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Each fall, thousands of eager freshmen descend on college and university campuses expecting the best education imaginable: inspiring classes taught by top-ranked professors, academic advisors who will guide them to a prestigious job or graduate school, and an environment where learning flourishes outside the classroom as much as it does in lecture halls. Unfortunately, most of these freshmen soon learn that academic life is not what they imagined. Classes are taught by overworked graduate students and adjuncts rather than seasoned faculty members, undergrads receive minimal attention from advisors or administrators, and potentially valuable campus resources remain outside their grasp.
Andrew Roberts’ Thinking Student’s Guide to College helps students take charge of their university experience by providing a blueprint they can follow to achieve their educational goals—whether at public or private schools, large research universities or small liberal arts colleges. An inside look penned by a professor at Northwestern University, this book offers concrete tips on choosing a college, selecting classes, deciding on a major, interacting with faculty, and applying to graduate school. Here, Roberts exposes the secrets of the ivory tower to reveal what motivates professors, where to find loopholes in university bureaucracy, and most importantly, how to get a personalized education. Based on interviews with faculty and cutting-edge educational research, The Thinking Student’s Guide to College is a necessary handbook for students striving to excel academically, creatively, and personally during their undergraduate years.
- Sales Rank: #562018 in Books
- Brand: Brand: University Of Chicago Press
- Published on: 2010-09-01
- Released on: 2010-09-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .60" w x 6.00" l, .63 pounds
- Binding: Paperback
- 184 pages
- Used Book in Good Condition
Review
“Andrew Roberts has a light touch, gives students excellent advice, and writes in a direct, engaging style. What I find particularly interesting is the perspective from which he counsels students, that of a serious academic who seems fully dedicated to his profession despite what he sees as its flaws and who knows his way around a university. A student who took his tips to heart could hardly go wrong, for Professor Roberts’ advice is based on good, solid academic values.” (Michael Koppisch, Michigan State University 2010-02-04)
“The Thinking Student’s Guide to College addresses a neglected topic with force and persuasiveness. This valuable book, aimed at high achieving students at selective universities who want to get a quality education, offers genuinely practical advice. By addressing students directly, drawing on his experience and observations in academic life, Andrew Roberts provides an accessible and credible account of how to make college a valuable experience educationally.”
(Michael McPherson, President of the Spencer Foundation, former president of Macalester College 2010-02-05)
"Every selective college offers a high quality academic experience to the student who knows how to get it, but none give you a map, let alone instructions. Andrew Roberts has written the perfect travel guide to the best things on offer: an undergraduate who took just a third of his advice would double the value of her time in college. Every prospective freshman should read this book, and every parent of a prospective freshman has to read it. Easy and fun to read, with pages of advice." (Harry Brighouse, University of Wisconsin 2010-03-25)
“In fact I don’t currently have a copy of the book, because each copy I get goes to the next high school senior who walks through the door (which an alarming number of them seem to be doing these days). As suggested by this, 75 Tips would be a great Christmas present for the college-bound high school seniors and college freshmen of your acquaintance.”
(Crooked Timber 2010-11-28)
“I want to nominate a book for this summer's college reading lists that I think represents the best possible selection: The Thinking Student’s Guide to College: 75 Tips for Getting a Better Education. Andrew Roberts, an assistant professor of political science at Northwestern University, wrote this great book that can help students squeeze far more value out of their college years than any other book that I've read.”
(Lynne O'Shaughnessy U.S. News and World Report)
About the Author
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Andrew Robertsis assistant professor of political science at Northwestern University and fellow at the Institute for Policy Research. He is the author of The Quality of Democracy in Eastern Europe: Public Preferences and Policy Reforms.
Most helpful customer reviews
32 of 35 people found the following review helpful.
Get one for your college bound senior or college freshman
By Harry Brighouse
The other night I got one of those emails from unknown students which just starts "Hey" and continues with some request (usually to be admitted to one of my oversubscribed classes). My immediate reaction is to ignore (that was my wife's advice) but this time I just decided to do something different. I wrote back explaining the over-subscription situation, and finished with this "By the way, you might want to address people you haven't met more formally in future: I don't find it irritating but many will" (which is a lie, I do find it irritating, but there's no need to tell her that). My original version had more verbiage in it, but my 14 year old (whose missives to teachers are like business letters) told me to take it out on the grounds that "she'll never do it again, but she'll be scared to meet you".
I was prompted to do this by Andrew Roberts' The Thinking Student's Guide to College: 75 Tips for Getting a Better Education (see tip 53). The central idea is that students need a map of how to get the most out of college, and that lots of them arrive not understanding key things. Why not just make it explicit for her?
In fact I don't currently have a copy of the book, because each copy I get goes to the next high school senior who walks through the door (which an alarming number of them seem to be doing these days). As suggested by this, 75 Tips would be a great Christmas present for the college-bound high school seniors and college freshmen of your acquaintance.
Roberts divides the book into 9 sections--an explanation of how universities work; tips for choosing a college (upshot - don't make such a meal of it, you'll like wherever you go pretty much); tips on choosing classes (including the sensible tip not to take more than a couple of classes with any professor--because most of us have at most 2 classes worth of learning to impart) and on choosing a major; tips on being successful (including the excellent advice, too often neglected, to study with other people); on interacting with professors (don't address then in your first email with a "hey", go to their office hours (I always tell students this, and they say they have had experiences of being distinctly not wanted, and relax when I point out that if he really wants to get rid of you you can leave and he won't remember you), also, get to know at least one professor reasonably well, which, I should say, is brilliant advice but not entirely easy to follow at a place like mine); what to do with your extra-curricular time; whether and when to go to graduate school; and a final section explaining how professors behave and what incentives they are responding to (they want to research not teach, and teach graduate students not undergraduates--a friend who recently graduated from an Ivy-ish institution told me that in his address to them on the first day of freshman year the Provost just told them that they should know that Professors would have no interest in them).
The tips are each easily digestible--if you have trouble reading the book you should maybe postpone going to college. My guess is that it will be read by parents more than students, but especially parents whose experience of college is 5 years or less (or none) would do well to read it to guide their offspring. But even those of us who know the college world well will only give at most half these tips to their kids, partly because some won't occur to us, and partly because others ("don't address a professor with "hey" in your first email to them) seem blindingly obvious. Apparently not.
I should probably disclose that the author sent me the manuscript completely out of the blue a couple of years ago (I've never met him) and I almost instantly gave him a good number of comments on it (as he acknowledges in the acknowledgments). There's one thing that I now regret: the phrases "rape" or "sexual assault" don't appear in the index, and if I were giving comments now I would press him hard to discuss sexual violence on campus. But I was much less aware of the issue then than I thankfully am now.
By the way, the student in question did reply, almost immediately. She said "Dear Professor Brighouse, thanks for the tip, I will utilise it in future. Hopefully I'll be able to learn more from you in your class" which showed a willingness to learn and a slight cheekiness that I rather appreciated. Maybe I should give her the book. I have been very close to only a few undergraduates in my career, though I try harder these days (and my increasingly elderly demeanor seems to induce trust). I forwarded the exchange (stripped of the name etc) to a current undergraduate who is one of the handful whom I've known, and has known me, best (very well indeed), knowing she'd laugh, because after 4 years and numerous detailed email and personal conversations she simply can't address, or even refer to, me as anything other than Professor Brighouse.
Discussion at [...]
14 of 14 people found the following review helpful.
Good for some, not so good for others
By Anita L
I attend a liberal arts college, so many of the tips to take classes across a broad range of subjects, to take classes outside your comfort zone, etc. are already well-known to me. I skipped about a quarter of the book because of this, but I enjoy the love-of-learning message espoused by a large chunk of the book. The lukewarm rating reflects my feeling that this could help students not exposed to the same ideals, but also my frustration with the simplicity and vagueness of many of the tips in The Thinking Student's Guide to College.
There are some good ideas in this book. I particularly liked the tip about ways to think critically, in which Roberts describes four questions to ask whenever you encounter an argument in the reading:
(1. Ask whether there are other possible explanations of the phenomenon in question that the author has not considered,
2. Ask whether things could actually be working in the opposite direction.
3. Consider how the author has chosen his or her evidence. (what data she has, what sources she has consulted, has she considered all possible evidence?)
4. Ask how the explanation works.
5. Consider the assumptions behind the argument.)
Roberts doesn't fail to mention the importance of sleep and diet, and even quotes Michael Pollan's "Eat food. Mostly plants" so he gets major points for that.
The best, most original and useful section was Learning Outside the Classroom. I found two gems here, one being his tip to read academic blogs (he lists several) and to subscribe to an intellectual magazine.
In all, the gems were few. Personally speaking, I found much of his advice to be trite, if not common sense. For instance: Tip 61- Ask for recommendations from professors who know you well.. Tip 67- Make friends with people who have different beliefs and experiences. This is the same message we all get at convocation, as well as practically every other speech given by an administrator- which just goes to show how important it is for college students to do so, but to hear it again without any inspiring ideas on how to go about doing so is not too helpful. Another tip was to "learn about the career graduate school is leading to." Again, this seems obvious. It is an excellent point, and perhaps many send off applications for grad school without considering whether they really* want to be a lawyer/professor/etc. but I was turned off by how utterly unconvincing Roberts was, in both highlighting the fact that people don't often know enough and in making the point that's important to know what you're in for - a 5-year commitment. Many tips were too vague to be useful, but the second way in which this book didn't work for me is that it was almost as if Roberts wasn't sure if the tip was good-- He wasn't so good at selling his ideas, but this is truly a type of "self-help" (if in a broader sense than "7 Habits of Effective People) and self-help doesn't work so well if the reader isn't motivated by your ideas and your voice.
If your college student is fairly mature, most of the material in this will be common sense. If your student needs a lot of hand-holding (no judgement here-- the idea of having to manage one's own time and having positive interactions with adults is new to many high-schoolers) this might be helpful. A nice thing about this is that covers a lot of territory, so even though it offers few concrete strategies, it might benefit students who might not have thought of the general ideas on their own (ex. visit your professor during office hours, pick professors who know you well to write your letters of recommendation). I recommend that the student him/herself preview some pages in advance of buying and decide whether or not this would be helpful to them.
6 of 6 people found the following review helpful.
A worthwhile read...
By Nicole Amos
This book has some helpful advice for students going into undergraduate programs on being successful in school, including helpful information about progressing to graduate school. So, if you are an undergrad student or soon to be undergrad student with the goal of going to graduate school at some point, this book has information you can use to make the most of your undergrad experience with the intent of putting you in a good position come graduate school application time.
If you are already a graduate student and are wondering if this book can help you, it really depends on the program that you are in. While most doctorate programs, by their nature, require involvement and personal interaction with faculty, many master's degree programs do not. This book has some useful tips on how to connect more with your professors and get the most out of your time with them.
I will admit that in the earlier chapters some of it seemed repetitive. The author reiterates a bit too often that how much a student gets out of college is dependent more on the student than the school. Despite the repetitiveness, some of the supporting evidence is very interesting. One of the most interesting pieces was on the U.S. News Ratings that are released each year. The author provides information showing that college rating systems are not very objective or reliable. I found most of the book interesting and the advice useful. However, I don't agree with the author on his tip "Don't Worry Too Much about the Job Prospects of the Major" though. While I agree that most companies expect to train you how to do the job, where I disagree is the suggestion that you should disregard the meaningfulness of a major entirely. When you are competing against dozens of other recent college grads for a level position in a tight job market, relevant coursework that taught you some basics that would be important in the position might be the thing that pushes you to the top of the pile.
Chapter 8 is dedicated to the topic of going to graduate school. There are definitely things that I read in this book that I wish I had thought of before getting my MBA and that I will take into account as I consider pursuing a doctorate. The author offers practical advice and specific tips and steps to take.
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