In my new role as advisor to about a dozen incoming freshmen at Creighton, I’m witnessing a group of 17 and 18 year old students navigating the labyrinth that is higher education for the first time. I’m walking them through the process of course selection, registration, and the frustration that comes when all the sections of Spanish 101 are filled. I find myself explaining that it’s unrealistic to expect you can have Fridays off your first semester of college. I find myself wondering how the process felt when I was going through it.
I’m trying to re-imagine my time as a freshman, knowing very little about registering for classes, core requirements, and how to build a schedule that wouldn’t drive me insane. At the University of Wisconsin, Summer Orientation, Advising, and Registration (SOAR) was a program offered by the University to help acclimate students to campus life and culture at Madison in the weeks before the start of the semester. As a student coming from Pennsylvania, I decided not to attend SOAR. In exchange, I received a 4 hour power orientation and advising session 2 days before classes began. The actual advising portion lasted about an hour. The first half included an overview of the core curriculum and the second half included a one-on-one meeting with either a “real” advisor or a student advisor. I had the student advisor and the advise I got as an undecided student was to take whatever classes interested me because they were likely to hit a handful of the core requirements. Oh, and don’t take calculus unless it’s required, which puzzled me because even today I cannot imagine anyone wanting to take calculus as an elective.
The whole process reminds me of an important obstacle information literacy and instruction librarians often face – convincing faculty that their students need to be taught how to research. Librarians often argue that one of the reasons for this obstacle is that faculty cannot remember learning how to research. It has become such a habit of mind that the starting point is lost to them and they can no longer see the value that students can gain from a library session.
I never gave that reasoning too much weight, but I get it now. As I was helping my incoming freshmen, I realized I was becoming frustrated that they didn’t understand the process. But when I took a step back, I thought about how many times I’ve registered for classes – upwards of 12 times throughout my academic career. I know how to navigate the system. I have the map to the labyrinth of higher education, and they don’t even know that such a map exists. Once I realized this, I think I became more helpful and attuned to their needs. Through self-reflection, I became a better advisor and teacher.
Sometimes we all just need a little reminder of where it all began and how far we’ve come.