From a Long Time English Instructor Turned Administrator

I guess it doesn't really matter what the new to Richland students look like: fat, thin, blonde; what matters is how prepared they are, and they are not, at all. From what I've heard and experienced, most don't know how to take notes, make an outline, or even have realistic expectations of the responsibilities of being students at Richland: turning in papers on time, coming to class and once there, not leaving early, and recognizing that the instructor has better credentials than they do and that what the instructor says to them has greater authority than their opinion. It has been interesting dealing with Millennia students. They come to my office to argue a grade, and their argument is that the instructor is merely expressing an opinion about their paper, and the students' opinion is just as valid. New students coming out of the DISD also have the added deficiency of extreme grading leniency and little to no homework.

Older students new to Richland also have unrealistic expectations. They often have conflicts with life situations versus their classes, and they expect to be excused for their excessive absences because, after all, they couldn't help what caused them to miss. That, and most of them seem to wear their hearts on their sleeves and get very hurt and angry if the grade they receive on a paper is not what they expected. They're often scared and not very confident in the first place, so any obstacle is seen as a threat.

Well, I hope I haven't degenerated into a bitch session--that's not my intent at all. I want students to find some balance between their expectations and the reality of being in college. I'm not sure how to resolve that. Perhaps you might have various instructors from different disciplines come with copies of their syllabi and talk to the students about what they require in their courses and how they grade.

From a Committed Advising Administrator

They run the whole gammit. First generation college students to parents & siblings that have all attended ahead of them. 

A high percentage are not anywhere near prepared for college work in regard to their level of learning, study skills, time management skills, and critical thinking skills.

Very diverse cultures and for the most part have been raised in sheltered environments. 

They don't understand how the courses in core tie into their overall college career and life career, even though it is covered in a required online orientation & then again at a registration orientation. 

They need to hear things appx 4 times before it begins to have meaning.

They are more non-traditional students than traditional in that for the most part they all work at least part-time jobs, most full time jobs while trying to attend school and be successful.  Many have home responsibilities as well.

Many more than disclose are on behaviorial modication medication for all sorts of afflections that effect their learning.

I could probably write for another 30 minutes, but this is brushing the surface for my 2 cents worth.