Foundations of Academic Success by Words of Wisdom

Foundations of Academic Success by Words of Wisdom

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Foundations of Academic Success by Words of Wisdom

Book name Foundations of Academic Success: Words of Wisdom, edited by Thomas C. Priester, Open SUNY Textbooks

Fatima Rodriguez Johnson I chose to attend a small liberal arts college.

The campus was predominately white and was nestled in a wealthy suburb among beautiful trees and landscaped lawns. My stepfather and I pulled into the parking lot and followed the path to my residence hall.

The looks we received from most of the families made me feel like everyone knew we didn’t belong. But, he and I greeted all we encountered, smiling and saying, “Hello.” Once I was unpacked and settled into my residence hall, he gave me a hug and said, “Good luck.”

I wasn’t sure if he meant good luck with classes or good luck with meeting new friends, but I heard a weight in his voice. He was worried. Had he and my mother prepared me for what was ahead? With excitement, I greeted my roommate who I had already met through the summer Higher Educational Opportunity Program (HEOP). She and I were very happy to see each other. After decorating and organizing our room, we set out to meet new people.

We went to every room introducing ourselves. We were pretty sure no one would forget us; it would be hard to miss the only Black and Latina girls whose room was next to the pay phone (yes, in my day each floor shared one pay phone). Everyone on our floor was nice and we often hung out in each other’s rooms. And like some of you, we answered some of those annoying questions: • Why does your perm make your hair straight when ours makes our hair curly? • How did your hair grow so long (whenever we had weave braids)?

• Why don’t you wash your hair everyday (the most intriguing question of all)? We were also asked questions that made us angry: • Did you grow up with your father?
• Aren’t you scared to take public transportation? • Have you ever seen anyone get shot (because we both lived in the inner city)? It was those questions that, depending on the day and what kind of mood we were in, made a fellow student either walk away with a better understanding of who we were as Black and Latina women or made a fellow student walk away red and confused. I guess that’s why my stepfather said, “Good luck.” He knew that I was living in a community where I would stand out—where I would have to explain who I was.

Some days I was really good at answering those questions and some days I was not. I learned the questions were not the problem; it was not asking that was troubling.

My roommate and I put forth a lot of effort to fit in with the community—we spent time hanging out with our peers, we ate together almost every evening in the dining hall, and we participated in student organizations. We were invited to join the German Club,

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Foundations of Academic Success: Words of Wisdom YOUR Solid Foundation and were the only students of color there. In doing all these things we made ourselves approachable.

Our peers became comfortable around us and trusted us. Although my peers and I all had similar college stresses (tests, papers, projects, etc.) my roommate and I also had become a student resource for diversity. Not because we wanted to, but because we had too. There were very few students of color on campus, and I think students really wanted to learn about people different from themselves. It was a responsibility that we had accepted.

The director of HEOP would often remind us that for many students, college was the first opportunity they had to ask these types of questions. He said we would learn to discern when people were really interested in learning about our differences or insulting us. If someone was interested in insulting us, there was no need to respond at all.

Although I transferred to another college at the end of my sophomore year, during those two years I learned a great deal about having honest conversations. Taking part in honest conversations challenged my notions of the world and how I viewed people from all walks of life (race, class, sexual orientation, ability, etc.). Those late nights studying or walks to the student center were when many of us listened to each other’s stories.

My advice is to take time to examine your attitudes and perceptions of people different from yourself, put yourself in situations that will challenge your assumptions, and lastly, when you make, a mistake do not get discouraged. Keep trying. It’s easy to stay where we are comfortable. College is such a wonderful experience. Take it all in, and I am sure you will enjoy it!

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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