The
grades come back—now what?
For today’s students, gone are the days when they
would nervously await the mail to learn of their performance after the
semester is over. Now grades are posted electronically on the WINGS
system, and are available early the week after finals for students to
access.
But some things have not changed. One of these is
the question many parents ask themselves—how should I react? Of course
if your student excelled, then the issue is a much more pleasant one.
Beyond the traditional congratulations, students who have done well
appreciate parents’ showing interest in the courses they have taken and
those for which they are enrolled next semester. While it is important
to allow students to take ownership and responsibility for their actions
and the decisions they make, parental interest and encouragement is an
important influence in many students’ success. In fact, some research
suggests that it is more important than it’s been in several
generations.
On the other hand if your student did not do as
well as he or she had hoped or expected, you may find yourself
apprehensive about how to respond. Every situation is unique, but the
following are points that have been helpful for many parents discussing
poor performance with their college-aged students:
Examine behavior and priorities: Ask
your student how he or she prioritized time, energy and other
resources last semester. Did the priorities reflect your student’s goals? Usually the answer is no, and this realization
can form the basis for change in study habits, the friends your
student spends time with, and the general level of engagement your
student has with the University.
Focus on the future: While any
assessment must examine the past, try not to dwell on it. Unlike
the past, the future is something over which your student can
exercise some control. Encourage him or her to make a plan and
stick with it!
Talk about the value of the syllabus.
The syllabus is the first reading assignment for every class. It
spells out the contract between students and their professors.
Understanding the ground rules enables students to take charge of
their academic performance. Without this understanding, your
student probably cannot successfully navigate the semester.
Seek help: There are many resources on
campus for students struggling academically or otherwise. Encourage
him or her to take advantage of help. Individual faculty members
are often a student’s best resource. Suggest to your student that
he or she seek out professors after class or during office hours,
even before trouble strikes. If the problem seems to transcend a
specific course, the Academic Success, Career, Counseling, and
Writing centers can empower students to improve.
Does your student not know where to turn? A
student’s primary resource for academic questions is his or her academic
advisor. While advisors can’t always solve problems, they do help
students diagnose them and get them in contact with the resources they
need. For contact information, see the
Advisement Centers page.
For more general academic information, visit FYE’s
online resource,
Academics 101.
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