The first part of this chapter is about how the author is studying the classrooms and how the students act in the class and what the professors do. She explains the different types of ‘icebreaker’ exercises the professors engage in, within the first couple days of school. Also, in this chapter, there is a lot about what the students talk about in class and throughout the dorms. All the dialogue in this chapter is really helpful, as it shows what most of the students were really talking about instead of just the authors overall findings of everyone combined to one conclusion. The tone was very curious as the author discussed and researched what students said in class about the course they were taking. She explained how the students would ask questions about assignments due but would never ask other students if they liked the assignment and if it got them thinking or not. Lastly, she posted a question to see if students would buy the diploma if they could and most of the said they would not. This was surprising to her because she felt that students didn’t want to go to the classes but then found out that most students wanted to stay for the experiences of college while only one or two, in the study, said that he or she would not buy the degree because they want to feel the sense of accomplishment and know that they worked hard to their diploma.
Discussion Leader by Jessica Dulli
Whydo students feel that they cannot discuss class content outside of the classroom?
Students may feel like they cannot discuss class content with their friends because they simply have no interest in the topic. During one's freetime, he or she most likely would not want to talk about something that directly relates back to one of their classes. Even if a student does find the class content interesting, when one is relaxing and talking to friends it is like taking a mental break from schoolwork. If I learn something interesting in one of my classes, I may mention it to one of my friends, but I do not expect, nor do I want, an in-depth discussion on the topic.
Is it true that many students consider classes " 'the price one has to pay to participate' in college culture" (103)?
Many students do feel that college is mostly about having a good time. The students that feel this way are most likely the ones with little motivation to do their best in their classes or who are unsure which direction they want to take with their education. At times, however, it does feel like the college experience has very little to do with classes because of the incredible amount of freedom each student has and the strong sense of community. Everybody at some point has to make the sacrifice of doing schoolwork over going out with friends.
Was the description of the perfect class truly ideal?
Although the course "sexuality" that students at "AnyU" recommended had many good qualities such as community and informality, a class with traits like that could only be found in a course with content like that. This is because large lectures for chemistry and even small sections of english do not contain the correct content for building a community within the perimeters of the class. While friendships do form in classes, it is not what is being taught that sparks the connections. In the eyes of many students, "sexuality" would be the perfect class, but the setup would not be as much of a success if a different subject was being taught.
Why is it that students do not participate in class discussions?
This may be because there is no interest in the topic and therefore no viewpoints that they are willing to share. They have no motivation to share a view on the topic, especially if it means it will lead into a heated debate with their fellow classmates. If they truly have no interest in the topic and they choose to speak anyways, it is purely for the grade. It is more for the teacher's benefit instead of their own.
Vocabulary Builder by Emma Carlson
Tangible- capable of being precisely identified or realized by the mind
Discourse- the capacity of orderly thought or procedure
Poignant- painfully affecting the feelings
Goaded- to incite or rouse as if with a goad
Cynics- one who believes that human conduct is motivated wholly by self-interest
Prurient- marked by or arousing an immoderate or unwholesome interest or desire
Quintessential- the essence of a thing in its purest and most concentrated form
Subsumed- to include or place within something larger or more comprehensive
Irreverent- lacking proper respect or seriousness
Disconcerting- to throw into confusion
Graphical Organizer by Mark Van Den Broeke
Professors use a variety of icebreaking activities to get students out of their “shell”. The icebreakers could be the student’s favorite food or major or hometown, etc. A good class is often thought of when the students are involved, so icebreakers are a good activity. Also, Rebekah learned about the small talk that went on before and after class from what happened during the weekend to academic talk like “did we have anything due?” Rebekah learns a good question to ask has to pertain to mostly assignments, and also she really enjoys her new sexuality class. I can relate to most of these topics because after reading this chapter, I see it more often in my everyday class and make it easy to write about.
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