For sure, there are many things we can tell a young person who is about to embark on a pathway after high school. And I have certainly filled many blog posts about what students can and should be doing to make the most of the time they have in college. But recently I have had conversations with faculty and parents about a specific piece of advice after reading (and getting all my colleagues to also read) a book written to students by a professor of Communication Studies at Utah State University.
The reason I wanted to proclaim it as the “#1 piece of advice for college students” is because it is, I believe, the fundamental framing of the college experience.
Before I share it, indulge me just a moment in what I hear from students about college:
- I need college so that I can get a good job and make lots of money.
- I only want to study what interests me.
- I don’t know why I need to take classes that are not in my major–they are a waste of my time and money.
First, let me say that I am not the only one who hears these statements–they are ubiquitous. Second, I do not begrudge anyone who says these things, especially the first two. I like having a good job that provides me with financial stability thanks to my education and I like doing things that interest me.
But, the purpose of college is not to get a good job and make a lot of money or present students with only fascinating and immediately-applicable-to-career-choices courses.
What I want students to understand and think about when they start college is…well, something that is beautifully articulated in Utah State University professor Matthew Sanders’ Becoming a Learner.
The goal of college is to become a learner. That’s it. That is my piece of advice, courtesy of Prof. Sanders. Let me say it again: Going to college may provide you with exciting courses and a pathway straight to a good-paying job, but the best way to experience college is to focus on learning and, as Sanders describes, becoming a different person through the learning process.
As Sanders argues, the courses you take, especially those that you may think have no relevance to your life are there to help you learn, grow, and develop ways of thinking about the world and your place in it.
So how does one “become a learner”? Or in other words, how can a college student reframe their viewpoint so that they can make the most of it and truly develop and “become” a different person after they graduate? Here are some tips to share with your student:
- Approach every course and experience as an opportunity to refine or develop a new skill. There is a saying in theatre that there are “no small parts, only small actors” (credited to famous acting coach Konstantin Stanislavski). The same can be said of courses and experiences in college. The writing assignment that your student didn’t see the point of could have been a great opportunity to learn how to express themselves deeply and succinctly. The group assignment that was difficult to pull off could have been a chance to demonstrate support and empathy for classmates. Every class is an opportunity not only to learn something new, but also, maybe more importantly, learn to learn.
- Develop curiosity and interest. Instead of expecting a course, a professor, or experience capture their attention, encourage them to discover what is interesting about what and how they are learning. One my favorite–and hardest–classes in college was geology. I knew nothing about it when I enrolled and dare I say I struggled to master the concepts, but I found myself insanely curious about rocks and outcrops. Who knew that the earth’s history could be revealed by looking at them? Well, I guess my fabulous geology professor did.
- Take ownership of learning. I wish that every professor your student encounters is phenomenal–challenging, accomplished, intelligent, and fascinating–but it won’t happen. Instead of waiting for inspiration and motivation from others, suggest that your student take ownership of learning what they need. A professor didn’t give much feedback on a paper? Encourage your student to make an appointment with them to talk through the assignment. Didn’t “get” that math problem in class? Suggest they see a tutor or create a study group.
- Reframe failure and setbacks as learning experiences. I have written a lot about the role of failure in the learning process. True, some failures are hard to come back from, but many of the small or low-stakes one are highly potent mini-lessons. Any time your student finds themselves coming up short or falling backwards, ask them to describe what they learned from the process and how that information will help them moving forward.
The heart of what I do as a college readiness expert and professor is coaching students on these very skills and the mindset that can help them develop curiosity, creativity, critical thinking, and character (four outcomes that Sanders says are the result of becoming a learner), and I can use all the help I can get from parents and families who prime the pump, so to speak. And if you want to send your favorite graduate a gift, maybe you will think about Matthew Sanders’ Becoming a Learner.*
*I have no affiliation with Prof. Sanders and other than exchanging a couple of emails with him, I don’t know him nor have any connection to his book. It’s just that good that I want to share it with you. Seriously!
