In an AP science course at the high school students do experiments and labs during class.  In a college course the lab is a separate portion of the class, in some classes the labs are so separate that the professor doesn’t even know what goes on in lab.  Labs are once a week for two hours.  In most cases students get a separate lab notebook and have homework due for lab as well as for lecture.  In my current physics class our homework for the week is collected in lab.

This brings us to another difference between an AP science course and a college one, the AP course is every day while most science lectures are two to three times per week.  Therefore homework is due more frequently, while in a college course more is due all at one time.  There are also various highs and lows depending on the day you schedule your lab.  For example, in my physics course the professor posts the reading and homework for the next week sometime between Friday and Sunday.  My lab is on Thursday so I have almost a whole week to finish the readings and do the homework.  I have a friend though, who’s lab is on Tuesday so she has less time to do her homework.

A similar aspect between an AP science course and a college one are lab reports.  In AP chemistry we had to write reports reviewing the procedure, outcome, and conclusions of the previous lab.  In my current physics class we write reports on the previous labs as well.  I wrote more long and complicated reports for AP chemistry than I do now for physics, but that will change as I reach higher courses.

The greatest difference between an AP science course and a college course is that the curriculum of an AP class is decided by the test at the end of the year.  The whole purpose of the class is to prepare students to take the test.  In college the professors make the test each year, therefore, if there was not enough time to cover a concept in class before a test the professor will just leave it off the test.  This also allows students to give feedback on the layout of previous tests (short answer versus multiple choice) and potentially have their opinions taken into account in the creation of the next test.  The professors can also tailor their review sessions to cover the material that is included in the exam because they wrote it and know what is on it.

An AP science course and a basic University science course share a similar curriculum, however, most similarities end there.  Each class has a different layout and policy when it comes to labs, homework, and tests.  However, this all depends on the type of science course taken, the level of difficulty and the professor teaching the class.  In the end the main goal of the class is accomplished in both environments, the cultivation of questioning behavior and the drive to discover the mysteries of the universe.

The first portion of our Girls Night Out/Gopher’s After Dark Exploration was to buy snacks at Walgreens.  The U is a lot of things but cheap is not among them.  We managed to stuff four boxes of candy and three drinks into three average sized purses, not an easy feat.  This turned out to be pretty entertaining because we didn’t even know if there was a rule against bringing in snacks, so we could have been making a large fuss over nothing.  The movie was free to get into, we didn’t even need to show our student IDs.  The theatre was a whole lot bigger than I thought it would be and the interior beautiful with large gold lights and maroon accents.  They even played trivia questions about the movie before it began.  We saw the Princess and the Frog.  It was my first time seeing it and I thought it was very cute and creatively made; Disney strikes again.

After the movie we wandered into an international music festival that was being held in a different part of Coffman.  To get in we just had to show our student IDs, no money required.  The music was awesome and the dancing was excellent.  We finished the night with a short walk around campus.  The campus was quiet because many of the students went home for the week so it was a nice relaxed end to a busy day.  I can’t wait to return to Gopher’s After Dark when the regular activities are planned.

           One of the first things a student learns when they attend classes for the first time is that not every class is taught by a professor.  Some lectures are given by graduate students in that particular field that are looking to make some extra money between their classes, while others are taught by teaching assistants.  A basic rule of thumb to distinguish professors from the rest is what they ask you to refer to them as.  If they allow you to call them by their first names, they are most likely not a professor.

            The stereotype of professors is not far off the mark in some cases like my Calculus professor.  On the first day of class a short, balding man with grey hair entered and set down his supplies at the front table.  Upon removing his coat he revealed a nice suit complete with a chalk fanny pack strapped around his waist.  As the week progressed it became obvious that while his capacity for calculus was astounding, his short term memory left something to be desired.  While my Calculus professor fit the description of an older professor, my Physics professor fits the scientist stereotype.  At first glance my Physics professor looks like the traditional science fanatic with mussed, grey hair and the slightly distant look of someone used to pouring over their calculations and graphs.  However, he quickly changed all assumptions as he immediately proceeded into a rant about the system (the university system, the physics system, the government system, you name it).  An act we were soon to discover would become a habit.  The third and most disheartening of stereotypes is the “I don’t care about your issues” mindset.  Fortunately I have yet to see this idea embodied in any professor, in fact, most professors go out of their way to create leeway because all of them know that life happens.  Consequently, many create a certain number of allowed absences or missed assignments before your grade begins to drop, and give you ways to make them up if you miss too many days.  They really do care about your success in school as long as you care enough to put the effort in.

                  There are also many professors who break the stereotypical mold.  Take, for example, my biology professor from last semester.  When he would get excited about something he would jump up and down with his arms in the air.  He would attempt to make jokes about almost everything, some of the funniest ones were the ones that fell flat.  He shared stories about his studies on lions in the Serengeti and had slides filled with interesting pictures to illustrate the points he was making.  Once when he was explaining pre-humanoid forms he paraded in front of the giant class in an ape walk, demonstrating what the different forms between humans and apes looked and acted like.  I learned so much from him and looked forward to his class every week.  One slightly entertaining thing that professors, usually the young ones, attempt to do is connect with the student body by speaking like them, or more specifically swearing.  It is funny when a word or two slips out in frustration, but some, like my Political Science professor last semester, get a little carried away and what was initially funny just becomes annoying.  Others connect to the students by just being themselves, like my down to earth writing teacher.  He was not a professor but I learned a lot about writing from him and some pretty neat words along the way too.  We learned some new writing techniques while bonding as a class, all thanks to our outgoing, organized yet relaxed writing teacher.

                  So whether professors are stuck in their ways, lenient, completely hilarious, or a little too eager to please, there is no doubt that no matter what the class if the professor is adamant about their subject it tends to rub off on the student.  A good tip to remember is to keep in touch with friends that you make in class and share reviews about professors.  It is much easier and more enjoyable to learn from someone who truly loves their job and who fits your learning style than to struggle with a subject you don’t comprehend because you find the professor dull and difficult to understand.

The university offers many different class types, some are held in a lecture hall where you are surrounded by hundreds of your peers, while others are held in classrooms where the class is equal to that of a class in high school, or in some cases even smaller.  The first difference you will find between a high school class and one in college is the grading scale.  In high school and college, classes are graded on a A-F scale, however, in college you can choose to instead make the class a pass-fail class.  This means that if you receive a score that is above a certain percentage you pass, if it is under you fail, there is no in between.  While this grading scale may appeal to some, in most cases it is not ideal for a transcript.

Another difference is size and class length.  I took a biology course last semester where I had lecture with about one hundred other students, twice a week for a little over an hour.  Also as part of the class I had a lab session once a week with about fifteen other students for two hours.  Now you may notice a lot of differences with this layout from the one used in high school.  For one, I do not have class every day, most classes will have lecture two to three times per week and at least one discussion.  How often in the week the class is held determines the length of the class.  If a student has a class once a week it will usually last around three hours, but if they have the class three times a week it is about fifty minutes long.  Most lectures are not as large as the one I had for biology, for example, my political science lecture was about as large as a normal high school class.  You may also notice that my lab was considerably smaller than my lecture, the smaller size in labs and discussions allow for more one on one attention.

In addition to their discussion, students can meet with their professors or TA’s (who run the discussions and labs) during their office hours.  Office hours are set times where the professors and TAs are required to be in their office, waiting for students who need their help.  Unfortunately these hours can be on any day and at any time throughout the week, so they may occur while another class is in session, in which case the student must make an appointment.  This setup is very different from coming in before or after school to meet with a teacher according to your schedule.

In high school teachers will attempt to involve everyone into a class discussion or group project to allow everyone to receive participation points.  In college the professor may offer additional ways to gain participation points, like the student’s level of involvement in online discussion posts, comments in class, or timely return on assignments.  However, in the end the responsibility of participation rests on the student, professors will not tell you what your grades are or where you need more work, they may post your test grade on a website but it is up to the student to calculate where their efforts are needed.

A humorous similarity I found between high school and college was the attachment students have to their phones.  However, to me it seemed that college students experience even greater separation anxiety from their phones than I have observed in high schoolers.  During a class it is not uncommon to hear a variety of beeps, rings, and buzzes throughout the lecture.  Most professors ignore the devices and how often their students use them, but some won’t hesitate to threaten to take them.  My writing teacher announced on the first day that he would not tolerate the use of cell phones in class, it sent me right back into memories of the first day of every high school class.

One of the biggest differences and yet similarity I have observed between high school classes and college classes is academic drive.  Since most college students are paying for the courses they are taking, they have more of an incentive to show up for class and do well so that they don’t have to retake, and therefore repay for the course.  There will always be people who will complain and cause distractions in college and high school, in college however, most choose not to show up for class on those days, therefore allowing the rest of the class to concentrate.  Unfortunately there is no freedom in high school from the individuals who would seek to cause the rest of the class to share their misery.  However, not all students experience a greater academic drive, some slack off when released from the pressure of their parents.  It seems that no matter the environment there will always be students unwilling to learn.

High school classes and college courses are very different when it comes to grading scales, the size and length of the class, the availability of professors and teaching assistants, interaction between the teacher and the student, and student involvement.  However, there are many classes offered within a university that are strikingly similar to high school, the most common are freshman required courses which act a bit like a bridge between the high school environment and the university campus.  Although college freshmen are handed a new life filled with new freedoms coupled with new responsibilities, most are well prepared by the efforts of their teachers in high school.  

Many students that I spoke to mentioned that music helped them to relax and in some cases concentrate more fully on the studying at hand.  Erin Hagen, an 18 year old freshman from Shorewood, WI explained to me how she made a “study list,” a collection of songs with no vocals which she plays while looking over her notes to minimize distractions.  What I personally find most relaxing is sitting in the comfy chairs in the student union in front of a warm fireplace while listening to someone play christmas carols on the piano.  So whether music is used to add to the study environment or as a distraction, it is a useful relaxation tactic.

Another form of relaxation that was brought to my attention was sleep.  Navita Lakhram, a 17 year old PSEO student from Cottage Grove expressed the importance of “10 minute power naps.”  She stated that she attempts to sleep when she gets the chance, but during the rest of the day she drinks plenty of soda to keep from drifting off.  A habit of Nicole Shank’s, a 17 year old PSEO student from Cottage Grove, is to nod off on the bus ride to school every morning.  This is her way of relaxing before starting the day while catching up on a few more minutes of sleep.  She also attempts to complete the cross word in the newspaper every morning as a way to unwind before class, if she can keep from falling back to sleep.  Sleep is used by many as a way to take a break from the endless flow of incoming information and as a way to restore strength and vitality.  However, if they aren’t careful some students may find themselves sleeping through their study sessions.

Another way of unwinding from the stress of finals is by distraction.  Many people referenced frequent visits to facebook and youtube, as well as lounging in front of the TV.  Navita confessed to getting sidetracked by her addiction to farmville and cafe world on facebook.  While Tara Wright, an 18 year old PSEO student from Prior Lake admitted to zoning out in front of episodes of 24 and House.  While distractions make a welcomed break from lecture notes and slideshows they can also inhibit studying ability when used too often.

The final way students ward off stress is to create days to just get out with a friend.  Whether those days consist of lunch with a close buddy, coffee with an acquaintance, or a brief shopping trip it is peaceful to leave thoughts of math equations and important dates in history behind for a bit.  Rebecca Ruth, a 19 year old freshman from Blue Earth, MN and Erin Hagen described their tradition of “Noodles Friday.”  They go out to Noodles & Company every friday, after which they sometimes go to the bookstore in the student union and shop or hold movie marathons.  Planned days give students a goal to work towards, and act as a nice reward for all the studying they have already done.

There are many ways to relieve the building stress that accompany finals.  Whether students choose to use music, sleep, distractions, or planned outings with friends there are plenty of ways to relax during one of the most stressful times of the year.

PSEO word of advice: create or attend a study group to practice for a test.  Whether the study group consists of two or twenty people they can be extremely helpful when it comes to remembering facts.  Someone may understand a concept that is completely over your head, or they may be able to simplify it so you find it easier to remember.  What I always find useful are acronyms, using the first letters of words to create a word or phrase that I can easily recall.  Someone else may have a fantastic acronym that I would not have known had I not studied with them.  Friends may also cause you to think more deeply about a subject than you otherwise would have.  Study groups are helpful because they allow you to learn from your peers while in turn teaching others.

 In high school days off from school are scattered throughout the year.  End of quarter, teacher workshop days, and MEA break are all good examples of this.  These periodic breaks act as a nice release from the constant monotony of classes and a relief from stress caused by school deadlines.  They also may be used as a way to catch up, an extra day or two free of classes that can be devoted to a project you just didn’t have the time to complete between all the other homework.  However, for some, sleeping in just one extra day isn’t enough, they would prefer their days off of school grouped together, allowing them to take trips without missing school.  So while scattered breaks from school may prove beneficial to some, others may dislike receiving their relief from school one day at a time.

 In PSEO your schedule and days off depend upon your professors and teaching assistants.  Small breaks like MEA or teacher workshop days do not occur, in fact, the first official break the University of Minnesota experienced was Thanksgiving.  An individual may gain a few hours of free time if their professor or TA is sick and cancels the class, but usually the rest of their classes are right on schedule.  However, Thanksgiving break worked out a little differently than in the high school.  The number of days an individual had off depended on the classes they were taking.  For example, my writing teacher cancelled class the whole week of Thanksgiving, while my math professor decided to hold lecture as planned on the day before the holiday.  Most professors and TA’s were lenient about their classes around the holiday.  A majority cancelled their classes or announced that attendance (if your grade depends upon attendance) would not be taken, or if they were holding class they posted their notes online for non-attending students to view.  Breaks in PSEO are different than the high school, rather than being spread out throughout the year, college days off are condensed into long vacations.  These long spans of no school are ideal for taking trips and returning home, but they do not allow for the occasional three day weekend.

Days off from school vary from high school to PSEO however the number of days received are about the same.  Although the breaks are organized differently each system is tailored for the environment.  The high school is scheduled to give students smaller, more frequent breaks to minimize stress and allow students an extra day to catch up or relax.  College breaks are organized into fewer, larger blocks to allow students more time to return home to visit family.  Although at times the timing and length of breaks may cause a touch of envy in both parties, it is good to know that they are scheduled specifically for your school environment and your life.

PSEO tip: bring your lunch.  Paying for lunch can be expensive, especially if you stay within the convenience of the student union.  Although the smells wafting up from the first floor may be appealing, resist and learn to pack your lunch every day.  If you bring a lunch from home you can treat yourself to a slice of pizza or a Panda Bowl after a long exam or turning in a paper you worked really hard on.  Or you can reward the effort you put in studying for an exam and quell your nerves by getting a bagel or Starbucks before a large test.  Bring lunch from home, it will save you money and allow you to treat yourself when it really matters.

A main cause of worry and stress for many high school students is the college application process.  The questions that race through your mind: Where should I apply, Will I be accepted, and Can I afford it, can leach the fun out of the process.  When searching for potential colleges PSEO students must as themselves another question, Will my credits carry?  This is a large issue for many students.  If you decided to attend the college where you participated in PSEO then no issue exists but if you decide to attend a different college it becomes an important piece of criteria.  There are multiple instances that exist: the college may allow your credits to fully transfer, the college may only take your credits as electives, so if you took a freshman required course during PSEO you would be required to take it again, or they may accept any amount between all and none of them.  AP students face a similar problem with trying to find a college that will accept the AP credits they earned.  Some colleges may accept 3’s or higher while others only accept 5’s.  No matter the circumstances don’t let yourself get bogged down in questions and complications, applying to colleges should be fun, trying to picture yourself in various locations and evaluating the different choices laid out for you is a unique experience.  Remember, the college and location matter less than what you choose to do with yourself when you are there.

Do or Don’t PSEO advice for the week: check your email every day before class.  When registering as a PSEO student you will receive an email address specifically for that college.  This email is what professors, TAs, PSEO counselors, etc. will use to contact you.  It is very important to check your email every morning before you go to your class because your professor might be sick and your class may be canceled.  This could be especially frustrating if you only had that class that day and could have been sleeping in at home if you had remembered to check your email.  Professors and teaching assistants may not always remember to email you or they may not send out a notification until after you have shown up for class, but with the spread of H1N1 and other diseases it never hurts to check.