College Norms: Written and Unwritten

“No society lacks norms governing conduct.” — Robert K. Merton

When you enter college, you’ll go through a transition period as you adapt to a new culture, one that has norms or practices, both written and unwritten. You’ll go through a similar transition period whenever you start a new job, join a new club, or even join a new gym. You’ll need to figure out what rules are, both the written ones and the norms or accepted behaviors in that new environment.

Written Guidelines

To be successful, you’ll want to identify and familiarize yourself with any written guidelines available, such as your course syllabi, the Warhawk Flight Manual (this book), the AUM Undergraduate Catalog, and the AUM Student Handbook. You’ll also want to be observant and learn all you can about the unwritten norms. Throughout your UNIV course, we’ve discussed some of these norms and we will add to that discussion here. You’ll also learn about unwritten norms by talking to more experienced students and by observation. Never hesitate to ask your UNIV professor or peer mentor if you have questions.

Syllabus

You’ll receive a syllabus in every class and should think of it as a contract for the class, as we discussed in the first chapter. The syllabus will describe the class and what you can expect to learn, describe assignments and their weight towards your grade, and provide logistical information for contacting and meeting with the professor. Read syllabi carefully and add due dates to your calendar or planner.

AUM Undergraduate Catalog

Academic catalogs include policies, all degree programs, requirements for degree programs, descriptions of each class, and a listing of faculty. For example, you may want to review the list of all the possible majors at AUM (Click here.) or the list of minors or certificates (Click here.). You’ll also find policies such as how to appeal a grade; how many hours are needed to be a sophomore, junior, or senior; and graduation requirements.

AUM Student Handbook

The Student Handbook includes information on AUM’s history and traditions, on Student Services, on Student Life and organizations. You’ll also find policies on harassment and discrimination, grade appeals, course repeats, grade adjustment, and the student discipline code among others.

Classroom Communication

Names and Titles

Paying attention to remembering and using names is an important way to connect with your professors and other students. Introduce yourself to students who sit near you. Generally, if you introduce yourself (“Hi, I’m Curtiss.”) to someone, they will reply with their name. Meeting other students and learning their names early in the semester will give you a contact if you have questions or are seeking a study buddy.

When you address faculty, keep in mind that the norm at most colleges and universities (except the University of Virginia, interestingly) is that faculty who have earned a doctoral degree (including Ph.D., Ed.D., D.B.A., D.N.P.) should be addressed as Doctor unless they tell you otherwise. If you’re unsure about the professor’s highest degree, you may safely call any of your professors by the title of Professor. Often the syllabus will give you an indication where the professor’s name is listed. If you’re not sure, you can always ask what your professor wants to be called.

Click here for the rest of that infographic. It’s entertaining AND helpful.

Class Participation

You’re used to being in classrooms, but college classes may have different norms. In this chapter, we’ll discuss some guidelines that will

• make you feel more prepared and confident,
• communicate to others that you want to succeed, and
• serve as tools that lead to your success.

Smaller classes generally provide more opportunities for discussion, but often professors in large lecture classes often plan time for participation.

• Be prepared. Set yourself up for success by coming to class fully prepared. Complete reading assignments. Review your notes on the reading and previous class to get yourself in the right mindset. If there is something you don’t understand well, start formulating your question. If you’ve done a reasonable amount of preparation and have a question, others probably do too.
• Listen to the professor. Although it seems obvious, many students miss key points or announcements. Figure out how the professor stresses important topics and when your professor makes announcements related to the course.
• Body language matters.
  • Check your body language. Remember that your body language communicates as much as anything you say. Sit up and look alert, with a pleasant expression on your face, and make good eye contact with the professor. Show some enthusiasm.
  • Observe the professor’s body language. Non-verbal behaviors can communicate much more than words. How professors move and gesture, and their facial expressions will add meaning to the words—and will also cue you when it’s a good time to ask a question or stay silent.
• Follow class protocol for making comments and asking questions. Observe and figure out the norms for speaking out in each of your classes. In a small class, the professor may encourage students to ask questions at any time, while in some large lecture classes the professor may ask for questions at the end of the lecture. In this case, jot your questions in your notes so that you don’t forget them later.
• Reflect on your own communication style. You should communicate appropriately and professionally, as you would with a supervisor at work or an older family friend. Be respectful of others. Avoid using slang or profanity. Avoid sarcasm and joking around, particularly related to the ideas of other students. Be assertive when you participate in class, show confidence in your ideas, and be respectful of the ideas of others. Avoid an aggressive style that attacks the ideas of others or is overly emotional.

When your professor asks the class a question:

• Raise your hand and make eye contact, but don’t call out or wave your hand all around trying to catch his or her attention. Your professor may indicate that they want the discussion to function more like a conversation, in which case you may be able to talk more freely (without waiting for permission), but remember not to interrupt or speak over others in the class.
• Take a deep breath. Before speaking, take a moment to gather your thoughts and take a deep breath. Don’t just blurt it out—speak calmly and clearly.

When your professor asks you a question directly:

• Give more than a yes or no answer. Provide reasons or evidence in support of your answer.
• Be honest and admit it if you don’t know the answer or are not sure. Don’t try to fake it or make excuses. With a question that involves a reasoned opinion more than a fact, it’s fine to explain why you haven’t decided yet, such as when weighing two opposing ideas or actions; your comment may stimulate further discussion.

When you want to ask a question:

Questions are an important part of learning. You’re in the class because you’re learning something new. Be humble enough to admit when you don’t know something and are curious about finding the answer. Be an autonomous learner: Take charge of your own learning and ask questions to fill in gaps in what you know. If you are well prepared for class and have been paying attention in class and you still don’t understand, you have every right to ask. Chances are that there is another student with the same question, and your professor will appreciate you asking for clarification.

• Ask at the appropriate time. Don’t interrupt the professor or jump ahead and ask a question about something the professor may be starting to explain. Wait for a natural pause and a good moment to ask. On the other hand, unless the professor asks students to hold all questions until the end of class, don’t let too much time go by, or you may forget the question or its relevance to the topic. If you feel more comfortable waiting until the end of class, jot down your question in your notes so that you do not forget. When you have the opportunity to ask questions in class, it’s better to ask right away rather than saving a question for after class. Often there are many students trying to speak with a professor after class, and you may not be able to have your question answered that day
• Ask specific questions. You’ll receive more helpful answers if you are specific than if you ask vague or broad questions, such as
  “I don’t understand anything.”
• Share the time for discussion. It may be appropriate in some cases to make a follow-up comment after the professor answers your question, but avoid turning the class into a one-on-one conversation between you and the professor.
• Write or rehearse your question. If you’re very shy about public speaking or worried you’ll say the wrong thing, write down your question before asking and rehearse it in your mind.
• Speak confidently and professionally when participating in class discussions.

Large Lecture Classes

Large lecture classes offer fewer opportunities for student discussions but participation is still important. The professor will almost always provide an opportunity to ask questions. Because time is limited, be ready with your specific question or comment when the opportunity arises.

Although you may feel that the class is too large for the professor to notice you, make sure your nonverbal behaviors show that you’re engaged. Some students act as though they are invisible to the professor when the class is large.

Online Class Meetings

You may take online or hybrid courses and some of your face-to-face classes may have online meetings. Communicating in an online environment is slightly different than in a face-to-face setting.

Many online classes are self-paced and asynchronous, meaning that you experience the course on your own time and communicate with others via messages back and forth rather than communicating in real-time. All online courses include opportunities for interacting with the professor, typically through email or a discussion board where you may see comments and questions from other students as well.

Online courses can involve a number of opportunities for  interaction between students and the professor. One important difference is that the majority of the communication will be written. You will not receive some of the nonverbal cues you get in the classroom. Office hours may include options for meetings by Zoom or even face-to-face. You may need to take the initiative to interact with or study with other students.

Many students enjoy online courses, in part for the practical benefit of scheduling their own time. Some students who are reluctant to speak in class communicate more easily in writing. But other students may have less confidence in their writing skills or may never initiate an interaction at all and end up feeling lost and out of touch. Success in an online course requires commitment and perseverance.

Things to consider when taking online courses:

• Make sure you have the right technology. If you’re not comfortable reading and writing on a computer, you may want to speak with your professor before enrolling in an online course. If you have limited access to a computer or a reliable internet connection or must arrange your schedule to use a computer elsewhere, you may have difficulty completing the course. Reach out to AUM’s ITS Help Desk on the second floor of the Library Tower (across from the computer lab). They may be able to assist you with technical difficulties.
• Work on your writing skills. If you are not comfortable writing, you may want to defer taking online courses until you have more experience with college-level writing. When communicating with the professor of an online course, follow the guidelines for effective emails outlined earlier.
• Take the initiative to ask questions and seek help. Your professor won’t see frustration or confusion on your face, so you must take the first step to communicate your questions.
• Be patient. When you ask a question or seek help with an assignment, you have to wait for a reply from your professor. You may need to continue with a reading or writing assignment before you receive a reply. If the professor is online at scheduled times for direct contact, take advantage of those times for immediate feedback and answers.
• Interact with other students in the course. If you can interact with other students online, do it. Ask questions of other students and watch for their responses. If you know another person taking the same course, try to find a time that you can study together and talk over assignments. Students who feel they are part of a community of learners learn more than those who feel isolated and on their own.
• Communication is part of the learning process. Contribute to the discussion. Ask questions. Share your ideas. Your professor will be looking at your questions and postings to determine how deeply you are thinking about the subject matter.

Additional Benefits of Talking with Your Instructors

College students are sometimes surprised to discover that professors like students and enjoy getting to know them. After all, professors love their disciplines and want to help you and other students learn. The human dimension of college matters in your learning. If you visit a professor during office hours or talk to them for a few minutes after class, professors get the message that you’re interested in the course and your academic success.

While you should respect your instructors, you shouldn’t fear them. As you get to know them better, you will learn their personalities and find appropriate ways to communicate.

Talking with your professors often leads to benefits beyond simply doing well in that class.

• Make connections: Talking with professors helps you feel more comfortable in college and more connected to the campus.
• Learn more: Talking with professors is a valuable way to learn about an academic field or a career. Don’t know for sure what you want to major in, or what people with a degree in your chosen major actually do after college? Why not ask an expert? Most professors will gladly share information and insights with you.
• References: You may need a reference or letter of recommendation for a job or internship application. Spending the time to get to know some of your professors puts you in a much better position to ask for a letter of recommendation or a reference in the future when you need one.
• Networking: Because professors are often well-connected within their field, they may know of a job, internship, or research possibility you otherwise may not learn about. A professor who knows you is a valuable part of your network. Networking is very important for future job searches and other opportunities. In fact, many jobs are found through networking, not through classified ads or online job postings.

Office Hours and One-on-One Conversations with Professors

Remember that a college education is a collaborative process that works best when students and professors communicate freely in an exchange of ideas, information, and perspectives. If your schedule does not allow for you to meet with a professor during their listed office hours, email them and ask if they could meet at another time. Most professors will be willing to meet with you at another time. Your professors are interested in your success.

Here are some guidelines for communicating with your professors:

• Prepare before going to the professor’s office. Go over your notes on readings and lectures and write down your specific questions. You’ll feel more comfortable, and the professor will appreciate your being organized.
• Respect the professor’s time. In addition to teaching, college professors are responsible for working on university committees, conducting research and writing papers, contributing professional service, and having personal lives.
• See the professor’s perspective. Your professors carefully plan how to sequence important concepts and learning experiences in the course and each class session. If you miss class, imagine how the question “Did I miss anything?” sounds to them.
• Listen actively. Think about what you need to learn from the conversation and ask questions if you’re not clear.
• Use your best communication skills. Do not use aggressive or passive-aggressive language. Be aware of your nonverbal behaviors too.

Email Best Practices

AUM email is considered the official form of communication between you and the university, so it is crucial that you check it every weekday. Always use your AUM email account to email your professors or AUM offices.

You will probably find the number of emails you receive to be a bit daunting, so will need to develop habits for reviewing and responding to important emails. Review email at least once daily on weekdays and watch for emails from some people in particular, such as your professors, your advisor, or the department chair of your major. Delete unwanted emails so that incoming emails don’t get lost. Consider a system of saving or archiving emails that you may need later. You can also use the search function to find them later. Forward the email to your preferred inbox, if you prefer to check only one inbox. The ITS Help Desk (second floor of the Library Tower, across from the computer lab) can also help you set email up so that you can read it on your phone.

When it is difficult to see a professor in person during office hours, email can be an effective way to ask a question. Email can be an effective way to collaborate with other students on group projects or while studying with other students.

Make it easier for your professor to reply to you by including all relevant information.

• Use the subject line to label your message effectively at a glance.
• Include your class name and section (UNIV 1000/01) in each email. The section number can be found on the syllabus or in Webster.
• Consider setting up a signature that adds your contact information to each email.
• Sign your name at the end of your email. AUM’s system will not show your name unless you set your account up to do so.

Make a good impression.

• Be polite. Always start and end with a greeting. Make sure you know how to address your professor. (Professor is fine if you are not sure of their title). End the message with a “Thank you” or something similar. Don’t make demands or state expectations such as “I’ll expect to hear from you soon” or “If I haven’t heard by 4 p.m., I’ll assume you’ll accept my paper late.”
• Be patient while waiting for email responses from professors, especially if you are emailing during the evening or weekend. If you have not heard from your professor within a reasonable amount of time (48-72 hours), send them a polite email as a follow-up.
• Write professionally. Most professors expect your communications to be in full sentences with correctly spelled words and reasonable grammar. Proofread to ensure your email is clear.
• Avoid misunderstandings. Because email is a written communication, it does not express emotion the way a voice message does. Don’t attempt to be funny, ironic, or sarcastic, Write as you would in a paper for class. In a large lecture class or an online course, your email voice may be the primary way your professor knows you, and emotionally charged messages can be confusing or give a poor impression. Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not convey a professional tone.
• Don’t SHOUT. Don’t use capital letters to emphasize. All caps look like SHOUTING.
• Include the original message when you reply to a message. Your reader may need to recall what he or she said in the original message.
• Start new threads for new topics. Only use the reply option when your message is a response to another message.

Avoid common mistakes.

• Delay your response. If you’re frustrated or emotionally charged, draft an email, but don’t send it immediately. Take some time to cool down and consider having a friend read the email before sending it. Don’t make the mistake of putting anything in writing that you might forget.
• Be careful about Reply All. If the professor has emailed the whole class, be careful about replying all and sending your email to the professor AND everyone in the class. As you can imagine, this mistake could be embarrassing.

Warhawk Wisdom

Developing your personal autonomy means taking the initiative and responsibility for your own learning. Keep experimenting with how you interact with your professor and other students to find out how to get the most out of your experience in class. You’re in college to learn. Be humble enough to admit you don’t know something and curious enough to ask questions when you have them.

Journal:

1. Who am I?
   • Be honest in describing how you typically communicate in classrooms.
   • Do I ask questions? Do I feel different levels of comfort in asking questions in different classes?
   • Do I speak out too much or too little?
   • What keeps me from speaking out?
2. Who do I want to be?
   • Think of students you’ve been in class with before who spoke out confidently or asked useful questions.
   • What benefits are there to speaking out in class?
   • What skills for classroom communication do you want to develop?

1. Who am I becoming?
   • Set a goal related to speaking out or asking a question in class this week.
   • Set a goal to talk to each of your professors before or after class or to drop by during their office hours.