Running head: OBSERVATION MODULE 4

Observation Module 4
Donna W. Carney
Georgia Southern University

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Observation Module 4

I am employed at Wiregrass Georgia Technical College as a Student Success Counselor.

We have students of all ages attending this institution. The youngest student we have attending
is 14 and the oldest student attending our institution is 83. Some areas of the campus are quiet
while others are bubbling over with student activities. I saw and heard many conversations with
varying tones and inflection as I began my observations. I always notice what is going on when
I walk from one area of the campus to another. Wiregrass is an interesting place to be especially
this time of year. I noticed students sitting out in the gazebos smoking cigarettes while others
were sitting in various areas soaking in the beautiful warmth from the sun. Students were
excited as they were preparing for spring break and so they could have a break for a few days.
I observed student activities in several areas on the campus. The first location was in our
Student Center called the Upper Crust. At the Upper Crust students can purchase snacks or other
food items and sit and dine. The area can hold about 75 people at a time. I chose to observe
students at lunch one day. There were about 20 people in the Upper Crust this day. The
conservations covered homework, classroom lessons, work, and personal issues. The young men
in the Upper Crust were discussing activities they were going to do on the weekend. The women
in the area were discussing a recent test in their Medical Assisting class. The employees in the
Upper Crust were having friendly conversations with other employees regarding workplace
issues. The tones of the young men showed excitement as they discussed their planned weekend
activities. Two of the older men were discussing a fishing trip and the amount of fish they
caught. The fishermen seemed calm and relaxed and from the tone of their conversation they
seemed to be enjoying life. The workers were talking about the new salad bar and its popularity

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with students and staff. The Medical Assisting students were relaxing having lunch as they
discussed their tests and the class material that was going to be covered that afternoon.
My next observation occurred in the mezzanine where our Welcome Center is located. At
the Welcome Center a receptionist was found answering the many phone calls that were coming
into Wiregrass. Our admissions office and bookstore are adjacent to the Welcome Center. There
is a sitting area where people may sit while waiting on others or wait for their next class to start.
The day I observed was an extremely busy day. Potential students were lined up waiting to fill
out application forms and meet with admissions counselors. The potential students waiting in the
admissions office had worried looks on their faces. Some of the folks had their small children
with them. One of the babies was asleep and another toddler was diligently trying to get out of
his stroller. The mother trying to calm her child was very frustrated but as others talked to her
she began to relax and feel as if she could complete her admissions paperwork. It was very
interesting to watch the worry fade from her face and be exchanged with a smile. The remaining
people waiting in admissions were mostly in their early 20s. One young man had his mother
with him and she was definitely in control of him and doing all the talking for him. He was
barely able to tell the admissions technician anything about himself without his mother
interrupting. He seemed to be embarrassed and was ready to leave the building.
Across the hall in the bookstore, there was a line of students waiting to purchase
textbooks. I could see the frustration in some students eyes and in their body language when
they were faced with financial aid issues which needed to be corrected before they could
purchase their textbooks. Other new students were asking questions about costs of books and
diligently waiting for their turn to checkout. I noticed other students at ease gingerly viewing the

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merchandise in the bookstore and trying to decide if they should buy a t-shirt or an attractive
purse.
As I observed the students my mind went back to how Astin described how college
students develop. According to Astins model, outcomes are regarded as roles of: inputs,
environment, and outcomes (Pascarella & Terenzini, 2005). I knew the young man with his
mother in admissions had direct correlations to Astins theory. His reactions were based upon
many years of allowing his mother to control him and make decisions for him. I knew it was
going to take a long time for this young man to stand up for himself and not continue to allow his
mother to have control.
The students frustration exhibited in the bookstore also made me think of Astins theory.
These students are learning because they are becoming involved. This first experience with
having to correct financial aid problems will stay with them. In the future the students will know
they need to follow up with the financial aid office to see if additional information is needed
before trying to make purchases in the bookstore. Everyone hates having to stand in line to only
find out there is something incorrect in their records. These experiences will help the students to
remember to always check their email for information sent to them regarding financial aid.
The students and employees in the Upper Crust reminded me of Chickerings Seven
Vectors. The employees discussion led me to believe they had achieved competence because of
the knowledge shown by their conversation and they were also able to manage their emotions as
indicated in two of Chickerings vectors (Pascarella & Terenzini, 2005). The other groups of
individuals I observed in the Upper Crust indicated they had developed mature interpersonal
relationships and they were developing a purpose in their lives.

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The students will continue to grow now that they are in college. They will be faced with
many new adventures. Some students may decide to change their majors as they continue to
evolve as students and as adults. It is interesting to me to watch the students develop especially
with Chickerings Seven Vectors. The students development is amazing as they settle into their
career fields and graduate. I imagine many of the students never even think about student
development theory even though it has a magnificent bearing upon them as they move onto the
next steps in their lives.

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References

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. San Francisco, CA:
Jossey-Bass.