First Year Issues
Presentation notes from "Your Student's First Year" given at Summer Orientation. These are highlights of some issues the staff and faculty see new students struggling with during their first year and suggestions for how parents can be helpful. However, please note that not all students experience any or all of these issues and no two students will respond in the same way.
| Academic Issues | How Family Can Help |
| • dealing with the pace of the quarter system; TOP 5! learning more advanced time management; managing complex syllabus planning; developing more advanced study skills including learning to think critically | • help your student purchase a daily planner and wall calendar
• discuss time management skills; share own strategies • have them practice at home as much as possible • remind students of CLAS' services • encourage them to visit their faculty's office hours • ask students questions that encourage analysis rather than memorization |
| • experience of first "C" may affect self-esteem (loss of identity as high achiever) or cause guilt feelings for letting down family | • help your student and family set realistic expectations for college level work (different from high school)
• share your own struggles and suggestions for coping • ask them how they feel about their classes, not just how they are doing in them |
| • pressure of grades can lead to cheating and plagiarism, which have much more serious consequences than a failing grade
• myth that major is related to career creates pressure |
• discuss the consequences of cheating and encourage a different choice; regulations are in the General Catalog
• see information on choosing a major |
| • some students are dealing with a physical, learning or psychological disability that may affect their academic experience | • encourage student to contact the Disabled Students Program |
| First Generation Issues | How Family Can Help |
| • family may worry that student will outgrow them intellectually and perhaps not respect them anymore
• since they didn't attend college, family may have a difficult time relating to college experience or assisting student |
• do not be too concerned about this — typically students can see difference between "book" knowledge and "life" knowledge; students' respect for parents usually grows during college as they gain a better appreciation for all that parents have dealt with |
| • because of costs of college, student may be working 20+ hours/week while trying to maintain full course load (in some cases, sending money home to support family) | • try to set realistic expectations with student about finding a balance between working and grades and graduating on time |
| • if English is not family's language, student often is business negotiator/interpreter for family — expected to still perform these duties while at school or go home to do so | • try to have another person in family perform these duties; student will not be able to focus on home often |
| Financial Issues | How Family Can Help |
| • increased cost of education with decreased financial aid | • apply annually to both institutional and private sources (remember March 2nd deadline); check out websites: www.finaid.ucsb.edu, www.finaid.org, www.nasfaa.org, www.salliemae.com, www.fastweb.com |
| • working while going to school (about 46% of UCSB students do); students who work 20 or more hours per week are at risk for lower grades | • discuss time management skills and setting priorities
• set realistic expectations (number of units and grades) • encourage student to take advantage of options (see Kiosk, and gaucholink.com) and find a good match of skills and interests |
| • economic differences can create tension between students
• family annual incomes range from $2,000 to $1 million plus / year with average $100,000 (17% earn less than $30,000) • having trouble budgeting money to last through the quarter • over or inappropriate use of credit cards (can lead to large amounts of credit card debt) |
• prepare your student for living with others from a wide range of economic levels and encourage your student to be sensitive to others with less privilege than they have
• understand the financial aid process and payout schedule • help student develop and maintain a budget (adjust as needed) • warn students about credit cards and loans • remind students of Consumer Credit Counseling Service |
| Independence/Being On Own | How Family Can Help |
| • generally, students who have been given more independence and responsibility in high school have an easier and more successful transition to college life TOP 5! | • make sure your student is ready to be self-sufficient and able to perform all of the independence and life skills listed in The Realities of Student Independence section |
| • relationship with parents WILL change and usually for the better (different for every family and student) | • support change and be willing to change too
• have family read books and discuss them; encourage students to enroll in INT 20 and other programs affiliated with the Freshman Year Experience |
| • moving from being a "big fish" to a "little fish"
• beware of homesickness (can affect success) TOP 5! |
• listen, support, encourage and help set realistic expectations (different than high school)
• strongly encourage your student to stay at UCSB on the weekends so that they may build their new community; come visit here |
| • living with others (who are not family) | • listen, offer support and suggestions; encourage honest communication; encourage use of services of RA/residence hall; don't always assume roommate is at fault |
| • livingin a non-family owned property; feelings of impermanence | • discuss respect for property and community; set explicit expectations |
| • learning to manage own time, money, health (staying up late, eating unhealthfully, relationships and sexual health, etc.) | • discuss choices, consequences, and taking responsibility
• acknowledge that mistakes are part of growing process (help them assess how they can approach differently) |
| Alcohol and Other Drugs | How Family Can Help |
| • dealing with alcohol, other drugs and UCSB's reputation TOP 5!
• 79% of UCSB students report using alcohol in the past 30 days, and 46% binge drink (which is defined as 4/5+ drinks in one sitting) • studies show that the biggest problem in college is high risk or "binge" drinking and its negative consequences |
• frequently and seriously ask your student about alcohol and other drugs (as often as you ask about other issues like grades, friends, health); ask: "What is the party scene like at UCSB?"; "What do you and your friends do to have fun?"; "Have you seen or heard about drug use at UCSB?"; "Have you encountered anything that makes you uncomfortable?"; "Is there pressure to drink or do drugs?"; "What's positive about the party scene? |
| • most students in college will come into contact with drug use or will see or hear about consequences of use among other students
• most UCSB students do not use drugs, but 39% have used marijuana in the last quarter and 14% have used an illegal drug other than marijuana • we are hearing more from students about illegal use of prescription drugs such as Adderall, Ritalin, Oxycontin, Vicodin; and about the mixing of alcohol and prescription drugs which can be very dangerous |
• communicate your expectations clearly (e.g., that you expect them to make safe choices; obey the law; avoid high-risk situations; etc…)
• do more listening than talking, and don't lecture • do not glamorize your own drug use or alcohol consumption • be sure your student is aware of any family alcohol or drug problems or addictions • do not give your student too much spending money |
| • warning signs of problematic alcohol or drug use include major behavior changes such as the following (these can signal other types of problems as well): fewer calls or visits home; change in appearance; major weight loss; significant drop in grades; repeated requests for money; depression; change in sleeping patterns; change in enthusiasm or interest levels | • encourage your student to stand up for their right to a positive environment in their home and community; encourage them to talk with their housing staff, counselor, or the Office of Student Life if they are being negatively affected by others' drinking or drug use (complaints or reports can be anonymous)
• make sure your student is prepared to intervene when another student is in trouble; we want students to watch out for each other and call 911 when appropriate |
| • confidential counseling appointments are available to students with UCSB's Alcohol and Drug Program at Student Health Service at (805) 893-3371, or with a psychologist at Counseling Services at (805) 893-4411 | • if you suspect a problem, call (805) 893-5013 to talk to the Director of UCSB's Alcohol and Drug Program, Dr. Ian Kaminsky or an alcohol and drug counselor |
| Emotional/Mental Health | How Family Can Help |
| • students are often dealing with the new stressors of college life (academic pressures, quick pace of the quarter system, body image, new independence, etc.) | • talk to your student about developing healthy ways to manage stress
• discuss the importance of finding a healthy balance between academics and social life • brainstorm with your student ways to insure he/she is getting enough sleep, exercising regularly, eating nutritiously, etc. in the midst of busy, and often unstructured schedules • suggest that your student contact Personal Development Resources at Counseling and Career Services (which has videos, audiotapes, printed information, a massage chair and an "egg chair") and encourage them to speak with student peers who can suggest appropriate resources for managing stress and other concerns |
| • feeling guilty/bad about not being home during a crisis (especially death of family member, pet, etc.) | • prepare student and family for such events
• never "spare" the student information because this may affect their ability to deal with the issue • encourage use of many counseling services |
• students sometimes develop symptoms of depression or severe anxiety for the first time during the college years
RECOMMENDED BOOKS
Navigating the Research University by Andreatta |
• be supportive, understanding that depression and anxiety can sometimes be most effectively treated with counseling and medication
• be sure your student is informed about how to best manage and monitor their health, especially in the college environment • send complete and accurate information regarding any medical conditions and related medications to Student Health and monitor your student's behavior for any significant changes • talk to your student about resources that are available at Student Health and Counseling and Career Services • suggest that your student speak to her/his RA, instructors, advisors, employers, etc. for assistance in contacting resources • if you have questions or concerns, contact Burt Romotsky at Student Health (805) 893-3380 |
| Fitting In & Finding Friends | How Family Can Help |
| • finding a new group of friends (VERY important and needs to happen fairly early in quarter) TOP 5! | • remind student that friendships take time and effort (be proactive and participate in hall activities, join a club, form study groups with classmates, etc.)
• remind them to not put "all their eggs in one basket" |
| • experiencing cultural diversity (finding own culture to connect with, while interacting with different cultures) | • discuss the importance of seeking a balance between finding a comfort zone and pushing self to meet others (part of the education experience)
• discuss the types of diversity your student will encounter (geographic, ethnic, religious, age, sexual orientation, wealth, physical ability, etc.) and encourage tolerance, exploration, and appreciation; this is preparation for working in the "global village" • teach students to be "color conscious," not "color blind" |
| • relationships with significant other and close friends back home will change and maybe end | • discuss that long distance relationships are very difficult to maintain ("Turkey Drop"), encourage communication
• support change, both may be growing in different ways (especially if partner did not go to college, or not to a 4-year institution) |
| • trying on new "self" with new look, foods, habits, friends, personas, etc. | • remember that most students usually do not stray far from their family's value system
• discuss that self exploration is part of determining "who you want to be when you grow up" • encourage exploration and communicate about changes |
The Realities of Student Independence
Throughout the orientation program, you will hear a lot of discussion about student independence. This is because all colleges and universities are bound by the legal stipulations of the Family Educational Rights to Privacy Act (see p. 51). As a result, students are seen and treated as adults who are independent and self-sufficient. While many staff and faculty are ready and available to provide support and guidance, the student is ultimately responsible for his or her success.
While this concept of student responsibility is clear to university personnel, it is not always clear to new students and their families, especially the extent to which it will be in the day-to-day experiences of the student. Because of the stipulations of FERPA, students are expected to conduct all aspects of their lives here with little or no assistance from their families.
Below is a partial list of the typical issues and tasks that students will need to be able to handle immediately upon their arrival on campus. Please review this list with your student in the time that remains before classes begin and make sure that she or he is ready and equipped to do the following.
Academic
- Read all written materials (General Catalog, Schedule of Classes, College Announcements, etc.) and adhere to all campus policies and procedures.
- Select and sign up for the correct and appropriate classes by the deadlines.
- Set up and attend appointments with academic advisors when there are questions or concerns.
- Attend and participate in all class meetings.
- If you miss a class or assignment, regardless of whether it is for planned or unforeseen circumstances, you must communicate with your instructors and you are still responsible for completing the work.
- Keep track of and adhere to all deadlines (there are no “do overs” at the university) with regards to assignments, adding and dropping courses, changing grading options, paying bills, and receiving financial aid.
- Understand all assignments and seek help if needed.
- Keep track of performance (i.e., grades) and seek assistance as needed.
- Visit faculty office hours or make an appointment when assistance is needed.
- If unsatisfied with an academic course, seek assistance first from a teaching assistant, then the professor, and finally the chair of the department, in that order.
- Understand and adhere to all campus policies regarding academic integrity, especially plagiarism, and their subsequent penalties (i.e., suspension from the university).
- Keep track of progress for unit, university and major requirements and complete all in accordance with campus policies.
- If living with a physical, learning, or psychological disability, register with and seek help from Disabled Students Program.
- If experiencing academic difficulty, seek assistance from faculty, college and major academic advisors, first-year program director, Campus Learning Assistance Services and other resources.
Social
- Be able to communicate with roommates and friends about preferences and negotiate compromises.
- Co-create a living environment based on mutual respect and open communication that honors different preferences, values, and lifestyles.
- Deal with conflict in a constructive and direct way. This may require informing university officials, such as housing staff, and seeking assistance.
- Understand and adhere to all campus and state policies and laws regarding alcohol and other drug use.
- Be able to resist direct and indirect peer pressure regarding alcohol and other drug use as well as sexual activity.
- Be able to look out for the wellbeing of others (e.g., roommates and friends) and seek help when necessary.
- Be able to interact respectfully with people from all backgrounds (e.g., race, religion, age, political affiliation, economic class, sexual orientation, gender identity, etc.).
Personal
- Manage time to support academic, social and personal success.
- Be self-sufficient and proficient in independent living skills such as doing laundry, making nutritious meal choices, getting enough sleep and exercise, etc.
- Be self-sufficient and proficient in independent living skills such as doing laundry, making nutritious meal choices, getting enough sleep and exercise, etc.
- Manage stress in healthy ways and seek assistance with stress management if needed.
- When sick, make appointments with medical professionals, purchase medicine, contact faculty and employers, etc.
- If under the care of a physician or psychiatrist, be able to monitor own health, administer medications, and seek assistance when necessary.
If your student needs assistance with any of these issues, please encourage him or her to contact the support services or staff listed in this Parent Handbook, or in the Kiosk, the student handbook. Resist the urge to step in and handle problems or concerns on behalf of your student as this limits his or her ability to learn and develop these important success skills. Also know that, in many circumstances, the stipulations of FERPA prevent university personnel from speaking with anyone but the student directly.
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