Transitioning from High School
disability services office
The following information, adapted from the Academic Learning Enhancement Center at Southern Methodist University, offers useful information regarding the transition from high school to college.
Following the Rules in High School
High school is mandatory and usually free.
Your time is structured by others.
You need permission to participate in extracurricular activities.
You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.
Each day you proceed from one class directly to another, spending 6 hours each day - 30 hours a week - in class.
Most of your classes are arranged
You are not responsible for knowing what it takes to graduate.
Guiding principle: You will usually be told what to do and corrected if your behavior is out of line.
Choosing Responsibly in College
College is voluntary and expensive.
You manage your own time.
You must decide whether to participate in co-curricular activities.
You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have never faced before.
You often have hours between classes; class times vary throughout the day and evening and you spend only 12 to 16 hours each week in class.
You arrange your own schedule in consultation with your adviser. Schedules tend to look lighter than they really are.
Graduation requirements are complex, and differ from year to year. You are expected to know those that apply to you.
Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.
Going to High School Classes
The school year is 36 weeks long; some classes extend over both semesters and some don't.
Classes generally have no more than 35 students.
You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.
You seldom need to read anything more than once, and sometimes listening in class is enough.
You are expected to read short assignments that are then discussed, and often re-taught, in class.
Guiding principle: You will usually be told in class what you need to learn from assigned readings.
Succeeding in College Classes
The academic year is divided into two separate 15-week semesters, plus a week after each semester for exams.
Classes may number 100 students or more.
You need to study at least 2 to 3 hours outside of class for each hour in class.
You need to review class notes and text material regularly.
You are assigned substantial amounts of reading and writing which may not be directly addressed in class.
Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so.
High School Teachers
Teachers check your completed homework.
Teachers remind you of your incomplete work.
Teachers approach you if they believe you need assistance.
Teachers are often available for conversation before, during, or after class.
Teachers have been trained in teaching methods to assist in imparting knowledge to students.
Teachers provide you with information you missed when you were absent.
Teachers present material to help you understand the material in the textbook
Teachers often write information on the board to be copied in your notes.
Teachers impart knowledge and facts, sometimes drawing direct connections and leading you through the thinking process.
Teachers often take time to remind you of assignments and due dates.
Teachers carefully monitor class attendance.
Guiding principle: High school is a teaching environment in which you acquire facts and skills.
Professors may not always check completed homework, but they will assume you can perform the same tasks on tests.
Professors may not remind you of incomplete work.
Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.
Professors expect and want you to attend their scheduled office hours.
Professors have been trained as experts in their particular areas of research.
Professors expect you to get from classmates any notes from classes you missed.
Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings.
Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.
Professors expect you to think about and synthesize seemingly unrelated topics.
Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.
Professors may not formally take roll, but they are still likely to know whether or not you attended.
Guiding principle: College is a learning environment in which you take responsibility for thinking through and applying what you have learned.
Tests in High School
Testing is frequent and covers small amounts of material.
Makeup tests are often available.
Teachers frequently rearrange test dates to avoid conflict with school events.
Teachers frequently conduct review sessions, pointing out the most important concepts.
Guiding principle: Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.
Tests in College
Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may have only 2 or 3 tests in a semester.
Makeup tests are seldom an option; if they are, you need to request them.
Professors in different courses usually schedule tests without regard to the demands of other courses or outside activities.
Professors rarely offer review sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions.
Guiding principle: Mastery is often seen as the ability to apply what you've learned to new situations or to solve new kinds of problems.
Grades in High School
Grades are given for most assigned work.
Consistently good homework grades may raise your overall grade when test grades are low.
Extra credit projects are often available to help you raise your grade.
Initial test grades, especially when they are low, may not have an adverse effect on your final grade.
You may graduate as long as you have passed all required courses with a grade of D or higher.
Guiding principle: Effort counts. Courses are usually structured to reward a "good-faith effort."
Grades in College
Grades may not be provided for all assigned work.
Grades on tests and major papers usually provide most of the course grade.
Extra credit projects cannot, generally speaking, be used to raise a grade in a college course.
Watch out for your first tests. These are usually "wake-up calls" to let you know what is expected—but they also may account for a substantial part of your course grade. You may be shocked when you get your grades.
You may graduate only if your average in classes meets the departmental standard—typically a 2.0 or C.
Guiding principle: Results count. Though "good-faith effort" is important in regard to the professor's willingness to help you achieve good results, it will not substitute for results in the grading process.
Source: Academic Learning Enhancement Center, Southern Methodist University
I want to underload. What should I do?
Underloading (taking fewer classes than normal) is an option. Contact the Assistant Dean for Students with Disabilities about how you plan to underload and how to discuss it with your academic dean.
I need special accommodations for housing. What should I do?
Contact the Assistant Dean for Students with Disabilities or consult the placement advisors in the Office of Residential Life. Please note that last minute requests are difficult to meet, so it is very important to identify your needs well ahead of time. Appropriate documentation, such as a doctor's note, is required for special housing accommodations. You should make your housing decisions before the housing selection process takes place in March for rising sophomores, juniors, and seniors. Incoming freshmen are assigned housing placements over the summer.
Do students with disabilities automatically get four years of housing?
Boston College does not guarantee four years of housing. With the appropriate medical documentation in place, however, you can appeal for a fourth year of housing. The appeal form is located on the Agora Portal under "My ResLife." You will be asked to provide supporting medical documentation if it has not already been sent to the Disability Services Office.
I need to find accessible off-campus housing. How do I do that?
The Office of Residential Life staff can talk with you about your specific needs. The staff has established long-term relationships with real estate agents in the area surrounding BC and can provide you with a list of apartments that may be suitable. Contact the Office of Residential Life at 617-552-3060.
What if I am unable to get across campus because of snow removal issues?
If the situation is not immediate, file a work order at www.bc.edu/workorder through the Agora Portal. If the situation is urgent, call the Work Order Center at 617-552-3048. If it is outside business hours and no one answers the phone, call the Boston College Police Department non-emergency number, 617-552-4440, and tell them your location and the issue.