My favorite part of the book was Chapter 4, As Others See Us. Leaving aside the question of why it didn't occur to a 50 year old anthropologist to cover her ethical bases better what the heck was she doing in her other field sites where people were less likely to call her out on it? The book's only fault, in my opinion, is that there is not much of a story. I could see how some of the points made towards the end would be valuable - perhaps to professors, and much of the book might be an interesting read for parents. She enrolled as a freshman at Northern Arizona University here in the 2002-3 school year, determined to apply the same techniques she had used in studying tribal societies to understand the 18,000 students on the campus where she teaches. And she realized from conversations with her colleagues that they, too, were perplexed: Why were students today so different and so hard to teach? She was accepted to begin in fall 2003.
A good read for teachers and professors. When class ends at 10:50, they will be off to another bus and another class, because they have designed a schedule, just as I did as a teacher, that apportions blocks of work and free time. Specifically, Nathan used space in four women's restrooms allocated for anonymous questions and answers as well as residents' door decorations. Why do they not seem to care? Cathy Small has made it a priority during her career to aid in bettering the educational development for low-income and indigenous groups. I struggled with juggling work and school, much like I do today.
Her last chapter addresses her research and writing methods, and confirmed my problem with the book - while at the same time, justifying her frustrating approach. Small has also written Voyages: From Tongan Villages to American Suburbs, Author's Purpose Dr. On occasion, Nathan audited courses and realized she heard student conversations that were not available to her as a professor; more significantly, she was surprised by what she heard. If one does forget the details of information from a semester ago, and if the technical material you learn in your major will likely be obsolete in five years, and if you will probably change careers several times in your lifetime anyhow, then what is worth learning? Since I am making a concerted effort to read the books I've been avoiding, I'm glad I finally finished this not-even-200-page book. Fewer and fewer participated in class discussion, tackled the assigned reading, or came to discuss problems during office hours. There is some degree of anxiety there also because no one wants to make the wrong choice. She noted that there was not the 'community' feel something she spends an entire chapter addressing that she had expected from dorm life.
While this book wasn't the kind of entertaining I thought it would be, it's very informative, and oftentimes amusing. When I selected this book to review, I hoped that the book would provide an extensive discussion of how becoming a student changed her teaching. Indeed, living in a different culture is like stepping outside from the confines of the home environment which has shaped, nurtured or cloistered you, and see it in a new perspective, like an outsider looking in. My Freshman Year: What a Professor Learned by Becoming a Student chronicles her experience. She makes the point that college 'community' is hard to establish due to the sheer amount of choice. They are here because this is a step in 1 becoming an adult, and 2 getting a job.
As in, would you have pressed her for information, or take what she told you as her first answer for granted? While I am certain that many readers of this volume spend a lot of time trying to piece together the clues to the identity of Any U, the characteristics of the students at Any U are close enough to those of the students at the universities where we teach to make this volume interesting without searching for the real identity of Any U or Rebekah Nathan. Students and faculty encounter each other in distinct hierarchical roles, and this conditions the way we experience each other 134. After more than fifteen years of teaching, Rebekah Nathan, a professor of anthropology at a large state university, realized that she no longer understood the behavior and attitudes of her students. My Freshman Year: What a Professor Learned By Becoming a Student. Nonetheless I respect the book. In her book, My Freshman Year: What a Professor Learned by Becoming a Student, Rebekah Nathan noted how living in a different culture can make a person more aware of his or her home culture.
Their strange behavior—eating meals at their desks, not completing reading assignments, remaining silent through class discussions—made her feel as if she were dealing with a completely foreign culture. The book is 186 pages long and typically takes around 4 hours to read. So why live in the dorm at all? The fact that the researcher was moved to better understand instead of making assumptions about an entire generation or labeling her students as lazy is very refreshing. It's by an anthropology professor who enrolls as a full-time student and moves into the dorms in order to better understand student culture. Small was compelled to learn why some of her students were missing opportunities to participate in class discussions and ignored her invitations for help after class. She doesn't defend such behaviors, but in trying to describe the reasons for it, she offers faculty ways of addressing it. And she came to understand that being a student is a pretty difficult job, too.
Her own door was not one of these spaces. She begins her argument by recognizing that students are busy. In Kindergarten through 12th grade, American students really do not have much freedom. Fieldwork for her project meant leaving her nice home to live in a student dorm, taking a full course load and trying to make friends. She is in a unique position of having experienced both situations at the same university.
In the process, you become more aware of the distinct advantages as well as idiosyncracies of your own culture, and you end up developing a keener appreciation for them. Sadly, however, although this book didn't do much for me, I can see it being useful for others because clearly there are lots of teachers and administrators who are completely disconnected from student life and who have completely forgotten what it's like to be a student. Underwhelming is the best word for this book. Almost without exception, these students did not maintain memberships in organizations based on personal interests, even though there were lots of organizations from which to choose. They saw fitting in to campus culture as crucial, and purely academic or intellectual quests as only tangential to their education. I did feel bad for this poor freshman who drew the old lady for her first roommate, but I found that we could carry on a reasonable conversation about our majors, why we picked AnyU, and the two-day program.
She immersed herself in student life, moving into the dorms and taking on a full course load. But as a student, I found little value. Also, I will make a point to absorb all that I encounter, paying close attention to other cultures and building new A quick read, perfect for my time before and after statistics class. I first read this book when it came out ten years ago. Based on my own experiences and observations of student culture, the gap or usual lack of understanding between students and the professors they encounter arises from two probable key reasons.