you graduate; you may also need to provide test scores or updated test scores if you need them before registering for courses; you may need to register for advising and orientation; and you may also need to choose a housing option, select a roommate, and pay a deposit for housing or a fee for summer events. You will most likely not have to pay your bill until you get much closer to the beginning of the semester. Nonetheless, be sure you are aware of the upcoming deadlines for completing important tasks including paying for college.

### Dealing with Uncertainty and Disappointment

In an earlier section, you learned about handling setbacks and obstacles, and the same advice will hold true if you find that your hopes and dreams for life after high school are dashed because you didn’t get accepted to your first choice or the financial aid you are offered doesn’t meet your needs. If you had hoped to attend a specific school and are not able to, take some time to reflect on the experience, talk with friends and family about how you feel, and focus on the pathways that are open to you. You will find a way forward and it may be better than you could have imagined.
Making your final decision doesn’t have to be so, well, final. You still have the opportunity to make a change up until classes start. This is not to say that there may not be consequences when you change your mind at the last minute, but you do have the power to go in a different direction. In the few months between graduation and starting your first year of college, you may experience a change of heart or your family situation may change drastically. If something influences your decision in this way, always reach out to the institution first to talk through your options as soon as possible. In some cases, you may need to drop classes and officially unenroll or cancel housing. You can then use the steps outlined above to start the process anew.

### Friends & Family Matter

JT is reapplying to college after taking a break to work and earn enough money to pay his expenses. The work that he does now is not challenging and certainly not what he wants to do the rest of his life. Although, he is not sure what he wants to do—maybe something in health care or in finance. Either way, he wants to make more money so he can afford the things he wants most: a house, a new car, and the ability not to worry about how to afford all of life’s surprises.
His family and friends, however, are having a hard time understanding why he wants to go to college. They all live in a small community and help each other out when needed. They don’t see why JT wants to go to college even if it means he could get a job that he really enjoys and makes him money. They are afraid he will change, maybe even not want to maintain a relationship with them, and they have been very vocal about their lack of support.
When JT makes the decision to apply and asks a close friend for help with the application, his friend tells him that he is not going to help him because he doesn’t support his decision; his friend is concerned they won’t have time to hang out like they do now. He then asks his family if he could move in with them while he goes to college so he can save some of the money he earns to pay for his expenses. They, too, refuse to help him because they think he would be burdening them.

### Let’s Think About It

JT has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. JT tells his family and family that he needs to make this decision for himself and doesn’t appreciate their negative feedback.
2. JT explains why he wants to go to college and what he thinks it would do for him in terms of a career and life that he wants and acknowledges that they may not be supportive, but he hopes they will be some day.
3. JT promises his family that he will keep them up to date on what he is doing and why, and he will also make his best effort to stay connected to them and help them when needed.

### Let’s Talk About It

JT’s dilemma regarding whether or not to apply to college may be something you are considering as well. You may be thinking, ”Is it better to work now and attend later or not attend at all?” Here are some suggestions for communicating with others about the dilemma that JT is facing.
1. “I have been working for a few years now, and I have a better idea of what I want to do for a career; a degree will help me achieve a long-term goal.”
2. “I know you may be disappointed that you won’t be able to see me as often as usual, but the degree will take only a few years and then I can participate more in family events.”
3. “While earning a degree may change me in certain ways, I am committed to maintaining our relationships and hope that you will grow and change with me.”
This chapter provides an overview of the benefits of college or how college can shape you into an educated person. Next, the chapter introduces strategies for creating your unique story from your academic and personal journeys, which will help you craft the narratives needed for college applications. The chapter also describes different types of institutions for the purpose of helping you determine what kinds of colleges and universities are the right “fit” for your needs. The chapter ends with the steps to applying to college and making an informed decision.
Now that you have read and reflected on the main ideas of the chapter, consider developing a plan to help you prepare for applying to college. Review the list below and commit to working on one or more of the concepts this term and beyond.
1. Research the types of institutions that you may want to attend. List the characteristics of each that you are considering and ask yourself what the benefits and drawbacks are for each.
2. Begin to craft your personal story by making a list of your unique characteristics and experiences. Use these details to write essays about how you are and what you want to become.
3. Create a net-price spreadsheet of the colleges you want to attend. Use their Tuition and Fees Calculator and their Net Price Calculators to determine the estimates of what you may be paying to attend.
4. Organize your application process by creating folders and keeping track of your correspondence with the institutions.


# Transitioning to College

## Introduction

### Student Survey

How do you feel about your ability to meet the expectations of college? These questions will help you determine how the chapter concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.”
Don’t be concerned with the results. If your score is low, you will most likely gain even more from this book.
1. I am fully aware of the expectations of college and how to meet them.
2. I know why I am in college and have clear goals that I want to achieve.
3. Most of the time, I take responsibility for my learning new and challenging concepts.
4. I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.
You can also take the Chapter 2 survey anonymously online.

### About This Chapter

In this chapter, you will learn about what you can do to get ready for college. By the time you complete this chapter, you should be able to do the following:
1. Recognize the purpose and value of college.
2. Describe the transitional experience of the first year of college.
3. Discuss how to handle college culture and expectations.
4. List the benefits of adopting a learning mindset.
While Reginald and Madison have had different experiences before and certainly have different motivations for enrolling in college, they have quite a bit in common. They are both committed to this new chapter in their lives, and they are both connected to their families in ways that can influence their commitment to this pursuit. What they don’t know just yet—because they haven’t started their classes—is that they will have even more in common as they move through each term, focus on a major, and plan for life after graduation. And they have a lot in common with you as well because you are in a similar position—starting the next chapter of the rest of your life.
In this chapter, you will first learn more about identifying the reason you are in college. This is an important first step because knowing your why will keep you motivated. Next, the chapter will cover the transitions that you may experience as a new college student. Then, the chapter will focus on how you can acclimate to the culture and meet the expectations—all of which will make the transition to a full-fledged college student easier. Adopting a learning mindset is covered next and will provide you with research-based information that can help you develop the beliefs and habits that will result in success. Finally, the chapter will provide you with strategies for overcoming the challenges that you may face by providing information about how to find and access resources.


# Transitioning to College

## Why College?

Questions to Consider:
1. Why are you in college?
2. What are the rewards and value of a college degree?
This chapter started with the profiles of two students, Reginald and Madison, but now we turn to who you are and why you are going to college. Starting this chapter with you, the student, seems to make perfect sense. Like Reginald and Madison, you are probably full of emotions as you begin a journey toward a degree and the fulfillment of a dream. Are you excited about meeting new people and finally getting to take classes that interest you? Are you nervous about how you are going to handle your courses and all the other activities that come along with being a college student? Are you thrilled to be making important decisions about your future? Are you worried about making the right choice when deciding on a major or a career? All these thoughts, even if contradictory at times, are normal. And you may be experiencing several of them at the same time.

### Why Are You in College?

We know that college is not mandatory—like kindergarten through 12th grade is—and it is not free. You are making a choice to commit several years of hard work to earn a degree or credential. In some cases, you may have had to work really hard to get to this point by getting good grades and test scores in high school and earning money to pay for tuition and fees and other expenses. Now you have more at stake and a clearer path to achieving your goals, but you still need to be able to answer the question.
To help answer this question, consider the following questioning technique called “The Five Whys” that was originally created by Sakichi Toyoda, a Japanese inventor, whose strategy was used by the Toyota Motor Company to find the underlying cause of a problem. While your decision to go to college is not a problem, the exercise is helpful to uncover your underlying purpose for enrolling in college.
The process starts with a “Why” question that you want to know the answer to. Then, the next four “Why” questions use a portion of the previous answer to help you dig further into the answer to the original question. Here is an example of “The Five Whys,” with the first question as “Why are you in college?” The answers and their connection to the next “Why” questions have been underlined so you can see how the process works.
While the example is one from a student who knows what she wants to major in, this process does not require that you have a specific degree or career in mind. In fact, if you are undecided, then you can explore the “why” of your indecision. For example, you may consider the following “Why” questions: Is it because you have lots of choices, or is it because you are not sure what you really want out of college?
Do you see how this student went beyond a standard answer about the degree that she wants to earn to connect her degree to an overall purpose that she has to help others in a specific way? Had she not been instructed to delve a little deeper with each answer, it is likely that she would not have so quickly articulated that deeper purpose. And that understanding of “why” you are in college—beyond the degree you want or the job you envision after graduation—is key to staying motivated through what will most likely be some challenging times.
How else does knowing your “why,” or your deeper reason for being in college, help you? According to Angela Duckworth (2016), a researcher on grit—what it takes for us to dig in deep when faced with adversity and continue to work toward our goal—knowing your purpose can be the booster to grit that can help you succeed.Duckworth, A. (2016).  Other research has found that people who have a strong sense of purpose are less likely to experience stress and anxiety (Burrow, 2013)Burrow, A.L. & Hill, P.L. (2013). Derailed by diversity? Purpose buffers the relationship between ethnic composition on trains and passenger negative mood.  and more likely to be satisfied in their jobs (Weir, 2013).Weir, K. (2013). More than job satisfaction: Psychologists are discovering what makes work meaningful--and how to create value in any job.  Therefore, being able to answer the question “Why are you in college?” not only satisfies the person asking, but it also has direct benefits to your overall well-being. But don’t worry if you don’t know your purpose, or why, for being in college just yet. You can use your time taking classes and developing relationships to figure it out.

### What Are the Rewards and Value of a College Degree?

Once you have explored your “why” for enrolling in college, it may be worth reviewing what we know about the value of a college degree. There is no doubt you know people who have succeeded in a career without going to college. Famous examples of college dropouts include Bill Gates (the cofounder and CEO of Microsoft) and Ellen DeGeneres (comedian, actor, and television producer, among her many other roles).
These are two well-known, smart, talented people who have had tremendous success on a global scale. They are also not the typical profile of a student who doesn’t finish a degree. For many students, especially those who are first-generation college students, a college degree helps them follow a career pathway and create a life that would not have been possible without the credential. Even in this time of rapid change in all kinds of fields, including technology and education, a college degree is still worth it for many people.
Consider the following chart that shows an average of lifetime earnings per level of education. As you can see, the more education you receive, the greater the increase in your average lifetime earnings. Even though a degree costs a considerable amount of money on the front end, if you think about it as an investment in your future, you can see that college graduates receive a substantial return on their investment. To put it into more concrete terms, let’s say you spend $100,000 for a four-year degree (Don’t faint! That is the average sticker cost of a four-year degree at a public university if you include tuition, fees, room, and board). The return on investment (ROI) over a lifetime, according to the information in the figure below, is 1,500%! You don’t have to be a financial wizard to recognize that a 1,500% return is fantastic.
Making more money over time is not the only benefit you can earn from completing a college degree. College graduates are also more likely to experience the following:
1. Greater job satisfaction. That’s right! College graduates are more likely to get a job that they like or to find that their job is more enjoyable than not.
2. Better job stability. Employees with college degrees are more likely to find and keep a job, which is comforting news in times of economic uncertainty.
3. Improved health and wellness. College graduates are less likely to smoke and more likely to exercise and maintain a healthy weight.
4. Better outcomes for the next generation. One of the best benefits of a college degree is that it can have positive influences for the graduate’s immediate family and the next generations.
One last thing: There is some debate as to whether a college degree is needed to land a job, and there are certainly jobs that you can get without a college degree. However, there are many reasons that a college degree can give you an edge in the job market. Here are just a few reasons that graduating with a degree is still valuable:
1. More and more entry-level jobs will require a college degree. According to Georgetown University’s Center on Education and the Workforce, in 2020, 35% of jobs will require a college degree.Carnevale, A.P., Smith, N., & Strohl, J. (2013). Recover: Job growth and education requirements through 2020. Georgetown University's Center on Education and the Workforce. Retrieved from https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education- requirements-through-2020/.
2. A credential from a college or university still provides assurance that a student has mastered the material. Would you trust a doctor who never went to medical school to do open-heart surgery on a close relative? No, we didn’t think so.
3. College provides an opportunity to develop much-needed soft skills. The National Association of Colleges and Employers has identified eight career-readiness competencies that college students should develop: critical thinking/problem solving, oral/written communication, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/intercultural fluency.National Association of Colleges and Employers. (2019). Career readiness defined. Retrieved from https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/. There are few occasions that will provide you the opportunity to develop all these skills in a low-stakes environment (i.e., without the fear of being fired!). You will learn all of this and more in your classes. Seems like a great opportunity, doesn’t it? If you find yourself asking the question “What does this course have to do with my major?” or “Why do I have to take that?” challenge yourself to learn more about the course and look for connections between the content and your larger educational, career, and life goals.


# Transitioning to College

## The First Year of College Will Be an Experience

Questions to Consider:
1. How will you adjust to college?
2. What are the common college experiences you will have?

### Adjustments to College Are Inevitable

College not only will expand your mind, but it may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. It is hard to truly learn anything without getting messy. This is what education does: it transforms us. For that to happen, however, means that we will need to be open to the transformation and allow the changes to occur. Flexibility, transition, and change are all words that describe what you will experience. Laurie Hazard and Stephanie Carter (2018)Hazard, L., & Carter, S. (2018). A framework for helping families understand the college transition.  use the word adjustment. Hazard and Carter (2018) believe there are six adjustment areas that first-year college students experience: academic, cultural, emotional, financial, intellectual, and social. Of course, you won’t go through these adjustments all at once or even in just the first year. Some will take time, while others may not even feel like much of a transition. Let’s look at them in brief as a way of preparing for the road ahead:
1. Academic adjustment. No surprises here. You will most likely—depending on your own academic background—be faced with the increased demands of learning in college. This could mean that you need to spend more time learning to learn and using those strategies to master the material.
2. Cultural adjustment. You also will most likely experience a cultural adjustment just by being in college because most campuses have their own language (syllabus, registrar, and office hours, for example) and customs. You may also experience a cultural adjustment because of the diversity that you will encounter. Most likely, the people on your college campus will be different than the people at your high school—or at your workplace.
3. Emotional adjustment. Remember the range of emotions presented at the beginning of the chapter? Those will likely be present in some form throughout your first weeks in college and at stressful times during the semester. Knowing that you may have good days and bad—and that you can bounce back from the more stressful days—will help you find healthy ways of adjusting emotionally.
4. Financial adjustment. Most students understand the investment they are making in their future by going to college. Even if you have all your expenses covered, there is still an adjustment to a new way of thinking about what college costs and how to pay for it. You may find that you think twice about spending money on entertainment or that you have improved your skills in finding discounted textbooks.
5. Intellectual adjustment. Experiencing an intellectual “a-ha!” moment is one of the most rewarding parts of college, right up there with moving across the graduation stage with a degree in hand. Prepare to be surprised when you stumble across a fascinating subject or find that a class discussion changes your life. At the very least, through your academic work, you will learn to think differently about the world around you and your place in it.
6. Social adjustment. A new place often equals new people. But in college, those new relationships can have even more meaning. Getting to know professors not only can help you learn more in your classes, but it can also help you figure out what career pathway you want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.
 provides a succinct definition for each of the areas as well as examples of how you can demonstrate that you have adjusted. Think about what you have done so far to navigate these transitions in addition to other things you can do to make your college experience a successful one.


# Transitioning to College

## College Culture and Expectations

Questions to Consider:
1. What language and customs do you need to know to succeed in college?
2. What is the hidden curriculum?
3. What is your responsibility for learning in college?
4. What resources will you use to meet these expectations?
5. What are the common challenges in the first year?

### College Has Its Own Language and Customs

Going to college—even if you are not far from home—is a cultural experience. It comes with its own language and customs, some of which can be confusing or confounding at first. Just like traveling to a foreign country, it is best if you prepare by learning what words mean and what you are expected to say and do in certain situations.
Let’s first start with the language you may encounter. In most cases, there will be words that you have heard before, but they may have different meanings in a college setting. Take, for instance, “office hours.” If you are not in college, you would think that it means the hours of a day that an office is open. If it is your dentist’s office, it may mean Monday through Friday from 8 a.m. to 5 p.m. In college, “office hours” can refer to the specific hours a professor is in her office to meet with students, and those hours may be only a few each day: for example, Mondays and Wednesdays from 1 p.m. until 3 p.m.
“Syllabus” is another word that you may not have encountered, but it is one you will soon know very well. A syllabus is often called the “contract of the course” because it contains information about what to expect—from the professor and the student. It is meant to be a roadmap for succeeding in the class. Understanding that office hours are for you to ask your professor questions and the syllabus is the guide for what you will be doing in the class can make a big difference in your transition to college. The table on Common College Terms, below, has a brief list of other words that you will want to know when you hear them on campus (see ).
In addition to its own language, higher education has its own way of doing things. For example, you may be familiar with what a high school teacher does, but do you know what a professor does? It certainly seems like they fulfill a very similar role as teachers in high school, but in college, professors’ roles are often much more diverse. In addition to teaching, they may also conduct research, mentor graduate students, write and review research articles, serve on and lead campus committees, serve in regional and national organizations in their disciplines, apply for and administer grants, advise students in their major, and serve as sponsors for student organizations. You can be assured that their days are far from routine. See the table below for just a few differences between high school teachers and college professors.
The relationships you build with your professors will be some of the most important ones you create during your college career. You will rely on them to help you find internships, write letters of recommendation, nominate you for honors or awards, and serve as references for jobs. You can develop those relationships by participating in class, visiting during office hours, asking for assistance with coursework, requesting recommendations for courses and majors, and getting to know the professor’s own academic interests. One way to think about the change in how your professors will relate to you is to think about the nature of relationships you have had growing up. In  You and Your Relationships Before College you will see a representation of what your relationships probably looked like. Your family may have been the greatest influencer on you and your development.
In college, your networks are going to expand in ways that will help you develop other aspects of yourself. As described above, the relationships you will have with your professors will be some of the most important. But they won’t be the only relationships you will be cultivating while in college. Consider , You and Your Relationships During College, and think about how you will go about expanding your network while you are completing your degree.
Your relationships with authority figures, family, and friends may change while you are in college, and at the very least, your relationships will expand to peer networks—not friends, but near-age peers or situational peers (e.g., a first-year college student who is going back to school after being out for 20 years)—and to faculty and staff who may work alongside you, mentor you, or supervise your studies. These relationships are important because they will allow you to expand your network, especially as it relates to your career. As stated earlier, developing relationships with faculty can provide you with more than just the benefits of a mentor. Faculty often review applications for on-campus jobs or university scholarships and awards; they also have connections with graduate programs, companies, and organizations. They may recommend you to colleagues or former classmates for internships and even jobs.
Other differences between high school and college are included in , Differences between High School and College. Because it is not an exhaustive list of the differences, be mindful of other differences you may notice. Also, if your most recent experience has been the world of work or the military, you may find that there are more noticeable differences between those experiences and college.

### Some of What You Will Learn Is “Hidden”

Many of the college expectations that have been outlined so far may not be considered common knowledge, which is one reason that so many colleges and universities have classes that help students learn what they need to know to succeed. The term hidden curriculum, which was coined by sociologists,P.P. Bilbao, P. I. Lucido, T. C. Iringan and R. B. Javier. (2008).  describes unspoken, unwritten, or unacknowledged (hence, hidden) rules that students are expected to follow that can affect their learning.
Situation: According to your syllabus, your history professor is lecturing on the chapter that covers the stock market crash of 1929 on Tuesday of next week.
Sounds pretty straightforward. Your professor lectures on a topic and you will be there to hear it. However, there are some unwritten rules, or hidden curriculum, that are not likely to be communicated. Can you guess what they may be?
1. What is an unwritten rule about what you should be doing before attending class?
2. What is an unwritten rule about what you should be doing in class?
3. What is an unwritten rule about what you should be doing after class?
4. What is an unwritten rule if you are not able to attend that class?
Some of your answers could have included the following:
The expectations before, during, and after class, as well as what you should do if you miss class, are often unspoken because many professors assume you already know and do these things or because they feel you should figure them out on your own. Nonetheless, some students struggle at first because they don’t know about these habits, behaviors, and strategies. But once they learn them, they are able to meet them with ease.

### Working Within the Hidden Curriculum

The first step in dealing with the hidden curriculum is to recognize it and understand how it can influence your learning. After any specific situation has been identified, the next step is to figure out how to work around the circumstances to either take advantage of any benefits or to remove any roadblocks. Let’s review some other ways that you may encounter the hidden curriculum.
Prevailing Opinions. Simply put, you are going to encounter instructors and learning activities that you sometimes agree with and sometimes do not. The key is to learn from them regardless. In either case, take ownership of your learning and even make an effort to learn about other perspectives, even if it is only for your own education on the matter. There is no better time to expose yourself to other opinions and philosophies than in college. In fact, many would say that this is a significant part of the college experience. With the right mindset, it is easy to view everything as a learning opportunity.
Classroom Circumstances. These kinds of circumstances often require a more structured approach to turn the situation to your advantage, but they also usually have the most obvious solutions. In a large class, you might find yourself limited in the ability to participate in classroom discussions because of so many other students. The way around that would be to speak to several classmates and create your own discussion group. You could set up a time to meet, or you could take a different route by using technology such as an online discussion board, a Zoom session, or even a group text. Several of the technologically-based solutions might even be better than an in-class discussion since you do not all have to be present at the same time. The discussion can be something that occurs all week long, giving everyone the time to think through their ideas and responses.
Again, the main point is to first spot those things in the hidden curriculum that might put your learning at a disadvantage and devise a solution that either reduces the negative impact or even becomes a learning advantage.

### Learning Is Your Responsibility

As you may now realize by reviewing the differences between high school and college, learning in college will be your responsibility. Before you read about the how and why of being responsible for your own learning, complete the Activity below.
Taking responsibility for your learning will take some time if you are not used to being in the driver’s seat. However, if you have any difficulty making this adjustment, you can and should reach out for help along the way.

### What to Expect During the First Year

While you may not experience every transition within your first year, there are rhythms to each semester of the first year and each year you are in college. Knowing what to expect each month or week can better prepare you to take advantage of the times that you have more confidence and weather through the times that seem challenging. Review the table on First-Year College Student Milestones. There will be milestones each semester you are in college, but these will serve as an introduction to what you should expect in terms of the rhythms of the semester.
The first few weeks will be pretty exhilarating. You will meet new people, including classmates, college staff, and professors. You may also be living in a different environment, which may mean that a roommate is another new person to get to know. Overall, you will most likely feel both excited and nervous. You can be assured that even if the beginning of the semester goes smoothly, your classes will get more challenging each week. You will be making friends, learning who in your classes seem to know what is going on, and figuring your way around campus. You may even walk into the wrong building, go to the wrong class, or have trouble finding what you need during this time. But those first-week jitters will end soon. Students who are living away from home for the first time can feel homesick in the first few weeks, and others can feel what is called “imposter syndrome,” which is a fear some students have that they don’t belong in college because they don’t have the necessary skills for success. Those first few weeks sound pretty stressful, but the stress is temporary.
After the newness of college wears off, reality will set in. You may find that the courses and assignments do not seem much different than they did in high school (more on that later), but you may be in for a shock when you get your graded tests and papers. Many new college students find that their first grades are lower than they expected. For some students, this may mean they have earned a B when they are used to earning As, but for many students, it means they may experience their first failing or almost-failing grades in college because they have not used active, effective study strategies; instead, they studied how they did in high school, which is often insufficient. This can be a shock if you are not prepared, but it doesn’t have to devastate you if you are willing to use it as a wake-up call to do something different.
By the middle of the semester, you’ll likely feel much more confident and a little more relaxed. Your grades are improving because you started tutoring and using better study strategies. You are looking ahead, even beyond the first semester, to start planning your courses for the next term. If you are working while in college, you may also find that you have a rhythm down for balancing it all; additionally, your time management skills have likely improved.
By the last few weeks of the semester, you will be focused on the increasing importance of your assignments and upcoming finals and trying to figure out how to juggle that with the family obligations of the impending holidays. You may feel a little more pressure to prepare for finals, as this time is often viewed as the most stressful period of the semester. All of this additional workload and need to plan for the next semester can seem overwhelming, but if you plan ahead and use what you learn from this chapter and the rest of the course, you will be able to get through it more easily.

### Don’t Do It Alone

Think about our earlier descriptions of two students, Reginald and Madison. What if they found that the first few weeks were a little harder than they had anticipated? Should they have given up and dropped out? Or should they have talked to someone about their struggles? Here is a secret about college success that not many people know: successful students seek help. They use resources. And they do that as often as necessary to get what they need. Your professors and advisors will expect the same from you, and your college will have all kinds of offices, staff, and programs that are designed to help. This bears calling out again: you need to use those resources. These are called “help-seeking behaviors,” and along with self-advocacy, which is speaking up for your needs, they are essential to your success. As you get more comfortable adjusting to life in college, you will find that asking for help is easier. In fact, you may become really good at it by the time you graduate, just in time for you to ask for help finding a job! Review the table on Issues, Campus Resources, and Potential Outcomes for a few examples of times you may need to ask for help. See if you can identify where on campus you can find the same or a similar resource.

### Common Challenges in the First Year

It seems fitting to follow up the expectations for the first year with a list of common challenges that college students encounter along the way to a degree. If you experience any—or even all—of these, the important point here is that you are not alone and that you can overcome them by using your resources. Many college students have felt like this before, and they have survived—even thrived—despite them because they were able to identify a strategy or resource that they could use to help themselves. At some point in your academic career, you may do one or more of the following:
1. Feel like an imposter. There is actually a name for this condition: imposter syndrome. Students who feel like an imposter are worried that they don’t belong, that someone will “expose them for being a fake.” This feeling is pretty common for anyone who finds themselves in a new environment and is not sure if they have what it takes to succeed. Trust the professionals who work with first-year college students: you do have what it takes, and you will succeed. Just give yourself time to get adjusted to everything.
2. Worry about making a mistake. This concern often goes with imposter syndrome. Students who worry about making a mistake don’t like to answer questions in class, volunteer for a challenging assignment, and even ask for help from others. Instead of avoiding situations where you may fail, embrace the process of learning, which includes—is even dependent on—making mistakes. The more you practice courage in these situations and focus on what you are going to learn from failing, the more confident you become about your abilities.
3. Try to manage everything yourself. Even superheroes need help from sidekicks and mere mortals. Trying to handle everything on your own every time an issue arises is a recipe for getting stressed out. There will be times when you are overwhelmed by all you have to do. This is when you will need to ask for and allow others to help you.
4. Ignore your mental and physical health needs. If you feel you are on an emotional rollercoaster and you cannot find time to take care of yourself, then you have most likely ignored some part of your mental and physical well-being. What you need to do to stay healthy should be non-negotiable. In other words, your sleep, eating habits, exercise, and stress-reducing activities should be your highest priorities.
5. Forget to enjoy the experience. Whether you are 18 years old and living on campus or 48 years old starting back to college after taking a break to work and raise a family, be sure to take the time to remind yourself of the joy that learning can bring.


# Transitioning to College

## It’s All in the Mindset

Questions to Consider:
1. What is a growth mindset, and how does it affect my learning?
2. What are performance goals versus learning goals?
In the previous sections in this chapter, you learned about the differences between high school and college and what to expect from your course work, professors, and classmates. There is one more element of the experience that will improve your ability to meet the expectations and new challenges: Your belief in your abilities to learn, grow, and change. No doubt that you have enrolled in college because you want to do those very things, but it is easy to get discouraged and revert to old ways of thinking about your abilities if you are not mindful of what kinds of thoughts you have about yourself. This section covers the concept of a fixed mindset, or the belief that you are born with certain unchangeable talents, and growth mindset, or the belief that with effort you can improve in any area. Understanding the role that your beliefs play in the eventual outcomes of your learning can help you get through those challenges that you may encounter.

### Performance vs. Learning Goals

Much of our ability to learn is governed by our motivations and goals. Sometimes hidden goals or mindsets can impact the learning process. In truth, we all have goals that we might not be fully aware of, or if we are aware of them, we might not understand how they help or restrict our ability to learn. An illustration of this can be seen in a comparison of a student that has performance-based goals with a student that has learning-based goals.
If you are a student with strict performance goals, your primary psychological concern might be to appear intelligent to others. At first, this might not seem to be a bad thing for college, but it can truly limit your ability to move forward in your own learning. Instead, you would tend to play it safe without even realizing it. For example, a student who is strictly performance-goal-oriented will often only say things in a classroom discussion when they think it will make them look knowledgeable to the instructor or their classmates. Likewise, a performance-oriented student might ask a question that they know is beyond the topic being covered (e.g., asking about the economics of Japanese whaling while discussing the book Moby Dick in an American literature course). Rarely will they ask a question in class because they actually do not understand a concept. Instead they will ask questions that make them look intelligent to others or in an effort to “stump the teacher.” When they do finally ask an honest question, it may be because they are more afraid that their lack of understanding will result in a poor performance on an exam rather than simply wanting to learn.
If you are a student who is driven by learning goals, your interactions in classroom discussions are usually quite different. You see the opportunity to share ideas and ask questions as a way to gain knowledge quickly. In a classroom discussion you can ask for clarification immediately if you don’t quite understand what is being discussed. If you are a person guided by learning goals, you are less worried about what others think since you are there to learn and you see that as the most important goal.
Another example where the difference between the two mindsets is clear can be found in assignments and other coursework. If you are a student who is more concerned about performance, you may avoid work that is challenging. You will take the “easy A” route by relying on what you already know. You will not step out of your comfort zone because your psychological goals are based on approval of your performance instead of being motivated by learning.
This is very different from a student with a learning-based psychology. If you are a student who is motivated by learning goals, you may actively seek challenging assignments, and you will put a great deal of effort into using the assignment to expand on what you already know. While getting a good grade is important to you, what is even more important is the learning itself.
If you find that you sometimes lean toward performance-based goals, do not feel discouraged. Many of the best students tend to initially focus on performance until they begin to see the ways it can restrict their learning. The key to switching to learning-based goals is often simply a matter of first recognizing the difference and seeing how making a change can positively impact your own learning.
What follows in this section is a more in-depth look at the difference between performance- and learning- based goals. This is followed by an exercise that will give you the opportunity to identify, analyze, and determine a positive course of action in a situation where you believe you could improve in this area.

### Fixed vs. Growth Mindset

The research-based model of these two mindsets and their influence on learning was presented in 1988 by Carol Dweck. In Dweck’s work, she determined that a student’s perception about their own learning accompanied by a broader goal of learning had a significant influence on their ability to overcome challenges and grow in knowledge and ability. This has become known as the Fixed vs. Growth Mindset model. In this model, the performance-goal-oriented student is represented by the fixed mindset, while the learning-goal- oriented student is represented by the growth mindset.
In the following graphic, based on Dr. Dweck’s research, you can see how many of the components associated with learning are impacted by these two mindsets.

### The Growth Mindset and Lessons About Failing

Something you may have noticed is that a growth mindset would tend to give a learner grit and persistence. If you had learning as your major goal, you would normally keep trying to attain that goal even if it took you multiple attempts. Not only that, but if you learned a little bit more with each try you would see each attempt as a success, even if you had not achieved complete mastery of whatever it was you were working to learn.
With that in mind, it should come as no surprise that Dweck found that those people who believed their abilities could change through learning (growth vs. a fixed mindset) readily accepted learning challenges and persisted despite early failures.

### Improving Your Ability to Learn

As strange as it may seem, research into fixed vs. growth mindset has shown that if you believe you can learn something new, you greatly improve your ability to learn. At first, this may seem like the sort of feel-good advice we often encounter in social media posts or quotes that are intended to inspire or motivate us (e.g., believe in yourself!), but in looking at the differences outlined between a fixed and a growth mindset, you can see how each part of the growth mindset path can increase your probability of success when it comes to learning.

### Friends & Family Matter

Ana is the first in her family to go to college and they have been mostly supportive of her decision to go to college. She enjoys texting and calling them almost every day, and they like hearing what she is doing. She especially likes video-chatting with her younger brother. He had a hard time when she left, because he relied on her to help him with his homework.
Because she is having a hard time during the first few weeks of class, she has shared with her parents that she doesn’t feel like she fits in and feels like she has made a bad decision. At first her parents encouraged her to stay and join an organization to meet other people. “It will take some time to get used to being away, but it will get better,” they assured her. After some time, Ana began to feel better about being away and started making friends in her classes.
When Ana calls to check on her brother at mid-term, her parents tell her that her father has been very sick, and has had to take time off work. Her mother has not been able to care for him and her little brother at the same time as her father needs daily treatments and weekly doctor’s appointments. Between his being off work and the mounting costs of his treatment, the family is concerned about being able to pay for Ana’s college expenses. They ask Ana if she can come home for a few weeks to take her brother to school and help around the house, and want to talk to her about what to do next semester.

### Let’s Think About It

Ana has several options. Think through the consequences of each one, and choose the best option or create your own option.
1. Ana goes home immediately and stays with her family until they no longer need her, even if that means she misses her classes and does not complete any work.
2. Ana meets with her professors and asks if she can stay on top of her work until she gets back, and then she heads home with her books and laptop.
3. Ana explains to her parents that if she leaves during the middle of the semester, she may jeopardize her progress so far, earn bad grades, and lose her scholarship, so she tells them she cannot do that.

### Let’s Talk About It

Ana’s situation—having to make a choice about whether to continue her studies or focus on a personal matter—is not unusual. You may also experience tension pulling you in different directions. Here are some strategies for communicating what you need to make the best choice based on Ana's dilemma:
1. “I know that this is important to our family, and I want to be there to help, but I need to check with my professors about what they will allow me to do. The work I have done so far may be wasted if I just leave without sharing my plans and figuring out a way to stay on top of my work.”
2. “I am worried about dad’s health, and I would like to come home over the weekend to check in with everyone and see what I can do to help find additional support when I have to go back to school.”
3. “What kind of compromise can we make so that you get the support you need and I can stay focused on the work I have to do before the end of the semester?”
Whatever choice you would make in this situation, it is always best to communicate clearly your needs, your concerns, and even your uncertainties.

### Summary and Next Steps to College Success

This chapter provides an introduction to the transition to college by first asking “Why are you in college?” Understanding your “why” and what a college degree can do for you is the foundation of making a smooth transition. These experiences are part of being in college, and this chapter provides you with information about what to expect and how to handle the changes you will go through.
Now that you have read and reflected on the main ideas of the chapter, consider developing a plan to help you achieve college success by considering what you want to know more about that could help you? Review the list below and commit to working on one or more of the concepts this term and beyond.
1. Research the long-term value of your college major or degree. Look at potential careers associated with your major and reflect on what you will learn during college that will help you with your career.
2. Identify the hidden curriculum or unwritten rules at your institution. What do your professors expect but don’t explicitly state? What are your strategies for uncovering the hidden curriculum during your college experience?
3. Create a list of resources to help you in college. Choose one or more to use this term to engage and determine how well the resource helped you with a challenge.
4. Reflect on the occasions in which you have exhibited a fixed mindset. What will you commit to doing that would help you exhibit a growth mindset?

### Checking In: Your College Readiness Checklist

### Fall


# Managing Your Time and Priorities

## Introduction

### Student Survey

How do you feel about your time management abilities? Take this quick survey to figure it out, ranking questions on a scale of 1—4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time.
1. I regularly procrastinate completing tasks that don't interest me or seem challenging.
2. I use specific time management strategies to complete tasks.
3. I find it difficult to prioritize tasks because I am not sure what is really important.
4. I am pleased with my ability to manage my time.
You can also take the Chapter 3 survey anonymously online.

### About This Chapter

In this chapter you will learn about two of the most valuable tools used for academic success: prioritizing and time management. By the time you complete this chapter, you should be able to do the following:
1. Outline the reasons and effects of procrastination and provide strategies to overcome it.
2. Describe ways to evaluate your own time management skills.
3. Discuss the importance and the process of prioritization.
4. Detail strategies and specific tactics for managing your time.


# Managing Your Time and Priorities

## Time Management in College

Questions to Consider:
1. Is time management different in college from what I am used to?
2. How different is college schoolwork from high school or on-the-job work?
You may find that time management in college is very different from anything you have experienced previously. For high school students, almost all school time is managed by educators and parents. In many cases, even after-school time may be set by scheduled activities (such as athletics) and by nightly homework that is due the next day.
In the workplace, the situation is not very different, with activities and time on task being monitored by the company and its management. An employee may also not have much say in what needs to be done and when. This is so much a part of the working environment that many companies research how much time each task should take, and they hold employees accountable for the time spent on these job functions. In fact, having good time and task management skills will help you stand out on the job and in job interviews. See the table below for a comparison of high school students and college students with regard to time and task management.
In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.
As an example of how this works, think about an assignment that involves giving a classroom presentation. To complete the assignment, you are given time to research and reflect on the information found. As a part of the assignment, you must reach your own conclusions and determine which information that you have found is best suited for the presentation. While the date of the actual presentation and how long it will last are usually determined by the instructor, how much time you spend gathering information, the sources you use, and how you use them are left to you.

### You Have Lots of Time to Manage

For college-level learning, this approach is important enough that you can expect to spend much more time on learning activities outside the classroom than you will in the classroom. In fact, the estimated time you should spend will be at least two hours of outside learning for every one hour of lecture. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. If those hours are multiplied over several courses in a given session, you can see how there is a significant amount of time to manage. Unfortunately, many students do not always take this into consideration, and they spend far less time than is needed to be successful. The results of poor time management are often a shock to them.

### The Nature of What You Have to Do Has Changed

Returning to our example of the classroom-presentation assignment, you can see that the types of learning activities in college can be very different from what you have experienced previously. While there may have been similar assignments in high school, such as presentations or written papers, the level of expectation with length and depth is significantly different in college. This point is made very clear when comparing facts about the requirements of high school work to the type of work students produce in college. A study conducted by the Pew Research Center, found that 82 percent of teens report that their typical high school writing assignments were only a single paragraph to one page in length.Pew Research Center. (2008).“Writing, Technology, and Teens. http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/ This is in stark contrast to a number of sources that say that writing assignments in lower-level college courses are usually 5–7 pages in length, while writing assignments in upper-level courses increase to 15–20 pages.
It is also interesting to note that the amount of writing done by a college student can differ depending on their program of study. The table below indicates the estimated average amount of writing assigned in several disciplines. To estimate the number of pages of assigned writing, the average number of writing assignments of a given page length was multiplied by an approximate number of pages for the assignment type (see  for time on task estimates.)
High school homework often consists of worksheets or tasks based on reading or classroom activities. In other words, all the students are doing the same tasks, at relatively the same time, as directed by their teachers.
Using the earlier example of the presentation assignment, not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered in previous assignments. This is because there are greater expectations required of college graduates in the workplace. Nearly any profession that requires a college degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning. An often-cited example of this is the healthcare professional. The learning requirements for that profession are strict because we depend on those graduates for our health and, in some cases, our lives. While not every profession may require the same level of study needed for healthcare, most do require that colleges maintain a certain level of academic rigor to produce graduates who are competent in their fields.


# Managing Your Time and Priorities

## Procrastination: The Enemy Within

Questions to Consider:
1. Why do we procrastinate?
2. What are the effects of procrastination?
3. How can we avoid procrastination?
We all know about procrastination, the act of delaying some task that needs to be completed, because most of us have procrastinated at some point in our lives. For most people, a little procrastination is not a cause for great concern. But there are situations where procrastination can become a serious problem with a lot of risk. These include when it becomes a chronic habit, when there are a number of tasks to complete and little time, or when the task being avoided is very important. In college, students who procrastinate often report that they feel more stress and are more likely to do poorly than those who have learned to manage their time and their projects effectively.
Because we all procrastinate from time to time, we usually do not give it much thought, let alone think about its causes or effects. Ironically, many of the psychological reasons for why we avoid a given task also keep us from using critical thinking to understand why procrastination can be extremely detrimental, and in some cases difficult to overcome.
To succeed at time management, you must understand some of the hurdles that may stand in your way. Procrastination is often one of the biggest. What follows is an overview of procrastination with a few suggestions on how to avoid it.

### The Reasons Behind Procrastination

There are several reasons we procrastinate, and a few of them may be surprising. On the surface we often tell ourselves it is because the task is something we do not want to do, or we make excuses that there are other things more important to do first. In some cases this may be true, but there can be other contributors to procrastination that have their roots in our physical well-being or our own psychological motivations.

### Lack of Energy

Sometimes we just do not feel up to a certain task. It might be due to discomfort, an illness, or just a lack of energy. If this is the case, it is important to identify the cause and remedy the situation. It could be something as simple as a lack of sleep or improper diet. Regardless, if a lack of energy is continually causing you to procrastinate to the point where you are beginning to feel stress over not getting things done, you should definitely assess the situation and address it.

### Lack of Focus

Much like having low physical energy, a lack of mental focus can be a cause of procrastination. This can be due to mental fatigue, being disorganized, or allowing yourself to be distracted by other things. Again, like low physical energy, this is something that may have farther-reaching effects in your life that go beyond the act of simply avoiding a task. If it is something that is recurring, you should properly assess the situation.

### Fear of Failure

This cause of procrastination is not one that many people are aware of, especially if they are the person avoiding tasks because of it. To put it in simple words, it is a bit of trickery we play on ourselves by avoiding a situation that makes us psychologically uncomfortable. Even though they may not be consciously aware of it, the person facing the task is afraid that they cannot do it or will not be able to do it well. If they fail at the task, it will make them appear incompetent to others or even to themselves. Where the self-trickery comes in is by avoiding the task. In the person’s mind, they can rationalize that the reason they failed at the task was because they ran out of time to complete it, not that they were incapable of doing it in the first place.
It is important to note that a fear of failure may not have anything to do with the actual ability of the person suffering from it. They could be quite capable of doing the task and performing well, but it is the fear that holds them back.

### The Effects of Procrastination

In addition to the causes of procrastination, you must also consider what effects it can have. Again, many of these effects are obvious and commonly understood, but some may not be so obvious and may cause other issues.

### Loss of Time

The loss of time as an effect of procrastination is the easiest to identify since the act of avoiding a task comes down to not using time wisely. Procrastination can be thought of as using the time you have to complete a task in ways that do not accomplish what needs to be done.

### Loss of Goals

Another of the more obvious potentially adverse effects of procrastination is the loss of goals. Completing a task leads to achieving a goal. These can be large or small (e.g., from doing well on an assignment to being hired for a good job). Without goals you might do more than delay work on a task—you may not complete it at all. The risk for the loss of goals is something that is very impactful.

### Loss of Self-Esteem

Often, when we procrastinate we become frustrated and disappointed in ourselves for not getting important tasks completed. If this continues to happen, we can begin to develop a low opinion of ourselves and our own abilities. We begin to suffer from low self-esteem and might even begin to feel like there is something wrong with us. This can lead to other increasingly negative mental factors such as anger and depression. As you can see, it is important for our own well-being to avoid this kind of procrastination effect.

### Stress

Procrastination causes stress and anxiety, which may seem odd since the act of procrastination is often about avoiding a task we think will be stressful in itself! Anyone who has noticed that nagging feeling when they know there is something else they should be doing is familiar with this.
On the other hand, some students see that kind of stress as a boost of mental urgency. They put off a task until they feel that surge of motivation. While this may have worked in the past, they quickly learn that procrastinating when it comes to college work almost always includes an underestimation of the tasks to be completed— sometimes with disastrous results.

### Strategies for Psyching Ourselves Out and Managing Procrastination

Now that you understand a few of the major problems procrastination can produce, let’s look at methods to manage procrastination and get you on to completing the tasks, no matter how unpleasant you think they might be.

### Get Organized

Much of this chapter is dedicated to defining and explaining the nature of time management. The most effective way to combat procrastination is to use time and project management strategies such as schedules, goal setting, and other techniques to get tasks accomplished in a timely manner.

### Put Aside Distractions

Several of the methods discussed in this chapter deal specifically with distractions. Distractions are time-killers and are the primary way people procrastinate. It is too easy to just play a video game a little while longer, check out social media, or finish watching a movie when we are avoiding a task. Putting aside distractions is one of the primary functions of setting priorities.

### Reward Yourself

Rewarding yourself for the completion of tasks or meeting goals is a good way to avoid procrastination. An example of this would be rewarding yourself with the time to watch a movie you would enjoy after you have finished the things you need to do, rather than using the movie to keep yourself from getting things done.

### Be Accountable

A strong motivational tool is to hold ourselves accountable by telling someone else we are going to do something and when we are going to do it. This may not seem like it would be very effective, but on a psychological level we feel more compelled to do something if we tell someone else. It may be related to our need for approval from others, or it might just serve to set a level of commitment. Either way, it can help us stay on task and avoid procrastination—especially if we take our accountability to another person seriously enough to warrant contacting that person and apologizing for not doing what we said we were going to do.