Culture

2. Culture 

3. 1. Who is this man behind the news desk?

4. 2. Where would you find phrases such as these? #winning #SGP #firstworldproblems #lifewaseasybefore #sorryimnotsorry #Bones

5. 3. Who is he and what famous “decision” did he recently make?

6. 4. What game does this cartoon represent?

7. 5. Where can you find these four celebrities together?

8. 6. What dance move are all of these people doing?

9. 7. Who is she and what milestone did she reach last year?

10. 8. Why are they famous?

11. 9. Who does this ring belong to?

12. 10.Name the four houses in Harry Potter, which is Harry in?

13. The Millennials • "Millennials” refers to a specific cohort of individuals born, roughly, between 1980-94. • "Millennials” are primarily children of Baby Boomers, though some are children of the older Gen X adults. • A central characteristic of what defines "Millennials” is that they have no memory of the Cold War, just as Generation X has no memory of the Vietnam War and the Baby Boomers have no memory of World War II.

14. Characteristics of a Millennial Student Greater sophistication More informed but less disciplined Greater group socialization High levels of stress and pressure Cutting edge of technology

15. Common Beliefs and Behaviors Special Sheltered Confident Team-Oriented Achieving Pressured Conventional

16. Political Views Disenchanted with politics and nation’s social institutions Bifurcated in political attitudes Liberal in social attitudes Socially conscious and active Consumer oriented Local community focused

17. Academic Preparation Weak in basic skills Learn best in ways different from how they are taught Pragmatic Career oriented

18. Personal Attributes Sexually active yet socially isolated Heavy users of alcohol Hardworking  Frightened, tired, and want security Demand change Diverse and divided

19. Future Outlook Committed to doing well and doing good Idealistic and altruistic Optimistic about our collective future Committed to preservation of the American dream

20. Developmental Issuesstudents will face Social integration (Chickering and Reisser, 1993) • Developing competence • Managing emotions • Moving through autonomy to interdependence • Establishing identity • Developing mature relationships • Developing purpose • Developing integrity

21. Developing Competence

22. Developing Competence Three kinds of competence: • Intellectual • Physical and manual • Interpersonal

23. Managing Emotions

24. Managing Emotions Developing an understanding/ reading of personal emotional triggers Learning to balance self-assertive tendencies with participatory ones Developing appropriate channels for releasing irritations and emotions Bonding with another or feeling a part of a group

25. Moving through Autonomy to Interdependence

26. Moving from Autonomy to Interdependence • Emotional independence • Instrumental independence • Means respecting the autonomy of others and looking for give and take

27. Perry’s Theory of Intellectual and Educational Development • Dualism • Multiplicity • Relativism • Commitment Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998). Student Development in College: Theory, Research, and Practice. San Francisco, CA: Jossey-Bass, Inc.

28. Kohlberg’s Theory of Moral Development • Level I: Preconventional • Avoidance of punishment • Follow rules if in interest to do so • Level II: Conventional • Living up to expectations • Carrying out social roles • Level III: Postconventional or Principled • Social contract – human rights and values • Morality Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998).

29. Parent Types • Helicopter (hovering and always fixing) • Lawnmower (mowing everyone down) • Bulldozer (destroying everything in its path) • Blackhawk (extreme helicopter) • Blue Angel Parent ( zooming in unexpectantly)

30. Parent Types • Stealth (secretly hovering from a distance) • Stroller (not letting child walk alone) • Psycho • In-Denial (not my perfect angel) • Lion Parent (roaring and devouring) • Mosquito (always poking around and irritating people) • Partner

31. Some Points to Ponder • What level of involvement is appropriate, healthy, and helpful? • The 90/10 balance—90 percent of life is great, it’s the 10 percent that we learn from. • 24 hour rule…act on something if it is still an issue 24 hours later.

32. Allowing your child to be uncomfortable • Facing a challenging professor will help your student gain life skills to manage a difficult boss • Managing an uncomfortable situation with classmates will help your student learn to work with peers and co-workers • Roommate issues can help your student learn to live with a partner or spouse • Dealing with bureaucracy helps your student develop independence and leadership skills

33. Helping your Student find the Magic! • Finding their place takes planning. • Finding their place takes patience. • Finding their place takes accepting the truth. • Finding their place takes training. • Finding their place takes having the right people in their corner.

34. First Year Timeline August/September • Homesickness and feelings of insecurity are common. • Sharing a room is a new experience. • Initial adjustment to new academic environment and social life occurs. • New and unfamiliar places and people seem overwhelming. • Long distance relationships are navigated. For some, homesickness is more intense. For others, it fades. • Some begin to feel disenchanted with college life, finding it isn’t what was originally envisioned. • Academic reality arrives (long homework assignments, first quiz grades, test anxiety).

35. Conversation Starters • What is your roommate like? • Which classes seem most interesting to you? • Have you found a good place to study? • What events have you attended?

36. First Year Timeline October/November • Anticipate mid-term exams and grades. • Some might feel a sense of loss and failure associated with grades. • Struggle to handle social pressures of drinking, dating, sexual activity. • Time management conflicts are a common concern. • Academic pressure begins to rise due to procrastination or academic load is more demanding than expected. • Colds and sickness more likely. • Depression and anxiety can increase. • Roommate conflicts may begin or intensify.

37. Conversation Starters • How are you managing the workload? What is your study schedule? • What courses are you thinking of taking next semester? • Are you thinking about joining any groups or clubs or activities? Which ones? Why? • Have you met with any of your professors or teaching assistants? • What can you do differently on your next exam/paper to do better?

38. First Year Timeline December/January • Final exams may mean all-night studying and extra efforts to secure desired grades. • Excitement builds for winter break and family time. • Time management pressures are common due to academic demands and extracurricular responsibilities. • Students worry about what it will be like back home for break. • Some students may wonder if their major is right for them.   • Relationships may have been strengthened or terminated over break. • Stress associated with the new semester may appear.

39. Conversation Starters December/January • Which exams are you most concerned about? • What could I send you to make you feel better? • What do you want to do at home during your break? • Let’s talk about how the rules will change for you when you are home, now that you are a college student. • What was the best part of your first semester in college? • What would you do different?

40. First Year Timeline February/March • Pressure to keep up with school work. • Applications for many student organizations or leadership roles begin. • May over-commit to student activities. • Anxiety over relationships or lack thereof may surface. • Planning for summer jobs or internships begins. • Mid-term exams and mid-term grades are expected. • Anticipation for spring break builds. • Questions about the fall semester—class schedules, confirming major, living options—surface.

41. Conversation Starters • What do you like about your new classes? • Are you doing anything differently with your studying this semester? • Have you decided what you are doing for spring break? • Tell me about your good friends on campus.

42. First Year Timeline April/May • Stress and fatigue continue. • Academic pressure builds as finals near. • Pre-enrollment for the fall begins. • Spring fever may cause concerns about focus, lack of significant other, etc. • End of year banquets and student organization activities are scheduled. • Finals week creates some feelings of stress and anxiety, followed by relief. • Concern builds over parents’ reaction to grades and moving home. • If starting summer school, concerned about not taking a break. • If starting a new job, concerned about learning the expectations.

43. Conversation Starters • What courses are you taking next year? Are you starting to narrow in on a possible major? • What are you looking forward to about your living arrangements for next year? • How do you think you have changed this year? • What do you wish you had done differently in your first year of college? • I am so proud of everything you have learned and accomplished this year!

44. Discussion Scenarios

45. Scenario #1 You begin a casual phone conversation with your son/daughter about how things are going with classes. You hear that classes are difficult but manageable, and that it is taking some adjusting to get used to the expectations of TU’s faculty members. As the conversation continues, your son/daughter begins to drop hints about not feeling connected to other students, administrators, or faculty. He/She has spent a majority of his/her time alone and does not seem very happy with TU. How do you feel? What, if anything, can you do?

46. Scenario #2 You are talking to your son/daughter on the phone and he/she comments about going to a party over the weekend. He/she then goes on to say that he/she is surprised at the amount of alcohol on campus and the number of students who are drinking. How do you feel? What, if anything, can you do?

47. Scenario #3 Your son/daughter asks for additional money to “go out with friends.” This is the third time he/she has asked for money since the beginning of the semester and it is not even midterms yet? What do you do?

48. Scenario #4 You receive your son/daughter’s first-term grades and he/she has received a D and a C, as well as a couple of B’s. These grades are lower than he/she has ever received in high school or previous institution. When you ask him/her about the grades, the response is that they will improve over the next term. How do you feel? What, if anything, can you do?

49. Scenario #5 • Your student calls home late on a Friday night and tells you they are not feeling well and that the health center is closed. • How do you feel and what, if anything, can you do?

50. Scenario #6 Your son/daughter got along great with his/her roommate at the beginning of the semester but now the honeymoon is over. The roommate is borrowing clothes without asking, leaving the room unlocked, playing the stereo too loud and eating your son/daughter’s pop tarts. How do you feel? What, if anything, can you do?