Welcome to AUM!

Congratulations on your decision to attend this close-knit and diverse university in Alabama’s vibrant state capital! AUM prioritizes student success, from orientation to graduation. Our goal is to graduate students who thrive in a global community and develop a life-long commitment to contributing to their communities.  AUM students come from many different backgrounds and have an array of unique experiences. Some students are attending the same university their parents attended, and others are the first in their family to attend college. Some students are working to pay for school, while others obtain financial assistance. Some students speak multiple languages. Some were born outside of Alabama and outside of the United States. Some students used their time after high school to focus on other priorities and are now returning to school. Other students have come directly from high school to college. But no matter the background, AUM welcomes and values the rich experiences all students bring.

This Textbook

The UNIV course and textbook are designed to not only provide you with the resources and skills to help you succeed in your college career, but are also aimed at developing in you a deep appreciation for diversity, provide you with methods for thinking critically about course topics and the world in which you live, and in developing skills for present and future use. In UNIV, you will be introduced to AUM’s campus and resources that can support your success. You will also learn strategies for navigating college life–academically, professionally, and personally. Ultimately, we will explore how to not only develop specific skills and strategies for success but also how to integrate these practices through a deeper, more holistic approach to understanding how to be a successful college student.

Some material covered in this text may be more pertinent to you than others.  If you’re eighteen and living away from your family for the first time in a college dormitory, you will likely not face the same issues of finding time for studying as an older student working full time and having children at home. If you are thirty and returning to school after years of successfully managing a job, you may have to reestablish your study skills but will not face the same issues as a younger student who may be tempted by the sudden freedom of college and have difficulty setting boundaries. Every student brings certain advantages to college from their background experience. Every student may also face certain kinds of difficulties. Understanding how your own background may impact your own preparedness for college can help you make a good start in your college experience.

What is UNIV all about?

UNIV comprises the 1000, 1004, and 1007 classes. These classes are first-year seminars in which students become oriented to AUM and develop skills for succeeding in college. During the course of this semester, you will learn about specific resources and habits that will support your success, such as time management, financial literacy, and study skills. You will also be given the opportunity to think deeper about your own motivations, values, and goals. Your UNIV instructor is invested in your success in this course and throughout your college career. Our purpose is to ensure that all first-year AUM students have been given every opportunity to thrive.

Guiding Questions

Throughout the semester, we will be revisiting three central questions that will guide our classroom discussions, lessons, and assignments. These questions invite you to reflect on your first-year experience. While you may not be able to always answer these questions definitively, self-reflection is an important component of personal growth and success.

The question “Who am I?” gets at the heart of how we understand ourselves. This means considering where we’ve come from, what our strengths and limitations are, and how we fit into our broader community and context, both in and out of school.

The question “Who do I want to be?” is one that occupies the minds of most first-year college students. Some students have a clear vision in their minds of what their future looks like and how college fits into that vision. Others feel like the future is murky. Many students answer this question by imagining what they want to have–a home, a job, a family, wealth, achievements. Instead of focusing only on what we want to achieve, we will also be considering what kind of lives we’d like to be living in the future, on a more holistic level.

The question “Who am I becoming?” asks us to consider not just who we are now and who we want to be, but what kind of person we are becoming based on the habits and practices we are putting into place today. In their first year of college, students are establishing goals and habits for attaining them that will be important throughout their college careers.

Five Core Qualities of a Successful College Student

Each AUM student brings their own unique strengths, skills, and perspectives to the classroom. This is part of why we value diversity–we’re a stronger, richer community because of our diverse student population. However, there are some particular qualities that we believe all successful students will develop over the course of their education. Each of these qualities requires self-reflection, commitment, and practice in order to develop. These qualities are applicable in an academic context, but also can enrich every aspect of your life.

Curiosity

A curious person tends to ask good questions and explore new ideas or divergent points of view. When developed, curiosity can be motivating. Curious people are driven to learn more and to expand their minds. Fostering a sense of curiosity can build your intrinsic motivation to pursue knowledge.

Perseverance

Struggle, and even failure, is a natural component of trying new things. Students who develop perseverance are able to “bounce back” from a failure or “power through” a struggle without falling into despair. These students are resourceful in finding ways to reach their goals. Some educators call this a “growth mindset,” meaning that students who develop perseverance see struggle as an opportunity to grow.

Autonomy

Successful students have developed a sense of autonomy, both intellectually and personally. Intellectual autonomy may look like the ability to think for oneself and actively engage with ideas, while also taking responsibility for those ideas. Autonomous students are able to exercise their own will, while understanding the implications of their choices.

Humility

Many people mistakenly equate humility with passiveness–being a doormat or being self-deprecating. True humility is about developing a sense of confidence in your strengths and a clear recognition of your limitations, without falling into shame and self-consciousness.

Honesty

Honesty is related to humility–humility requires that we are honest with ourselves about our strengths and limitations. Cultivating honesty means also turning that openness outward, toward others. In an academic setting, honesty is also related to autonomy–an honest student will “own” their work and avoid making excuses.

As you can see, each of these qualities overlap and impact each other. These are not the only good qualities we should try to develop, but they are examples of the types of traits we see in successful students. Throughout the semester, you will be invited to reflect on your own growth in these areas and practice new habits that can help you develop these qualities in yourself. We focus on developing these qualities because they will also help you as you adjust to college life at AUM.

Adjusting to College Life at AUM

When you think about yourself as a college student, what do you imagine? What expectations about college life are you bringing to your first year? How did you build these expectations: from personal experience? by comparing your previous schooling experience? from movies? from your friends and family? Regardless of your background, starting college at a new university presents new challenges.

College vs. High School

Many students come to college with at least some high school experience and expect college to be similar. After all, many classes have similar names: Biology, Algebra, English, Chemistry, and so on. However, the expectations that accompany those courses may be very different. College classes tend to cover course material at a faster pace and students are responsible for learning the material on their own outside of classroom activities.

Unlike in high school, where curriculum is more strictly prescribed, college professors have more flexibility with how they choose to teach the material. This difference means that while there are common learning objectives and standards, each course you take will be unique and will have different expectations for you to fulfill. It is your responsibility to read the course syllabi and understand the course requirements and policies. While AUM professors are approachable and willing to help you, the general expectation is that you will take initiative to seek out support when you need it.

College for the Returning Student

Students 25 years old and older are referred to as “non-traditional students.” Some non-traditional students feel awkward or out of place when they begin (or return to) college because many of their classmates are younger. It’s important to remember that, unlike in high school, college has no age limit. While you may feel like the only non-traditional student in your class, students older than 25 actually comprise 30% of AUM’s population. Our returning students have gained valuable life experience–many have careers, raise families, and serve in the military. While these diverse experiences enrich our classrooms and campus, they also sometimes present unique challenges for non-traditional students who have a variety of responsibilities to juggle. It’s important to know that AUM’s campus resources and services are meant to support non-traditional students as well, not just those who are coming straight from high school.

Whether it’s been 5 years or 20 years since you’ve last sat in a classroom, either high school or college, some things likely will have changed. Educational technologies and practices are always advancing; this may present challenges for non-traditional students who feel “out of the loop.” You will be expected to learn and use Blackboard and your AUM e-mail. While all AUM courses are required to use Blackboard as a component, some professors choose to use other software as well. You may also be introduced to new software like Slack, MyMathLabs, Turnitin, and others. If you ever need assistance with technology, you can reach out to the AUM helpdesk at helpdesk@aum.edu or visit it on the second floor of the Library Tower (across from the computer lab).

College in a Post-Pandemic Time

Students who became accustomed to virtual learning during the COVID-19 pandemic have expressed greater degrees of difficulty adjusting to a traditional college environment. Virtual learning lends itself to flexibility and often requires less accountability. Many classes have been taught with a “go at your own pace” format or were offered as hybrid in-person and online versions. Traditional college learning is more structured and much more is expected of students in terms of their participation, communication, and autonomy. When returning back to campus, your professors likely expect that operations have gone “back to normal.” This means that you may not be allowed to make up assignments or exams, and you may be penalized for missing classes. There may not be content available online for you to access if you miss a class period. Virtual learning tends to be individualized; one of the best benefits of in-person learning is the opportunity to interact with your professors and classmates in more direct ways. If you’ve been accustomed to virtual learning, you may need to develop your active learning and participation skills.

Preparing for Challenges

A support system is essential for getting acclimated to school and maintaining an upward trajectory. We recommend utilizing the Warhawk Academic Success Center (WASC) services, making use of peer mentors, communicating with professors, and attending an array of campus events to help get you out of your comfort zone and to aid in the transition to college life at AUM.

It is important to recognize that some students do not stay in college and drop out within the first year. Sometimes this is due to an unsolvable financial problem or a personal or family crisis, but oftentimes students drop out because they’re having trouble passing their courses.

The good news is that AUM is here to help and will provide support each step of the way. Student services, peer mentors, professors, getting involved, and UNIV can help you build a foundation on which you can learn, grow, and succeed.

First Week Expectations

Syllabus

Every course has a syllabus, which functions both as an informative document about the course and as a sort of contract with your professor. The professor agrees to adhere to the policies in the syllabus, and they are expecting that you will also adhere to those policies and expectations. Syllabi typically include basic information about the course and professor such as the meeting time, place, and the professor’s contact information. They communicate information about the content of the class like the learning objectives, required textbooks, grading scale, and course schedule. Some professors will add content to Blackboard, including due dates for assignments. Other professors will expect you to look at the syllabus and keep up with the due dates and assignments on your own. Finally, the syllabus also communicates the particular policies and expectations for that course. Some professors have particular policies related to attendance, late work, participation, and class conduct.

You should thoroughly read all your syllabi in the first week of class. They should be posted to Blackboard, but you may have to wait until the first day of class to receive the syllabus from your professor. When you have a question about a course–a due date, a class policy, or a question about the textbook–look first to the syllabus to see if it will answer your question before reaching out to your professors.

Class Attendance and Promptness

In some classes, attendance is tracked with sign-in sheets, course clickers, or in-class work. Even when attendance is not tracked, missing classes will inevitably affect your grade. Reading another student’s notes is not the same as an in-class experience. While some professors will allow students to make up missed material, some assignments may not be made up and what counts as an “excused” absence is different than it may have been in high school. Since each class only meets for a few hours each week and most classes move quickly, attendance during those hours is crucial.

Arriving to class promptly is also important. The weekly hours spent in the classroom are essential for learning the material and making connections with your professor and peers. If possible, notify your instructor in advance that you will be late and make your entrance as quietly as possible. Keep in mind that you may not be allowed to make up missed points. However, it is still typically much better to show up late than to miss the whole class day.

If You Must Miss a Class . . .

• Take steps in advance. Let your professor know if you will be absent. While you may e-mail your professor, it’s best to discuss things in person. It is much better to reach out and make a plan in advance than to wait until after you have missed a class period.

• Check the syllabus and Blackboard. Be aware of any upcoming assignments that you may miss. Find out if and how you will be able to make up those assignments or do them in advance. Policies for late work and absences are typically on the syllabus.

• Ask another student if they will share notes. Get to know your classmates and obtain their contact information so you can get notes and other important announcements that you may have missed. In addition to copying their notes (not just photocopying but rewriting them so that they make sense to you), set aside some time to talk through what you missed with your friends from the course or with a study group.
• Arrange to meet with your instructor. After you have arranged to get notes, you can follow up about any material that is still unclear. While instructors will not be available to re-teach the entire lesson during office hours, they will be able to help you with the course material. However, you are unlikely to get a good response by saying something like: “I missed class—did you talk about anything important?” You should also plan to meet with your professor in person instead of asking for their help over e-mail.

Chapter Takeaways:

• College introduces us to new challenges, regardless of whether we’re coming straight from high school or from the workforce.
• AUM provides a variety of support services to help you succeed.
• College instructors seldom seek you out to offer extra help if you’re falling behind. You are on your own and expected to do the work, meet deadlines, and so on, without someone looking over your shoulder. But don’t worry, AUM professors are friendly and willing to help. Make sure you keep in contact with them and visit them during office hours.
• UNIV is here to offer guidance and support for your first year, with the ultimate goal of setting you on a path to success and fulfillment.

Journal Prompts

• Who am I?
  • Consider your own strengths and limitations.
  • What would you say is the quality you currently possess that will help you succeed in college?
  • What would you say is one of your current limitations that might make college more difficult?
  • Think about where you’ve come from. How have your past experiences, inside and outside of school, helped to prepare you for college?
  • Imagine an alien from another planet contacts you and wants to know: who are you? What would you tell them?
  • When you think about starting your college career at AUM, what are you most excited about?
  • What makes you the most nervous?
• Who do I want to be?
  • What sort of college student do I want to be?
  • What sort of college activities do I want to be involved in?
  • What experiences do I want to have in college?
  • What connections to I want to make with other students and professors?
• Who am I becoming?
  • How will I pursue all that I want from college?

Additional Video Resources:

Going Back to School as an Adult Student (Non-Traditional) – Travis Johnson

Strengthening Soft Skills – Andy Wible, TEDxMuskegon

License and Attributions:

CC licensed content, Previously shared:

A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux.  Located at: https://openoregon.pressbooks.pub/collegetransition/chapter/chapter-3/  License: CC BY: Attribution.

Adaptions: Reformatted, some content edited for goal of reaching broader audience.

Jane McGonigal: Gaming Can Make a Better World. Authored by TED.com

Located at: https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world

License: CC BY – NC – ND 4.0 International.

All rights reserved content:

Going Back To School As An Adult Student (Non-Traditional). Authored by Tee Jay.

Located at: https://youtu.be/UhifZr21qxY

License: All Rights Reserved. License Terms: Standard YouTube license.

Strengthening Soft Skills. Authored by TEDx

Located at: https://youtu.be/gkLsn4ddmTs

License: All Rights Reserved. License Terms: Standard YouTube license.