From School to College

Alison AlexanderGrady Collegewww.grady.uga.edu/Alexanderalison@uga.edu

What does it take to be successful?

What is required to be successful in college? What do we know about entering students? What can we do to make the transition from

school to college successful?

Greater Expectations

What are the skills likely to be required in the first year?

What barriers do first year students face?

Barriers to Readiness

Uneven preparation for independent, demanding college-level study.

The continuing patterns of separation and discrimination. Limited interpretations of learning. A “one-size-fits-all” approach to assessment and to

learning. The misalignment of high school work with college entry

expectations. The chaotic borderland between school and college. The wasted senior year.

Character Analysis

In this assignment, you will take a single character from one of the stories we’ve read and closely examine how the author uses him or her to express specific ideas and themes. You are required to complete one character analysis every two weeks, and you may choose to examine a character from any story we’ve read in the previous two weeks. You do not have to pick a main character, but you should pick someone who’s significant enough to be worth examining. In other words, you could examine Tiny Tim from A Christmas Carol, but you Shouldn’t choose the urchin Scrooge who pays to buy the goose on Christmas morning. If you’re not sure if a character is significant enough, ask me before you do the assignment.

Your analyses should follow the format below. These are not formal essays, so you don’t need to develop a single thesis or argument. You should, however, support all of your assertions about the character with quotes from the text. Your grades for these assignments will be determined by how well you examine the details of the stories and how well you usetextual evidence to support your observations.

A. Description (1-2 paragraphs)What do we learn about this character the first time he is described in the text? What are

his distinguishing characteristics, and how are these significant? How do other characters react to him, and what does this tell you about his personality? Do the specific words or phrases used to describe this person lead you to any conclusions about him?

B. Progression (1 paragraph)How did your perception of this character change as the story progressed? Do these

changes reflect a real change in the character’s personality, or did the author simply lead you to see the character a different way as the story went on? [Note: if your perception of the character didn’t change at all, you don’t have to spend a whole paragraph saying so. Just write a quick sentence explaining why you don’t think this section applies and move on.

C. Function (1-2 paragraphs)What function does this character serve in the story? If she is a main character, what major

themes or ideas does the author express through her experiences? If she is a supporting character, how does she help you to better understand the main character? Either way, how do the author’s language and the specific events of the story reveal this character’s function to the reader?

The lengths of these three sections will vary from one assignment to the other, depending on which characters you examine. The important thing is that the whole analysis must always be at least two pages long.

Bob Cratchit

A. Description

We don't learn much about Bob when he first appears in Stave 1; Dickens doesn't even give us his name. There is no physical description of Bob in Stave 1, either. Instead, the reader learns about Bob from the things around him. We know he works in "a dismal little cell" in Scrooge's office (xx). He has only a tiny fire and a white comforter to warm him so he's trying to keep warm with the candle "in which effort, not being a man of strong imagination, he failed" (xx). These details reveal a few important things. First, they show that Bob is poor, and perhaps not very bright. They also help to show that Scrooge is a cheapskate who treats his employee badly. The two things combined make the reader sympathize with Bob and dislike Scrooge from the beginning. Later in this scene, we learn a little more about Bob. When he leaves the office, he stops on the way home to go down a slide twenty times, and then runs off to play blind-man's bluff (xx). This shows that even though Bob's poor, he's still happy about Christmas and his life in general. In short, Bob appears from the beginning to be the exact opposite of Scrooge. He's poor, but he's happy and kind to others. Dickens makes the difference between them crystal clear: after Scrooge sends his nephew away, Fred stops "to bestow the greetings of the season on the clerk, who cold as he was, was warmer than Scrooge; for he returned them cordially" (xx). This shows that Bob appreciates Christmas and his fellow man, which makes him warmer than Scrooge in spirit.

B. Progression Bob doesn't really change over the course of the story, but we do see different

sides of him. When Scrooge and the second spirit visit Bob's house, they see that Bob is a devoted father with a large, happy family. He's afraid for Tiny Tim, but tries to hide this from his children (xx). They also see Bob thanking Scrooge for the feast, which shows how generous he is (xx). This helps to make Scrooge look even worse, both because he's so unlike Bob and because he never bothered to notice that the Cratchits need help. Dickens drives this point home in the fourth stave, where we see Bob in the future after Tiny Tim dies. He tries to keep up the front as a happy father, but he finally breaks down and cries (xx). This shows the full consequences of Scrooge's inaction: by letting Bob remain so poor, he's crushed Bob's spirit.

C. Function Through Bob, we see the sort of man Scrooge, and everyone else, should try to

be. Marley tells Scrooge that to avoid becoming a ghost, “the spirit within him should walk abroad among his fellowmen, and travel far and wide” (xx) This is exactly what Bob does. Despite his poverty, Bob is kind and generous to everyone. As a result, he has a loving family and, with the exception of his sick son, a happy life. This not only helps the reader to see Scrooge’s flaws, it demonstrates exactly how Scrooge should correct them.

Bob’s situation also gives Scrooge a concrete way to make up for his sins. By raising Bob’s salary and helping Tiny Tim, Scrooge saves himself from Marley’s fate. When Scrooge sees Bob the day after Christmas, he says “I'll raise your salary, and endeavor to assist your struggling family, and we will discuss your affairs this very afternoon, over a Christmas bowl of smoking bishop, Bob” (xx). By doing all this for Bob, Scrooge shows that he’s become the complete opposite of the miser he was at the beginning of the story.

Note: This is written in single-spaced Times 11 to fit on one page. Your analyses should be 2 pages long, double-spaced, and in Times 12.

What do we know about entering students?

Curricular requirements for high school graduation– Georgia performance standards and testing– High School teacher comments

QCC Standards and ResourcesGeorgia Department of EducationGrade 9-12 Language Arts English Literature and Composition

Topic: Critical ThinkingStandard: Creates solutions to problems using thinking techniques (metaphors, analogies, models, drawings, brainstorming, and role-playing)

Topic: Critical Thinking Standard: Analyzes logical relationships in arguments; detects fallacies. Topic: Reading/Literature

Standard: Recognizes different purposes and methods of writing; identifies a writer’s point of view, mood, and tone

Topic: Reading/ LiteratureStandard: Writes and speaks critically about literature

Topic: Reading/LiteratureStandard: Applies knowledge of literary terms to works of literature

Topic: Reading/LiteratureStandard: Develops an understanding of the effect of history on British literature (e.g., literary movements and periods).

Topic: Speaking/ListeningStandard: Conceives and develops ideas about a topic for the purpose of speaking to a group, chooses and organizes related ideas, presents them clearly, and evaluates similar presentations by others.

Topic: Speaking/ListeningStandard: Evaluates messages and effects of mass media (newspaper, television, radio, film and periodicals).

Topic: Speaking/ListeningStandards: Presents arguments in orderly and convincing ways

Topic: Writing/Grammar/LogicStandard: Writes, selects, and relates ideas; develops them into a coherent, multi paragraph compositions; and incorporates original insights

Topic: Writing/Usage/GrammarStandard: Learns about the development of the English language, including the influence of other languages, ancient and modern

Topic: Writing/Usage/GrammarStandard: Shows mastery of grammatical systems and patterns of usage

Topic: Writing/Usage/GrammarStandard: Participates in a writing process that includes prewriting, drafting, revising, editing, proofreading, and publishing, with an emphasis on publishing

Topic: Writing/Usage/GrammarStandard: Writes in narrative, descriptive, persuasive and expository modes with emphasis on exposition

Topic: Writing/Usage/GrammarStandard: Engages in the research process using appropriate print, electronic, and interview sources; cites sources properly according to a standard style sheet (MLA, APA, or others)

Report Finds Both Strengths and Shortcomings in High School Exit Exams

– Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams

What Exit Exams Actually Measure– Although mathematics exit exams emphasize algebra, geometry, and

measurement—skills widely considered prerequisites for success—a majority of the points students can earn are associated with the least demanding topics, such as prealgebra and two-dimensional geometry.

– About half of exam questions in math are based on recall or using routine procedures--both low-level cognitive skills. The other half involve more demanding skills such as using non-routine procedures, formulating problems and strategizing solutions, and using advanced reasoning.

– Fifty percent of the total points on the English language arts assessments are devoted to basic reading comprehension topics such as vocabulary and general comprehension; only three percent of the points are associated with critical-reading skills such as discerning fact from opinion and faulty from logical reasoning.

– There is wide variation between states in writing assessments, with some states emphasizing actual writing, others emphasizing multiple-choice questions about editing, grammar, mechanics, and usage, and others not testing writing at all.

What do we know about entering students?

Work habits– See HSSSE (High School Study of Student

Engagement)

– Support systems

Time spent in various activities

Preparing for class

Overall, the amount of time students spent preparing for class was disappointing.

The majority of the respondents (55%) devoted three hours or less per week to

homework, reading, rehearsing, etc.

Females (52%) were more likely than males (37%) to spend more than three hours per week preparing for class.

Four fifths (80%) of the respondents indicated that they frequently (often or very often) came to class with readings or assignments completed, but less than half (46%) reported that they came prepared very often.

A larger percentage of students (29%) spent four or more hours in personal reading online than devoted that much time to assigned readings for their classes (24%).

Class assignment and discussions

Students were asked about the number and nature of classroom Interactions and assignments.

Almost two thirds (63%) of the students (69% of females and 59% of males) indicated that they had frequently worked on a paper or project using information from several sources (e.g., books, interviews, Internet, etc.).

More than two thirds (71%) of the respondents said that they frequently worked with other students on projects/assignments during class.

About 6 out of 10 respondents (61%) indicated that they frequently asked questions in class or contributed to class discussions. About one fourth (26%) indicated that they did so very often.

Three out of 10 respondents reported that they had not written any papers five pages or longer during the current school year (36% for 9th graders to 22% for 12th graders; see Figure 6).

Respondents tended to write more short papers; about two fifths (40%) had written at least 7 papers less than three pages during the current school year.

About half of all respondents indicated they have a voice in making classroom decisions.

Table 4 Students’ Perceptions of School Contributions to Their Knowledge, Skills, and Personal Development in Selected Areas

% indicating their school experience contributed

substantially (quite a bit or very much) to personal gains

 

Writing clearly and effectively 67%  

Preparing for college 66%  

Learning on your own 65%  

Working effectively with others 64%  

Thinking deeply and critically 63%  

Speaking clearly and effectively 62%  

Using computing and information technology

56%  

Developing clear career goals 53%  

Learning work related skills 50%  

Developing personal values 49%  

Understanding yourself 48%  

Understanding people of other racial and ethnic backgrounds

45%  

Solving real-world problems 43%  

Making your community a better place 34%  

Can we do better?

How can we foster a successful transition between school and college?

ChallengesEach system, K-12 and higher education, has an obligation to articulate its expectations and requirements.

Colleges and universities have been reluctant to enter into the standards discussion and seem content to remain at arms-length.

High school teachers often insist they know what is required for college admission and success, even when they have little concrete evidence that this is so.

Entry-level college courses often function as the de facto admissions process, screening those who can pass them from those who can't.

High schools remain wedded to an obsolete model of comprehensiveness that means they do several things poorly instead of one thing well.

Higher education institutions, which have shown the ability to be highly adaptive in certain aspects and areas when necessary, have shown little inclination to revamp the general education component of their curriculum to align better with high schools.

High schools have shown much less improvement relative to state standards than have elementary schools and are under increasing pressure to "reinvent" themselves.

Many postsecondary institutions would prefer to rank-order high schools and perpetuate the status quo rather than work toward systemic improvement of high schools.

No formal mechanism exists to coordinate standard-setting so that standards align between high school and college.

Pedagogical practices Complex cognitive development

– research/inquiry-based learning– frequent analytical and reflective writing– small group discussions

Field-based learning– service learning– field trips, apprenticeships– independent lab work– discovery learning

Integrative learning– interdisciplinary learning– team teaching

Assessment for learning– “authentic” and performance assessments– use of progress portfolios, presentation portfolios, etc– self-, peer-, and teacher assessments with cycles of revision– goals, experiences, assessment, and grades linked clearly and logically

Teaching practices that motivate and challenge

– alternative lecture procedures including writing answers to rhetorical and other questions, holding short discussions with classmates, taking quizzes immediately after material is presented, and storytelling.

– modeling, teaching by example– teacher gets learners involved in diagnosing needs, establishing goals, and

evaluating– teaching that addresses multiple learning styles: visual, auditory, tactual,

kinesthetic, etc.– various uses of technology: on-line discussions, multi-media presentations,

information searches, data analysis, etc.

Institutional arrangements to advance student achievement

– freshman-year experiences– learning communities– systems that support interdisciplinary teaching and learning– WAC and other across-the-curriculum practices– common courses– small classes– graduation and other portfolios, esp. in electronic form– internship and field experience support– service learning support– campus and community volunteer coordination– faculty rewards system to support the scholarship of teaching, interdisciplinary

teaching, etc.– assessment of institutional student learning goals

REFERENCES

Understanding University Success. Understanding University Success describes foundational skills and content standards (elsewhere referred to as Knowledge and Skills for University Success) in English, mathematics, natural sciences, social sciences, second languages and the arts. The 80-page booklet addresses each discipline in a separate chapter. Each chapter comprises two sections: foundations and standards. The foundations section describes the skills, behaviors and attitudes expected of incoming students. The standards section lists the content knowledge that helps maximize the probability of success in entry-level university courses. Available on the CEPR

(Center for Educational Policy Research) Web site. Work Samples. Collected from freshman students and faculty at research universities across the nation, these examples of student work

are accompanied by course syllabi, assignments, lab exercises and tests. They represent the range and types of assignments students receive when they enter college. They also demonstrate the quality of work students are expected to produce to be successful in entry-level university courses.

Also available on the CEPR Web site. Greater Expectations: Who are today’s college students? What are considered good practices to help students learn? What responsibilities

do students themselves need to assume to get the most out of college? These are some of the questions that the report from the Greater Expectations National Panel attempts to answer. Starting with an analysis of the current situation, the report concludes with recommendations, some asking for action by students, parents, and the general public. Found at www.greaterexpectations.org

High School Survey of Student Engagement: HSSSE 2004 Overview Improving teaching and learning at all levels is a national priority. Student engagement—time and energy devoted to educationally

purposeful activities—has been linked to many positive academic, personal, and social outcomes for students. Current federal and state policies emphasize the use of test results to evaluate students and schools. Yet, performance tests do not typically identify the specific educational processes that lead to the outcomes the tests measure. The High School Survey of Student Engagement (HSSSE) is designed to address this problem by providing useful data about student behavior and attitudes and the school environment. HSSSE (pronounced hessie) results can be used almost immediately to help schools in identifying where to focus

attention and resources to enhance student learning and school effectiveness. http://ceep.indiana.edu/hsse/pdf/hssse_2004_overview.pdf (or type hssse into Google) Do Graduation Tests Measure Up? http://www.aacu.org/aacu_news/AACUNews04/October04/facts_figures_print.cfm Georgia Performance Standards: http://www.glc.k12.ga.us/qcc/ (note also the new Georgia Performance Standards that are replacing the old QCC standards)