Fall semester 2006 grades are all posted now, and many parents, particularly the parents of new freshmen, are certainly curious about how their son or daughter handled the academic challenges of the first semester of college. Some students may have already shared their grades in great detail, and other students may be reluctant to discuss their performance except in the most general terms. It is important to respect student privacy in this matter. (Remember, don’t call us! The Family Educational Rights and Privacy Act protects the confidentiality of student records, and prevents us from sharing a student’s grades with anyone, including parents, without the student’s explicit consent.) But if a good pattern of communication with your son or daughter has already been established, they will certainly be willing, if not anxious, to let you know how they did.
One of questions that parents, and even students, often ask is: So what does it mean? Is that a good GPA? How does this first semester performance compare? My response to that question is usually; “compared to what?” because first semester academic performance is truly relative: relative to high school performance, relative to other freshmen, relative to expectations and relative to future plans.
First, some basics of grade point average math. There are three things that are critical to understanding college grade point averages. First, unlike high school where all class grades usually counted the same, in college, different courses are offered for different numbers of credits. Therefore, the grade in a four credit class impacts the GPA four times as much as the grade in a one credit class. Second, each semester, a student receives two grade point averages—a term GPA (based only on that semester’s courses and grades) and a cumulative GPA (based on the grades of all courses taken at the university). Generally, the cumulative GPA is more important, since most academic actions, program admissions decisions and honors are based on it. (For a new freshman, the term and cumulative GPA are the same.) Finally, a student’s cumulative GPA gets more and more "solidified" as they accumulate more credits, because each successive grade contributes proportionately less to the total GPA. For example, for a student taking 15 credits in their first semester, their performance in one 3 credit class contributes fully 20% to the cumulative grade point average. Now move ahead 3 more semesters. Assuming 15 credits in each of those semesters, the student now has accumulated 60 credits. So performance in any single 3 credit class in their fourth semester contributes a mere 5% to the cumulative GPA. Therefore, it gets harder and harder to nudge the cumulative GPA upward (but on the plus side, a poor performance later on won't damage it as much, either).
So, to return to the original question, consider a first term GPA of 2.75 and ask—is that good? It depends on what you compare it to. On average, first semester college GPA’s are lower than high school GPA’s by anywhere from .5 to 1.0. Therefore, a college GPA that is the same as or just slightly lower than your son or daughter’s high school GPA is generally good, because the academic demands of college are so much higher than they were in high school. Relative to all new freshmen, a 2.75 is slightly above the average of 2.63. Relative to your or your student’s expectations, however, a 2.75 (less than a “B” average) might feel a bit disappointing. And relative to his or her ambitious future plans (graduate school, med school, etc) it might feel like the end of the world.
In my opinion, any conversation you might have with your son or daughter about their academic performance should focus on next semester. The second semester is critical to establishing a solid first year GPA. Rather than dwell on past performance, it might be more productive to discuss plans for the future, lessons learned in the fall semester, and what kind of study ethic, living arrangement, co-curricular commitments, work schedule, etc is going to be needed in the spring term to realize those plans. I have always found it easiest to discuss this with students fairly dispassionately and objectively, just using the numbers. Of course, that is a lot harder to do when the discussion is with your own child! There is this great little tool on the Academic Advising website that can be quite helpful, however-- a GPA calculator. The link to it is below.
www.uwgb.edu/advising/gpa_calculator
To see how it works, at very the bottom of this web form, type in your son or daughter’s current GPA and the total number of credits earned in the first semester. In the spaces above, type in anticipated grades and credits for four or five classes (FYI- most classes are 3 credits). Then hit the “calculate cumulative” button (the bottom “calculate” button), and a pop up window gives the new cumulative GPA. It can be a humbling experience to see what kinds of grades will be needed to bring up an average or below average GPA, but it certainly makes the choices pretty clear.....
It seems to me that the best outcome of any discussion about fall academic performance is to have the student have the insights and arrive at the right conclusions on their own. But you can coax them in the right direction by providing them with clear, objective information (i.e. the GPA calculator, graduate school admissions requirements, etc).
If there is any solace in this, I have a petition on my desk to deal with today from a freshman who, no kidding, earned a GPA of 0.00 in their first semester, and who wants to appeal her suspension. As I said, it’s all relative….
Mike Stearney
Assistant Dean, Dean of Students Office
920-465-2236
stearnem@uwgb.edu
Showing posts with label advice. Show all posts
Showing posts with label advice. Show all posts
January 3, 2007
November 7, 2006
So, how are classes going...
Recently we received a message from a concerned parent asking if we knew the best approach for getting class information out of a student. Below you will find Assistant Dean Mike Stearney’s response, we hope you find it helpful.
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I'll try to respond both as a university representative but also as a parent myself with two sons of my own in college, one a freshman and one a sophomore.
First off, the official and obligatory caveat: There is a federal law known as the Family Educational Rights and Privacy Act (FERPA) that gives students certain rights to privacy with respect to their educational records. FERPA prevents the university from disclosing any student educational records to anyone, including parents, without the student's express written consent. You can read all about that at on the Dean of Students Web site, but I don't think that FERPA is really at the heart of your question. I think what you really want to know is, how can I get my daughter to talk to me more openly about her classes and the academic part of her college experience?
There is no easy answer to this question. It depends on a lot of things, including how openly and frequently you communicate with your daughter in general, what her past experience has been when she shared information with you about her academics (i.e., rewarded, punished, supported, judged, etc), who's paying the tuition bill, and if it’s you, how much you want to leverage that...
What I think we want to do as parents is open up a dialogue that is based on our genuine interest in this part of our child's college life, but be careful not to be too overbearing or judgmental about what we might find out when we start having these conversations. Consider the following:
1) For many students, handling their academic life on their own is another part of their transition to independence. They really want to prove to themselves (and to you) that they can do this; make good decisions about classes, apply skills and knowledge learned in high school, discipline themselves to study, etc. So out of some respect for that, you might have to settle for less frequent and less detailed information about class performance. When my sons were in high school, I saw them doing homework every night (or not), I went to parent-teacher conferences at least once a year, I asked them pretty regularly about their classes and assignments (they mostly answered with a grunt, but if I pressed, I could usually get a little more detail...) and their report cards came in the mail addressed to ME. Since they have been away to college, I have none of this information anymore! But out of trust and respect, I deliberately ask them about their classes a little less frequently and little more generally. Whenever I talk to them on the phone, for example, I'll always ask how classes are going, if they feel like they are on top of things, if they are finding a quiet time and quiet place to study, what kind of assignments they are working on, if they are studying anything in any class that is particularly interesting to them, etc. But as much as I want to know, I don't ask them quiz by quiz, test by test or paper by paper what kind of grades they are getting. Bottom line: I'll take what I can get as far as information from them, and I hope that they will volunteer more when they trust that I am not monitoring them the way I did in high school.
2) Don't assume that your daughter's reluctance to share with you means that things aren't going well. In many college classes, there is much less frequent feedback about performance than students were used to in high school. Many students may have only received one or two grades so far. For some classes, the grades received so far don't even amount to a big percentage of the final semester grade. The lack of communication may simply reflect that there is not much to communicate at this point, or maybe that she really doesn't know how she's doing.
3) There are good moments to initiate these conversations, and right now is one of them. Spring registration is starting today for seniors, and freshmen will be registering toward the end of next week. Good conversation-starters include asking your daughter what kind of classes she is considering for spring term, if she plans to take the same number, more or fewer credits/classes in the spring, if she will be looking for any particular kinds of classes for spring semester (maybe classes with more term papers and fewer tests, or particular instructors that she wants to take more classes from, or that she has heard are really good). Any questions that just get her talking about the academic part of her college experience opens a dialogue, and can give you some insights.
4) Sometimes, things really aren't going so well; maybe her attendance has been sporadic, maybe a few grades were lower than expected, or maybe she really is in way over her head in a class.... so you have to be prepared for how you're going to respond to this if she opens up and shares this with you. Showing support, encouragement and confidence in her ability to face adversity are really good responses. Suggesting to her that she might want to talk to an advisor is often better than giving her advice yourself, because that way, she maintains control of the situation. And you know with young adults that so often, it’s all about control...
5) If you still aren't getting anywhere and you really feel that you need to push it, you can firmly and respectfully express the sentiment that if you're going to be paying the tuition bill, you're going to need to know a little more about how things are going in classes. If you want, you can push that all the way to asking her to sign a FERPA release (Word doc). But this is a recourse of last resort, because it will likely be interpreted as "heavy-handed", threatening and distrustful. It could end up having an effect that is exactly the opposite of what you had hoped for.
I wish I had more specific suggestions for you-- but I hope this at least gives you something to think about. Good luck! We're all in this together! Let me know how things work out for you.
Mike S
Michael Stearney
Assistant Dean for Enrollment and Academic Services
UW-Green Bay
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I'll try to respond both as a university representative but also as a parent myself with two sons of my own in college, one a freshman and one a sophomore.
First off, the official and obligatory caveat: There is a federal law known as the Family Educational Rights and Privacy Act (FERPA) that gives students certain rights to privacy with respect to their educational records. FERPA prevents the university from disclosing any student educational records to anyone, including parents, without the student's express written consent. You can read all about that at on the Dean of Students Web site, but I don't think that FERPA is really at the heart of your question. I think what you really want to know is, how can I get my daughter to talk to me more openly about her classes and the academic part of her college experience?
There is no easy answer to this question. It depends on a lot of things, including how openly and frequently you communicate with your daughter in general, what her past experience has been when she shared information with you about her academics (i.e., rewarded, punished, supported, judged, etc), who's paying the tuition bill, and if it’s you, how much you want to leverage that...
What I think we want to do as parents is open up a dialogue that is based on our genuine interest in this part of our child's college life, but be careful not to be too overbearing or judgmental about what we might find out when we start having these conversations. Consider the following:
1) For many students, handling their academic life on their own is another part of their transition to independence. They really want to prove to themselves (and to you) that they can do this; make good decisions about classes, apply skills and knowledge learned in high school, discipline themselves to study, etc. So out of some respect for that, you might have to settle for less frequent and less detailed information about class performance. When my sons were in high school, I saw them doing homework every night (or not), I went to parent-teacher conferences at least once a year, I asked them pretty regularly about their classes and assignments (they mostly answered with a grunt, but if I pressed, I could usually get a little more detail...) and their report cards came in the mail addressed to ME. Since they have been away to college, I have none of this information anymore! But out of trust and respect, I deliberately ask them about their classes a little less frequently and little more generally. Whenever I talk to them on the phone, for example, I'll always ask how classes are going, if they feel like they are on top of things, if they are finding a quiet time and quiet place to study, what kind of assignments they are working on, if they are studying anything in any class that is particularly interesting to them, etc. But as much as I want to know, I don't ask them quiz by quiz, test by test or paper by paper what kind of grades they are getting. Bottom line: I'll take what I can get as far as information from them, and I hope that they will volunteer more when they trust that I am not monitoring them the way I did in high school.
2) Don't assume that your daughter's reluctance to share with you means that things aren't going well. In many college classes, there is much less frequent feedback about performance than students were used to in high school. Many students may have only received one or two grades so far. For some classes, the grades received so far don't even amount to a big percentage of the final semester grade. The lack of communication may simply reflect that there is not much to communicate at this point, or maybe that she really doesn't know how she's doing.
3) There are good moments to initiate these conversations, and right now is one of them. Spring registration is starting today for seniors, and freshmen will be registering toward the end of next week. Good conversation-starters include asking your daughter what kind of classes she is considering for spring term, if she plans to take the same number, more or fewer credits/classes in the spring, if she will be looking for any particular kinds of classes for spring semester (maybe classes with more term papers and fewer tests, or particular instructors that she wants to take more classes from, or that she has heard are really good). Any questions that just get her talking about the academic part of her college experience opens a dialogue, and can give you some insights.
4) Sometimes, things really aren't going so well; maybe her attendance has been sporadic, maybe a few grades were lower than expected, or maybe she really is in way over her head in a class.... so you have to be prepared for how you're going to respond to this if she opens up and shares this with you. Showing support, encouragement and confidence in her ability to face adversity are really good responses. Suggesting to her that she might want to talk to an advisor is often better than giving her advice yourself, because that way, she maintains control of the situation. And you know with young adults that so often, it’s all about control...
5) If you still aren't getting anywhere and you really feel that you need to push it, you can firmly and respectfully express the sentiment that if you're going to be paying the tuition bill, you're going to need to know a little more about how things are going in classes. If you want, you can push that all the way to asking her to sign a FERPA release (Word doc). But this is a recourse of last resort, because it will likely be interpreted as "heavy-handed", threatening and distrustful. It could end up having an effect that is exactly the opposite of what you had hoped for.
I wish I had more specific suggestions for you-- but I hope this at least gives you something to think about. Good luck! We're all in this together! Let me know how things work out for you.
Mike S
Michael Stearney
Assistant Dean for Enrollment and Academic Services
UW-Green Bay
August 3, 2006
From the Mail Bag
Question:
Does your computer department build and sell computers with a warranty so that if something breaks down you would be able to fix them right there and we would not have to send the computer away somewhere?
Answer:
No. We do not build and sell new computers on site. However, UWGB students are entitled to discounts from various computer vendors.
Gateway eSource page
Apple Education
(UWGB's zip code is 54311)
For more info on computer discounts for students, visit UWGB's Computer and Information Technology site.
Question:
We signed up to have our freshman's books gathered by the bookstore personnel and boxed up and ready for her when she comes to orientation. Can you tell me when the cost will be applied to our checking account? Will we find out the total cost via email or mail ahead of time?
Answer:
The payment will be applied between August 14-18. If you provided an e-mail address at the time of purchase, you will receive the total cost summary via e-mail.
More info on "eZ Books" is available at the Phoenix Bookstore site.
Question:
Can you tell us how we get the beds lofted in the dorm rooms? Is it the maintenace staff? or an outside firm? How and when is it scheduled?
Answer:
Your student will need to fill out the online Lofting/Debunking Request form.
Please note that your student's roommate must also fill out (and submit) the form.
For more info on lofting is available on the Residence Life site.
Have a question???
Leave a "comment" on the blog, or send us an e-mail at parents@uwgb.edu (please include "blog" in the subject line of the e-mail).
Does your computer department build and sell computers with a warranty so that if something breaks down you would be able to fix them right there and we would not have to send the computer away somewhere?
Answer:
No. We do not build and sell new computers on site. However, UWGB students are entitled to discounts from various computer vendors.
Gateway eSource page
Apple Education
(UWGB's zip code is 54311)
For more info on computer discounts for students, visit UWGB's Computer and Information Technology site.
Question:
We signed up to have our freshman's books gathered by the bookstore personnel and boxed up and ready for her when she comes to orientation. Can you tell me when the cost will be applied to our checking account? Will we find out the total cost via email or mail ahead of time?
Answer:
The payment will be applied between August 14-18. If you provided an e-mail address at the time of purchase, you will receive the total cost summary via e-mail.
More info on "eZ Books" is available at the Phoenix Bookstore site.
Question:
Can you tell us how we get the beds lofted in the dorm rooms? Is it the maintenace staff? or an outside firm? How and when is it scheduled?
Answer:
Your student will need to fill out the online Lofting/Debunking Request form.
Please note that your student's roommate must also fill out (and submit) the form.
For more info on lofting is available on the Residence Life site.
Have a question???
Leave a "comment" on the blog, or send us an e-mail at parents@uwgb.edu (please include "blog" in the subject line of the e-mail).
July 24, 2006
A question from a parent...
Looking for dining point advice.
Anyone with a sophomore or older student have suggestions on which dining plan to choose for an incoming freshman girl...small...doesn't eat that much, generally. And, is there any savings in using dining points, as opposed to passpoints for meals. We're thinking we'll get the minimum $600 meal plan 1st semester, use passpoints if we run out, then get a higher dining plan 2nd semester if it seems we need it. Good plan...or bad????
Thanks in advance...
Susette
(to post a response, hit the "comments" link)
June 15, 2006
Transition to College
Starting college for most students represents a major transition. The change for some students might be considered monumental, as in moving away from home and to a whole new part of the country. For others the change may be less extreme, as starting college in their home town, but most parents and students would agree that starting college is an important transition step toward independence and adulthood.
Although students and parents generally report college to be a positive experience there are often challenges.
Here are some tips on coping with both the opportunities and challenges of the transition to college.
Tips for Students:
• Explore new interests, discover new places, and meet new people. College should involve learning outside as well as inside the classroom.
• If you are moving away from home expect to be at least a little “home sick”. The cure is time, involvement on campus and possibly talking to a campus counselor.
• Participate and prioritize, enjoy the fun of involvement but be careful not to become overwhelmed be doing too many things.
• For academics “Hit the ground running” to make sure you stay up to date with your work but also be patient with yourself. It takes time to understand the rhythm of a new academic life and for students to develop a personal learning/studying style. Over the first semester it becomes easier to understand the flow of work and realize how to accommodate different teachers' standards and course requirements.
• Never ignore a problem. Both academic and emotional challenges are most successfully managed early when small.
• Understand your personal values, they will help guide you through difficult decisions
• Use the resources available to you to solve problems, these include University staff and, of course, your family.
Tips for Parents:
• Discuss your expectations and shared values. Students will face some difficult situations and helping them think ahead about what is right or wrong for them can help
• Support the student in working through any crisis they may face, offering guidance can be great but try to let them work things out. Students will generally learn and grow best by solving their own problems. Parents know their student best however and must judge when it is time for more direct help.
• Determine appropriate expectations and guidelines and be explicit. If parents expect or want a weekly phone call, they must say so. If parents and students want to spend a particular holiday together, they should plan ahead. If parents expect to see the student’s grades, that should be made clear in advance.
• Allow for mistakes. Parents can encourage and accept the student's ability to make independent decisions. Both the college student and the parents must realize mistakes will be made along the way and the student will learn from them.
Adapted from Transition to College:
Separation and Change for Parents and Students
by Robin F. Goodman, Ph.D., updated by Anita Gurian, Ph.D.
The full text of this article is available at www.aboutourkids.org
Although students and parents generally report college to be a positive experience there are often challenges.
Here are some tips on coping with both the opportunities and challenges of the transition to college.
Tips for Students:
• Explore new interests, discover new places, and meet new people. College should involve learning outside as well as inside the classroom.
• If you are moving away from home expect to be at least a little “home sick”. The cure is time, involvement on campus and possibly talking to a campus counselor.
• Participate and prioritize, enjoy the fun of involvement but be careful not to become overwhelmed be doing too many things.
• For academics “Hit the ground running” to make sure you stay up to date with your work but also be patient with yourself. It takes time to understand the rhythm of a new academic life and for students to develop a personal learning/studying style. Over the first semester it becomes easier to understand the flow of work and realize how to accommodate different teachers' standards and course requirements.
• Never ignore a problem. Both academic and emotional challenges are most successfully managed early when small.
• Understand your personal values, they will help guide you through difficult decisions
• Use the resources available to you to solve problems, these include University staff and, of course, your family.
Tips for Parents:
• Discuss your expectations and shared values. Students will face some difficult situations and helping them think ahead about what is right or wrong for them can help
• Support the student in working through any crisis they may face, offering guidance can be great but try to let them work things out. Students will generally learn and grow best by solving their own problems. Parents know their student best however and must judge when it is time for more direct help.
• Determine appropriate expectations and guidelines and be explicit. If parents expect or want a weekly phone call, they must say so. If parents and students want to spend a particular holiday together, they should plan ahead. If parents expect to see the student’s grades, that should be made clear in advance.
• Allow for mistakes. Parents can encourage and accept the student's ability to make independent decisions. Both the college student and the parents must realize mistakes will be made along the way and the student will learn from them.
Adapted from Transition to College:
Separation and Change for Parents and Students
by Robin F. Goodman, Ph.D., updated by Anita Gurian, Ph.D.
The full text of this article is available at www.aboutourkids.org
The Soon To Be Sophomores Speak
Your students have reached the end of their freshman year. Each and every freshman has their story to tell about their first year in college. We asked some of our freshman about their experiences and thought you might be interested in what they had to say. We first asked about the high points and the low points of the year.
High Points
The best part of my experience at UW-Green Bay has been becoming connected with other students, faculty, and the campus. Participating in activities like Phuture Phoenix and the Red Carpet Tour has given me a chance to become more familiar with the campus by sharing it with visitors!
Since I have been on the UWGB campus I have had many great experiences. One of my favorite experiences was during the first week after I arrived on campus. The chancellor held an ice cream social with all of the new freshmen and some of the ambassadors. At the ice cream social I was able to relax and have fun and made a lot of new friends.
I would have to say that my time here at UW-Green Bay has been an awesome experience. I have made a lot of new friends while living in the residence halls. I have also become involved with many activities available here on campus and I found them all very enjoyable. Currently I am in the Residence Hall and Apartment Association as I am the building representative for Byron Walter Hall. While in RHAA I have met new people and learned many things about UW-Green Bay.
Some high points about my experience at UWGB would have to be meeting new people, the challenging college courses, and becoming involved in some campus organizations such as UWGB Pep Band, PBL (Phi Beta Lamda sorority) and Phoenix Phanatics. I also enjoy the Student Rush tickets at the Weidner Center; I was able to get third row tickets to BLAST for $12!
I have been more involved and more interested in my surroundings than ever since I started here at UW-Green Bay. Although I had a rough start finding my own niche here, currently all of the people I am involved with in school activities have been absolutely wonderful. Sometimes it felt as if I was trying to jog an up-hill battle that I appeared to be losing, but it's all about having your priorities straight. I was finally able to get out of that by just joining clubs and studying. Eventually study sessions turned into Friday night dinner off campus and eventually those dinners turned into great memories!
One of the high points of my experience thus far at UW-Green Bay has been my participation in Student Senate. I feel as a senator, I am directly impacting my school and my fellow students. It is a huge responsibility, but it is very rewarding to be able to have such an impact on school policy.
Leaving home for the first time, living in a dorm, greatly helped with my maturity. I find myself more independent and responsible. I meet many new people, some being great friends. I also encountered many great professors. I never realized you could go get help in college, but it is there. Outside of classes I found many professors to be very helpful and take the time to help. My first semester was also a great high point when it came to an end. School was never easy for me, always having to try, but I did it, and I made semester honors!
Low Points
The hardest thing I've experienced at UW-Green Bay has been time management. I've really learned to appreciate using a planner and organizing my schedule.
My worst experience has been not being able to schedule some of the classes I have wanted (or needed). However, although I didn't get exactly the classes I wanted, I had the opportunity to choose other classes and found several that I really liked, so it wasn't all bad!
Some low points about my experience at UWGB would have to be walking to class in the unpredictable weather, and the transition from knowing everyone at my small high school of 250 students to the UWGB campus where I wasn't able to recognize a face in the hall at the beginning of my first semester.
One (low point) would have to be living with a random roommate and having to share practically everything.
A low point would be making the adjustment from high school to college and having to do a lot more homework.
I would have to say one low point is leaving my family and friends behind, but making new ones has helped!
I have come to realize one low point of my first year experience. I thought it was difficult to get involved. I was nervous about getting involved my first year because I didn't know what college was like or how much time I would need for my studies.
Our second question was what advice this year's freshman would give to next year's new freshman. The good advice they gave is just as relevant for you're soon to be sophomore.
The best advice I can give to freshman, or to any student on campus, is to GET INVOLVED. The best part of getting involved on campus is that you will likely meet great friends who you might not have met otherwise!
While attending UW-Green Bay I have learned the importance of becoming involved in university functions. I can only stress enough how important it is for freshman to join organizations and participate in the activities available.
Based on what I have experienced and learned from my first year at UW-Green Bay, I would advise future freshmen to stay focused on their academics. The main reason to go to college is to expand your education and that should be your top priority. It's pretty easy to become side tracked by all of the distractions surrounding you on campus or in your dorm, but you must remember to keep up with the assignments and do all of the assigned readings. You must keep yourself motivated and focused because at college you are in charge of you and don't have your parents or teachers reminding you to do your homework!
The advice I would give is to try your hardest. There is an adjustment factor of college and the classes are not the same (some easier, but most are harder) depending on your work and effort. You may not always be satisfied with an exam or paper grade but knowing you tried your best is a great feeling. Do what you can do.
Get involved and attend on campus events because you meet lots of new people and some of the programs are lots of fun! Also that you need to attend class and study hard, but also make time for friends and fun.
It's important to be very open to everybody and realize not everybody will be like you, but the more open you are the more you will hear the words "hey how are you!" on this campus and the better your college experience will be. Keep your mind open but don't just do something because somebody says it's okay. Always use your best judgment but give something new a chance in college. And most importantly when your professors say study, they are usually not kidding!
High Points
The best part of my experience at UW-Green Bay has been becoming connected with other students, faculty, and the campus. Participating in activities like Phuture Phoenix and the Red Carpet Tour has given me a chance to become more familiar with the campus by sharing it with visitors!
Since I have been on the UWGB campus I have had many great experiences. One of my favorite experiences was during the first week after I arrived on campus. The chancellor held an ice cream social with all of the new freshmen and some of the ambassadors. At the ice cream social I was able to relax and have fun and made a lot of new friends.
I would have to say that my time here at UW-Green Bay has been an awesome experience. I have made a lot of new friends while living in the residence halls. I have also become involved with many activities available here on campus and I found them all very enjoyable. Currently I am in the Residence Hall and Apartment Association as I am the building representative for Byron Walter Hall. While in RHAA I have met new people and learned many things about UW-Green Bay.
Some high points about my experience at UWGB would have to be meeting new people, the challenging college courses, and becoming involved in some campus organizations such as UWGB Pep Band, PBL (Phi Beta Lamda sorority) and Phoenix Phanatics. I also enjoy the Student Rush tickets at the Weidner Center; I was able to get third row tickets to BLAST for $12!
I have been more involved and more interested in my surroundings than ever since I started here at UW-Green Bay. Although I had a rough start finding my own niche here, currently all of the people I am involved with in school activities have been absolutely wonderful. Sometimes it felt as if I was trying to jog an up-hill battle that I appeared to be losing, but it's all about having your priorities straight. I was finally able to get out of that by just joining clubs and studying. Eventually study sessions turned into Friday night dinner off campus and eventually those dinners turned into great memories!
One of the high points of my experience thus far at UW-Green Bay has been my participation in Student Senate. I feel as a senator, I am directly impacting my school and my fellow students. It is a huge responsibility, but it is very rewarding to be able to have such an impact on school policy.
Leaving home for the first time, living in a dorm, greatly helped with my maturity. I find myself more independent and responsible. I meet many new people, some being great friends. I also encountered many great professors. I never realized you could go get help in college, but it is there. Outside of classes I found many professors to be very helpful and take the time to help. My first semester was also a great high point when it came to an end. School was never easy for me, always having to try, but I did it, and I made semester honors!
Low Points
The hardest thing I've experienced at UW-Green Bay has been time management. I've really learned to appreciate using a planner and organizing my schedule.
My worst experience has been not being able to schedule some of the classes I have wanted (or needed). However, although I didn't get exactly the classes I wanted, I had the opportunity to choose other classes and found several that I really liked, so it wasn't all bad!
Some low points about my experience at UWGB would have to be walking to class in the unpredictable weather, and the transition from knowing everyone at my small high school of 250 students to the UWGB campus where I wasn't able to recognize a face in the hall at the beginning of my first semester.
One (low point) would have to be living with a random roommate and having to share practically everything.
A low point would be making the adjustment from high school to college and having to do a lot more homework.
I would have to say one low point is leaving my family and friends behind, but making new ones has helped!
I have come to realize one low point of my first year experience. I thought it was difficult to get involved. I was nervous about getting involved my first year because I didn't know what college was like or how much time I would need for my studies.
Our second question was what advice this year's freshman would give to next year's new freshman. The good advice they gave is just as relevant for you're soon to be sophomore.
The best advice I can give to freshman, or to any student on campus, is to GET INVOLVED. The best part of getting involved on campus is that you will likely meet great friends who you might not have met otherwise!
While attending UW-Green Bay I have learned the importance of becoming involved in university functions. I can only stress enough how important it is for freshman to join organizations and participate in the activities available.
Based on what I have experienced and learned from my first year at UW-Green Bay, I would advise future freshmen to stay focused on their academics. The main reason to go to college is to expand your education and that should be your top priority. It's pretty easy to become side tracked by all of the distractions surrounding you on campus or in your dorm, but you must remember to keep up with the assignments and do all of the assigned readings. You must keep yourself motivated and focused because at college you are in charge of you and don't have your parents or teachers reminding you to do your homework!
The advice I would give is to try your hardest. There is an adjustment factor of college and the classes are not the same (some easier, but most are harder) depending on your work and effort. You may not always be satisfied with an exam or paper grade but knowing you tried your best is a great feeling. Do what you can do.
Get involved and attend on campus events because you meet lots of new people and some of the programs are lots of fun! Also that you need to attend class and study hard, but also make time for friends and fun.
It's important to be very open to everybody and realize not everybody will be like you, but the more open you are the more you will hear the words "hey how are you!" on this campus and the better your college experience will be. Keep your mind open but don't just do something because somebody says it's okay. Always use your best judgment but give something new a chance in college. And most importantly when your professors say study, they are usually not kidding!
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