For Families and Parents

August

Overall excitement, homesickness, initial roommate worries, abuse of freedom, multiple calls or visits home

November

Fall illnesses, tests and papers due, apprehension and excitement about going home for Thanksgiving, enrollment for next semester, economic anxiety as funds begin to dwindle

February

Possible distress about Valentine’s Day, possible recurrence of homesickness, relief to be back at school, desire for winter to end, decisions about living situation for next year

May

Final exams, last-minute summer planning, choosing to stay or go home, distress about leaving friends, feeling overwhelmed that the first year at BU is over

September

First sets of tests, maybe a few roommate challenges

December

Continued mixed feelings about going home for campus break, final exams and papers due, extracurricular time strain with seasonal parties, concerts, social service projects

March

Spring break, making choices for next school year, deciding to keep current majors or consider new ones, midterm exams and grades, summer employment or internship stress

October

Midterm exams, personal decision making regarding schoolwork, friends and fitting in, consequences of study habits

January

New semester, decisions regarding fall semester performance and figuring out what adjustments need to be made

April

Return of spring weather, quickly approaching end of semester, registration for next semester courses, questioning whether they’re in the right place or heading in the right direction

High School

• Attendance required.
• Teachers remind about homework and tests.
• Studying is light—an hour a night.
• Students’ lives are filled with activities.
• Teachers provide grade and deadline reminders.
• The class expectations are discussed in detail.The school is open and staffed during set times.
• Mastery is seen as the ability to reproduce what was taught.
• Parents can access any information the school has about you.

College

• Few professors require attendance.
• Instructors expect more independent work.
• Studying is key—two hours for every hour in class.
• Involvement opportunities can be overwhelming.
• Students keep up with their own grades.
• The course syllabus is a contractual agreement.
• Instructors post specific office hours.
• Mastery is seen as the ability to apply what was learned to new situations and solve new problems.
• Parents must have your permission to obtain information from the University.

Community College

• Living close to family and friends provides built-in support.
• Attendance may have been required.
• Courses were at the lower division level (freshman & sophomore), requiring basic writing and memorization.
• Material may have been presented on a need-to-know basis with few requirements for out-of-class analysis.
• Time management is less complicated.

Comprehensive University

• May be farther from home and existing support network.
• Upper-division courses require more complex analysis, longer writing assignments and deeper level of understanding.
• Coursework builds on foundation classes from the lower division; higher level of knowledge is expected.
• Students are expected to do more work on their own, outside of class.
• More opportunities for campus involvement and activities; closer attention to time management needed.

Areas of Concern

Your daughter lives in a double suite and calls to say that her roommate is driving her crazy with late-night phone calls, friends over all the time, messy habits, and lack of respect for her things. She thought being in the NLC would bring more quiet time than this and now she wants a private room. She wants you to talk to Residence Life and make the request.

Things to Consider

Has your student ever shared a room before? Did she and her roommate talk about basic expectations and “rules of the room” before school began? Does the roommate know her habits are bothering your daughter? Have they enlisted the help of their resident assistant?

One of the most interesting nonacademic sides of the college transition comes in the form of another student in your student’s living space. Some students fail to realize academics are only part of the college equation. The bigger part is taking responsibility and learning to face new challenges. It is important that roommates communicate to make sure that issues cannot be solved before drastic measures are taken. This is the time to encourage your daughter to talk to her RA for guidance.

Please encourage your student to seek assistance. The student, rather than a parent, should initiate requests for assistance.

Who Can Help

Your student’s resident assistant or area coordinator

Areas of Concern

Your daughter makes a D on the first test and says she can pull it up with the other grades. In a later conversation you learn that your daughter isn’t really keeping up with her daily assignments and thinks the professor is unfair because he calls on her in class and states it’s clear she needs to keep up with homework better. She says she is working on it and will do better on the next test.

Things to Consider

Does your daughter have a history of good study habits? Does she understand that study requirements are different for a four-year university than for community college or high school?

Does she know she can talk to the professor if she is falling behind, really trying, and needs help? Is she afraid to talk to her professor? You can help her with a few conversation starters for an initial meeting with her professor.

It is helpful to talk about time management and study needs before your student begins classes. Encourage class attendance every day, even if the professor does not take roll. Prepare your student for the hard work ahead and remind her that college is a serious commitment to the future. It requires her full attention.

Who Can Help

Your student’s academic adviser
Student Academic Success tutoring, SAS@bakerU.edu785.594.8352
Your student’s professor

Area of Concern

The first time your son comes home, he seems a little withdrawn. You’re surprised because every conversation while he’s been at school has been okay. You chalk it up to getting a handle on his new life. On Sunday, before he heads back, he looks upset and finally tells you that he hasn’t felt well, his classes are difficult and he just isn’t sure a university is for him. He’s unhappy with his choice of major, lack of friends and college in general.

Things to Consider

What kind of expectations did your student have about college? Was this more difficult than he expected? Did he know why he was attending? Does he have an idea what he wants to do following college or does he see the need for college in his future plans? Is his health okay? If he has ever seen a counselor for related issues, this might be a good time to revisit that relationship in the college setting. Sometimes having a third party to talk with is just what a student needs to get a more objective approach to a given situation. Baker’s counseling staff is skilled at recognizing transitional issues and helping students address them at the appropriate levels, often using campus resources.

Not only is your son making the transition to college, but he is also making the transition to responsible adulthood. The pressure grows to know what he wants. Make sure he knows you’re available to talk and assist and that you understand this is a big step for anyone. Also encourage him to seek help from his academic advisor or other campus resources.

Who Can Help

Counseling Center, 785.594.8365
Your student’s academic advisor
Career Services, 785.594.8382

Area of Concern

Your son calls and asks if you can send more money because he has charged to the limit on his credit card, and his meal plan is maxed out. It’s not even fall break yet and you can’t understand why he is out of money.

Things to Consider

What kind of expectations have you put on spending? Is his meal plan heavy enough? Does he realize how much he is really spending? Has he ever had a charge card? Is he letting others eat on his charge?

Before your student arrives at school, determine who pays for various expenses. Dinners out? Clothing? What is the budget your student is expected to follow and how does he monitor his spending for the fun things?

Who Can Help

Financial Aid Office 785.594.4595