As students transition from high school to college, they encounter academic challenges and shifts in their preferred learning styles, including adapting to new teaching methods and engaging with professors. This transition can be both exciting and intimidating. Despite sharing the common objective of fostering student learning, high school teachers and college professors frequently differ in their approaches, relationships with students and expectations.
Often, the more structured environment in high school can feel like a safety net, guiding students at every step. Evan Radcliffe, Ph.D., the Director of the English Graduate Program and associate professor of romantic literature, is in agreement.
“Lots of assignments in high school tell you where you’re supposed to be,” Radcliffe said.
Many high school teachers will closely monitor students’ progress, offering frequent reminders about due dates for exams, assignments and other responsibilities. Many college professors incorporate a more hands-off approach and encourage students to be their own advocates. This means taking responsibility for managing coursework and deadlines, whether by attending office hours or organizing study groups for exam preparation.
“College is more of a ‘How you do your work and when you do it is up to you,’” Radcliffe said.
This mindset allows students the freedom to manage their work while providing support when it is needed. College professors focus on delivering in-depth material and encourage students to engage independently with the content.
At Villanova, active engagement is encouraged; professors frequently highlight it as accounting for a sizable percentage of a student’s grade. The emphasis on liberal arts education fosters collaborative learning, critical thinking and open discussion in the classroom. High school classroom engagement is typically more regimented, with teachers calling on students directly to ensure active participation and facilitating discussions in smaller groups.
“In college, I feel more in charge of my education, and if I don’t participate or ask questions, it’s up to me to catch up,” sophomore Emma Ceraso said.
Regardless of class size, the focus in college shifts toward being proactive. Students must actively listen, take thorough notes and take initiative in their education. Students can successfully navigate this new academic environment if they put in the necessary work.
The shift in the dynamic between students and their educators is another aspect of the transition. In college, relationships become much more formal than in high school. Many high school teachers actively participate in students’ extracurricular activities, leading to more frequent, informal interactions and sometimes, closer relationships.
“In high school, even though it was a large public school, I would see my teachers every single day,” Ceraso said. “Some of my teachers were also my club advisors or even coaches.”
Professors at Villanova, while typically accessible and encouraging, especially during office hours, expect professionalism from students.
“In high school, teachers are very involved in students’ day-to-day work, providing constant reminders and structure, which means there is less freedom but also less personal responsibility,” senior Maggie Green said. “At Villanova, professors treat students more like adults and expect them to take responsibility for their learning.”
There is a common sense of mutual respect built on independence and initiative at Villanova. Professors appreciate and value the maturity and commitment to one’s education that attending office hours or making an effort to interact with them shows.
“It seems like professors are more open to building a relationship with you,” sophomore Lily O’Sullivan said. “Just attending office hours once shows that you care, and professors will appreciate that. But in high school, I was much less likely to reach out to my teachers for help.”
Additionally, given professors as well as high school teachers often have many students per semester, creating personal connections can be difficult in large classes.
“At a place like Villanova, you’re not facing the same number of students every day that you would as a high school teacher,” Radcliffe said.
Smaller seminars, such as ACS or other foundational courses at Villanova, can provide more opportunities for in-depth discussions between professors and students, developing these closer relationships. Smaller class sizes allow teachers to build deeper connections with their students, typically implementing a hands-on approach that incorporates interactive activities and group projects. These teachers tend to know students more deeply, having a thorough awareness of their academic progress and personal interests.
Fortunately, Villanova provides a transition comparable to high school in many ways. The commitment to personalized attention and smaller class sizes enables students to develop deep connections with their instructors. The environment brings a sense of community and belonging while supporting students in navigating the greater expectations associated with college education.
While high school teachers typically offer more structure and personal oversight, Villanova professors strive to promote independent learning and critical thinking. Although this transition is a meaningful change, it presents opportunities.
“Professors at Villanova act as mentors, offering real-world advice and helping with things beyond the classroom, like networking and job searching,” Green said.
Villanova professors challenge students to think and take ownership of education, and that is something that will stay with them long after they graduate.
