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1.3 College Culture and Expectations
1.4 How Can This Book And This Course Help?

Introduction
Student Survey
How do you feel about your ability to meet the expectations of college? These questions will help you
determine how the chapter concepts relate to you right now. As we are introduced to new concepts and
practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these
questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to
figure it out, ranking questions on a scale of 1 – 4, 1 meaning “least like me” and 4 meaning “most like me.”
Don’t be concerned with the results. If your score is low, you will most likely gain even more from this book.
1.
2.
3.
4.

I am fully aware of the expectations of college and how to meet them.
I know why I am in college and have clear goals that I want to achieve.
Most of the time, I take responsibility for my learning new and challenging concepts.
I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.

You can also take the Chapter 1 survey (https://openstax.org/l/collegesurvey01) anonymously online.

STUDENT PROFILE
“As students transitioning to college, responsibility is an inherent component of self-advocacy. As someone
accepted on full funding to a 4-year university, but whose life’s circumstances disallowed attending college

5

6

1 • Exploring College

until years later, I used to dream of a stress-free college life. The reality is, college can be a meaningful
place, but it can also be challenging and unpredictable. The key is to be your own best advocate, because
no one else is obliged to advocate on your behalf.
“When I began my community college studies, I knew what I wanted to do. Cybersecurity was my passion,
but I had no understanding of how credits transfer over to a 4-year university. This came to haunt me later,
after I navigated the complex processes of transferring between two different colleges. Not everyone
involved volunteers information. It is up to you, the student, to be the squeaky wheel so you can get the
grease. Visit office hours, make appointments, and schedule meetings with stakeholders so that you are
not just buried under the sheaf of papers on someone’s desk.”
—Mohammed Khalid, University of Maryland

About this Chapter
In this chapter, you will learn about what you can do to get ready for college. By the time you complete this
chapter, you should be able to do the following:
•
•
•
•

Recognize the purpose and value of college.
Describe the transitional experience of the first year of college.
Discuss how to handle college culture and expectations.
Identify resources in this text and on your campus for supporting your college success.
Reginald

Madison

Reginald has, after much thought and with a
high level of family support, decided to enroll in
college. It has been a dream in the making, as
he was unable to attend immediately after high
school graduation. Instead, he worked several
years in his family’s business, got married, had a
son, and then decided that he didn’t want to
spend the rest of his life regretting that he didn’t
get a chance to follow his dreams of becoming a
teacher. Because it has been almost a decade
since he sat in a classroom, he is worried about
how he will fit in as an adult learner returning to
college. Will his classmates think he is too old?
Will his professors think he is not ready for the
challenges of college work? Will his family get
tired of his long nights at the library and his new
priorities? There is so much Reginald is unsure
of, yet he knows it’s a step in the right direction.

It has been only three months since Madison
graduated from high school. She graduated in the top
10 percent of her class, and she earned college credit
while in high school. She feels academically prepared,
and she has a good sense of what degree she wants to
earn. Since Madison was 5 years old, she’s wanted to be
an engineer because she loved building things in the
backyard with her father’s tools. He always encouraged
her to follow her dreams, and her whole family has
been supportive of her hobbies and interests. However,
Madison is concerned that her choice of major will keep
her from dance, creative writing, and other passions.
Furthermore, Madison is heading to a distant college
with no other people she knows. Will she be able to find
new friends quickly? Will her engineering classes crush
her or motivate her to complete college? Will she be
able to explore other interests? Madison has a lot on
her mind, but she aims to face these challenges headon.

While Reginald and Madison have had different experiences before and certainly have different motivations
for enrolling in college, they have quite a bit in common. They are both committed to this new chapter in their

1.3 College Culture and Expectations

1.4 How Can This Book And This Course Help?

Introduction

Student Survey

How do you feel about your ability to meet the expectations of college? These questions will help you

determine how the chapter concepts relate to you right now. As we are introduced to new concepts and

practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these

questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to

figure it out, ranking questions on a scale of 1 – 4, 1 meaning “least like me” and 4 meaning “most like me.”

Don’t be concerned with the results. If your score is low, you will most likely gain even more from this book.

1.

2.

3.

4.

I am fully aware of the expectations of college and how to meet them.

I know why I am in college and have clear goals that I want to achieve.

Most of the time, I take responsibility for my learning new and challenging concepts.

I feel comfortable working with faculty, advisors, and classmates to accomplish my goals.

You can also take the Chapter 1 survey (https://openstax.org/l/collegesurvey01) anonymously online.

STUDENT PROFILE

“As students transitioning to college, responsibility is an inherent component of self-advocacy. As someone

accepted on full funding to a 4-year university, but whose life’s circumstances disallowed attending college

5

6

1 • Exploring College

until years later, I used to dream of a stress-free college life. The reality is, college can be a meaningful

place, but it can also be challenging and unpredictable. The key is to be your own best advocate, because

no one else is obliged to advocate on your behalf.

“When I began my community college studies, I knew what I wanted to do. Cybersecurity was my passion,

but I had no understanding of how credits transfer over to a 4-year university. This came to haunt me later,

after I navigated the complex processes of transferring between two different colleges. Not everyone

involved volunteers information. It is up to you, the student, to be the squeaky wheel so you can get the

grease. Visit office hours, make appointments, and schedule meetings with stakeholders so that you are

not just buried under the sheaf of papers on someone’s desk.”

—Mohammed Khalid, University of Maryland

About this Chapter

In this chapter, you will learn about what you can do to get ready for college. By the time you complete this

chapter, you should be able to do the following:

•

Recognize the purpose and value of college.

Describe the transitional experience of the first year of college.

Discuss how to handle college culture and expectations.

Identify resources in this text and on your campus for supporting your college success.

Reginald

Madison

Reginald has, after much thought and with a

high level of family support, decided to enroll in

college. It has been a dream in the making, as

he was unable to attend immediately after high

school graduation. Instead, he worked several

years in his family’s business, got married, had a

son, and then decided that he didn’t want to

spend the rest of his life regretting that he didn’t

get a chance to follow his dreams of becoming a

teacher. Because it has been almost a decade

since he sat in a classroom, he is worried about

how he will fit in as an adult learner returning to

college. Will his classmates think he is too old?

Will his professors think he is not ready for the

challenges of college work? Will his family get

tired of his long nights at the library and his new

priorities? There is so much Reginald is unsure

of, yet he knows it’s a step in the right direction.

It has been only three months since Madison

graduated from high school. She graduated in the top

10 percent of her class, and she earned college credit

while in high school. She feels academically prepared,

and she has a good sense of what degree she wants to

earn. Since Madison was 5 years old, she’s wanted to be

an engineer because she loved building things in the

backyard with her father’s tools. He always encouraged

her to follow her dreams, and her whole family has

been supportive of her hobbies and interests. However,

Madison is concerned that her choice of major will keep

her from dance, creative writing, and other passions.

Furthermore, Madison is heading to a distant college

with no other people she knows. Will she be able to find

new friends quickly? Will her engineering classes crush

her or motivate her to complete college? Will she be

able to explore other interests? Madison has a lot on

her mind, but she aims to face these challenges headon.

While Reginald and Madison have had different experiences before and certainly have different motivations

for enrolling in college, they have quite a bit in common. They are both committed to this new chapter in their