*Summer requires an adjustment for everyone involved, whether your students is moving home after being away at school or she’s just going to be around more when classes end. Consider talking about a few things upfront to make the transition smoother.

Expectations. Students often return home after experiencing a year of independence and self-responsibility. So, be sure to discuss everyone’s expectations for behavior, curfews and more right off the bat. Don’t talk “at” your student, instead, talk with her as you come to a mutual understanding about how the summer will go.

Finances. Does your student have a clear understanding regarding how much money he needs to save up this summer? Have you discussed things like spending money, work expectations and more? Having this proactive discussion in May is much better than reacting poorly in August.

Family Responsibilities. Incorporating your student back into the everyday flow of your family’s life may involve some growing pains. What chores will she pick up? What obligations are in place that she should plan for (i.e. the July family reunion, the June graduation party)?

Shared Space. Living under the same roof for the summer can be a wonderful time of connection. Yet, it’ll take some work and, likely, some compromise. What does this mean when it comes to stuff, laundry, meals, noise and more? Talk about it now.

 Having your student home for the summer can be a wonderful thing, as long as you work out some possible kinks before they grow into big problems. So, gather around the kitchen table to talk through this transition now and make it a pleasant summer for all.

 Visitors. Students get used to making their own decisions about who will come to visit and how long they can stay. Yet, when living with the family again, these decisions need to be made collectively, so as not to disrupt anyone. Let your student know that you welcome visits from her friends, as long as you have advanced warning. Discuss parameters while also encouraging her to keep up those important college friend connections.

*All information was taken from The Campus Link: A Newsletter for Parents and Families (May 2013), p. 1

Eager to take a break from tests and winter weather, many Missouri State students are busy making plans for their Spring Break vacations.

This year, Spring Break will take place from Monday, March 9th to Sunday, March 17th and Spring Holiday will occur from March 28- March 31.  University offices will remain open to conduct business; however, residence halls (except for Hammons, Hutchens, Sunvilla, and Scholars Houses) will be closed for Spring Break.

While we want students to have a fun and relaxing time during their Spring Break, we also want them to remain healthy and safe.  As parents of our students, we hope that you will share with them some tips that can help them do so.

Road Trips

• If your student is traveling in their own vehicle, make sure it has been serviced by a mechanic to ensure it can make a long trip safely.
• Have your student plan a route primarily based on heavily-traveled highways and interstates, and make sure they are familiar with the route before departure.  Being lost decreases a person’s vigilance and increases the possibility that he or she could become the victim of a crime.
• Ask your student to inform you of when he or she is leaving, when he or she will return, and the route he or she is traveling.  You may also want to know if they will be at different locations during the week (for example, in Orlando, Florida Monday through Wednesday, and Daytona Beach Thursday through Saturday).
• Have your student complete a checklist of things to bring with them or pack in the car.  This list might include a health insurance card, a cellular phone, tools, a first aid kit, a flashlight, an AAA card, fire extinguisher, water and snacks.
• Emphasize that students should be alert and aware of situations and people they encounter.  They should not pick up hitchhikers, and they should be extremely cautious should they decide to stop for anyone on the side of the road.

Foreign Travel

• Students should research their destination country carefully for information on safety, law enforcement, entry/exit requirements, food/water safety, etc. The U.S. Department of State maintains Consular Information Sheets that provide extensive details about travel in other countries. Travel warnings can also be found on the U.S. Department of State web site.
• In addition to researching your destination, take special care to research your tour group, hotel, side trip companies, and car/recreational equipment companies. If your student is working with a travel agent, have the agent provide your student recommendations on legitimate, safe options.
• Special medical care, special vaccinations or medications to prevent common local diseases, may be needed before traveling to another country.  The Center for Disease Control provides comprehensive health and vaccination information by country of destination. The Taylor Health and Wellness Center on campus may be able to provide these services.
• Encourage your student to make copies of all of their identification and plane tickets and store them in the hotel safe, not his or her room safe.
• Make sure you know about your student’s travel itinerary. You might want to know hotel information and transportation information, and you might also want copies of all of his or her important documents (passport, visa, driver’s license, plane tickets, etc.).

Fun and Sun

• Students should wear sunscreen with a “sun protection factor” (SPF) of at least 15 (higher if you burn easily or are taking medications that increase risk of sunburn).  Remind them to reapply the sunscreen after swimming, sweating, and after the recommended time on the bottle.
• Sun damage and sunburns can occur even if you are not at the beach.  Students should wear sunscreen even if it is cloudy or they are doing any activity around water or snow (skiing, snowboarding, etc.) since they both reflect light.
• They should wear sunglasses that block out harmful UVA and UVB rays, as well as protective clothing and hats.
• Avoiding the mid-day sun is important.  The sun’s rays are most intense between 10:00am and 3:00pm.
• Students should also drink lots of water to avoid dehydration if they are in the sun.

Assorted Tips

• Students should make sure their name and address are not highly visible on their luggage so that people who know that you are away from home will not know where you live.
• While traveling, students can put their foot through the strap of a bag or purse to prevent leaving it behind or having it stolen.
• Students should be aware that pickpockets prey on people in crowds. They usually get close and bump into people without them noticing. Pickpockets also work in groups. One will distract while the other slips away with valuables.

As the housing application/re-application process for the 2013-14 school year begins, your student may be feeling the pressure of finding the “perfect” place to live next year.   Here at Missouri State University we offer a variety of community living styles for students to choose from.  Here’s a primer that includes phrases you might hear your student mention and some bits of information about each type of housing so you can help him or her make the best choice.

Living-Learning Communities** – this approach to living offers unique living environments that build community among students with similar interests.  Beginning in the fall of 2013, Missouri State will offer seven of these communities, which include:

• Bear Business Community
• First-Year Experience
• Deciding Students
• Sophomore-Year Experience
• Future Health Care Professionals
• Fit and Well
• Physical Science, Math, and Engineering

For more information about Living-Learning Communities (LLC) please visit the Residence Life LLC website.

Traditional Residence Halls** – Missouri State also offers several traditional residence halls which feature a variety of amenities and living styles.  These residence halls include:

• Blair-Shannon House
• Freudenberger House
• Hammons House
• Hutchens House
• Kentwood Hall
• Monroe Apartments
• Scholars House
• Sunvilla Tower
• Wells House
• Woods House

*Greek Housing – students who are members of fraternities or sororities that have housing may also choose to live there.  This offers students a way to connect with the fraternal brothers and sisters and build a sense of camaraderie while living together.  However, this style of housing is not managed by Residence Life.

Off-Campus Housing* – this style of living is available to students who have completed the Missouri State Housing requirement (typically upper-classmen or those who have an approved housing waiver).  Talk with your student about the off-campus option. You might want to help him make a list of the pros and cons and then make your decision together.  Living on –campus assures parents that maintenance concerns will be addressed in a timely manner, security is in place in the form of fire alarm systems and campus security patrols, and there is a staff person available 24 hours a day in case of emergency.

• When moving off-campus your student will want to consider the following:
• Is the landlord local? If not, is there someone on-call in case of an emergency?
• What is the rent? How is that collected?
• Are there city policies that limit the number of people who can live in an apartment?
• How will the costs for rent, food, and transportation compare with those related to living on campus?
• What safety features does the apartment include? Deadbolts? Smoke detectors? Fire escapes? Audible carbon monoxide detectors?

For more details regarding campus housing and the application/re-application process, please visit the Residence Life website.  Also, feel free to stop by the Off-Campus Housing information page to find some helpful resources about local housing opportunities.

*Tips taken from Parent Pages, 2007

**Taken from the Residence Life website

As the last day of classes for the fall semester comes to a close, one thing is certain — finals  week will start soon.  For many students finals week can be a stressful period of college, and as parents and families we can help our students get through the week by offering our support.  Here are a few tips that you can use as you support your student during his or her finals.

• Finalize Travel Plans— having a concrete end to finals week, in which you can expect to see each other, may relieve stress for you and your student.
• Try to be flexible – especially if you or your student is driving home. Time management can often be hard for students, particularly if they are leaving right after their last final, so try to “roll with the punches.”  Remember that your role is to support your students as he or she learns how to handle independence.
• Send a gift certificate— is there a local restaurant or pizza place that your student loves to frequent?  Think about sending him or her a gift certificate as a way of showing your support from afar.  It also provides a way for you to ensure that your student is staying nourished during, what can be, a stressful time.
• Try to avoid excessive calling— your student is probably busy with group study sessions, writing papers, and catching up on course readings, so he may be mentally exhausted after a challenging day of work.  However, that does not mean you should stop calling your student during finals week.  Stay in contact with him or her by “scheduling” phone conversations.  Let your child know when you will call next so that he can work it into his schedule.  Plus, he can use it as a “break” from studying!
• Send an e-card—while your student is responding to emails for group projects, seeing a card from you may be the pick-me-up that he needs.  (The following sites are great resources for free e-cards:  www.hallmark.com, www.123greetings.com, or www.bluemountain.com)
• Send a text before a really big test to encourage your student and remind him or her that you are there to offer your support.
• Send a care package – you can either put one together or order one through MSU Residence Hall Association (using the information included below).

Following all of the discussion regarding Hurricane Sandy, it’s important that our students understand what to do in the case of a natural disaster. Especially if your student resides off-campus, it is essential that he/she knows what to do in case of an emergency.  Here are a few tips for how you can help your student be prepared if a natural disaster struck the Springfield area:

1. Be prepared. Help your student create an emergency plan for whether he is at home, at work, or driving in his car.  Also, encourage him to assemble a disaster supply kit for his home and car. Preparation is the key to staying safe and calm when a disaster strikes. It’s important that you and your student know what to do in the case of an emergency.  The following link contains a detailed explanation of what an emergency plan and disaster supply kit should look like: http://www.redcrossillinois.org/tornado-safety-tips
2. Understand the warning signs.  Due to Springfield’s geographical proximity, the most likely natural disaster that we face is a tornado. Make sure your student knows the difference between a Tornado Watch (in which tornadoes are possible in and near the watch area) and a Tornado Warning (in which a tornado has been sighted or indicated by weather radar). Be sure your student is prepared to react and to implement his emergency plan.
3. Know which resources are available. If your student is living in an off-campus dwelling without a basement, urge him to find out where his nearest storm shelter is located. Encourage your student to ask about the apartment complex’s disaster preparedness plan. Also, help your student develop his own plan, including phone numbers and organizations that he can use as resources if a disaster were to happen. Students can also sign up to receive Missouri State emergency alert messages through text, email, or a phone call. The link is located in your student’s my.missouristate account, under the “Other Information” portion of the “Profile” tab. If your student is living on-campus encourage him to read over the “Safety and Security” section of Missouri State University’s 2012-2013 Guide to Residence Hall Living (pp. 25-27).  Missouri State has gone to great lengths to ensure that our students living in the residence halls feel safe and secure in their places of residence.

Although we don’t like to think it can happen to us, it is important that we are prepared for any of life’s challenges.  If you or your family is in the wake of Hurricane Sandy, our thoughts are with you. We hope that you and your loved ones remain safe and dry and, that you and your student are able to use these tips in order to be prepared in case of a possible natural disaster in the future.

Tips taken from http://www.redcross.org/prepare/disaster/tornado

As your student begins to search for a summer internship or a post-graduation job he will also embark on the interviewing process.  And, although he may look great on paper, it is crucial that he is able to impress his future employer during an interview.  Below, we have included ten tips that you can use to help your student stand out as the right candidate for the job:

1. Show up on time. Remind your student to anticipate traffic delays and to give himself extra time to relax and freshen up before checking in for the appointment.
2. Turn off the cell phone and keep it out of site. Your student’s cell phone may be a distraction to the interviewer (even if it is on vibrate), and may indicate that she is unable to focus on her work.  Remind her that she needs to focus all of her attention on the interview to ensure that she is putting her best foot forward.
3. When in doubt of what to wear on an interview, always overdress. It is better to look more professional rather than not professional enough. Your student should dress for the job he would like to obtain, and his external appearance may help him make a strong first impression during an interview.
4. Don’t forget about personal hygiene. It is important to not only have a positive external appearance, but to look and smell fresh as well. Encourage your student to pop a breath mint before an interview or to take a shower the morning of the interview rather than at night. Also, remind her to take it easy on the cologne and fragrances as to not distract the interviewer.
5. Maintain professional distance. Although interviewers often try to create a casual environment, remind your student that now’s not the time to act like the interviewer is her new best friend. Encourage your student to think about how she will perceived through the answers/conversation she has.
6. Stand tall and be proud. Encourage your student to walk/sit tall, with his shoulders back, and his head up.  A firm handshake shows that he is confident; your student won’t want the interviewer to think that he is meek or timid.
7. Remember that no one is entitled to anything. Talk with your student about being an advocate for himself, but to maintain some humility too.
8. Keep in mind body language. Remind your student to maintain an open posture and avoid crossing her arms. In an interview non-verbal cues are just as important as verbal cues. Encourage your student to avoid over-the-top hand gestures that indicate she is bored or nervous, such as twirling her hair, tapping her foot, or looking at a clock.
9.  Relax and be yourself. Remind your student that potential employers use interviews as a way to get to know the real person.  Employers want to get a glimpse of what it will be like to work with that person, so it is okay for your student to let his personality shine. Encourage your student to smile often and have a positive attitude.
10. Send a thank you note. Encourage your student to send a note via “snail mail” rather than email, promptly after her interview.  A thank you note demonstrates her professionalism and attention to detail. Also, it is important that your student thanks the interviewer by name and adds a comment she may not have mentioned during the interview. This is one more chance for her to demonstrate her interest in the position and to leave a positive impression.

Tips take from Parent & Family Issues 2012: Programs Topics and Solutions

                If your student is planning to travel during Fall Break (Oct 18-21), please help him/her keep in mind these important travel tips:

 Catching a Bus, Train, or Plane

Students who are traveling via mass transportation should make sure they check for any weather advisories and schedule changes before they head out.  Also, they need to be sure to:

• Check that they have the correct and necessary identification.  Normally, it is best to carry at least two forms of identification (i.e. Driver’s License and Bear Pass).
• Review the security guidelines and regulations.  Some transportation companies do not allow passengers to bring particular items with them as they travel.
• Carry important documents (i.e. wallet, money, identification, boarding ticket) in front of their body rather than in a backpack, in order to avoid theft.
• Bring a fully charged cell-phone (if possible), a small amount of cash in a secure spot, and a credit card – in case of an emergency or sudden changes to their travel itinerary.
• Dress appropriately for the destination.

Making the Drive

Students traveling by car should be aware of hazardous weather conditions and be prepared to make changes to their itinerary.  They should also be sure to:

• Get a good night’s rest before they begin their journey.  For more tips and information regarding drowsy driving, please reference the Family Connection blog post, “A Dangerous Problem Among College Students” (from Oct 9).
• Check the mechanics of the car (i.e. oil, brakes, and tire pressure) to be sure that they are working properly.
• Keep their gas tank close to full, in case of traffic or unanticipated delays.
• Carry a charged cell-phone with stored emergency contact numbers, in case of an emergency.
• Allow additional stopping space between cars when driving on wet roads.
• Be aware of alternative routes, in case of construction or weather that detours traffic away from the main highway.
• Be cautious when crossing bridges or overpasses during snowy conditions, because they freeze faster than road surfaces.
• Make sure they have extra blankets, a flashlight, warm clothing, and other emergency gear in their car in case of an emergency situation.
• Carry identification and emergency money.
• Try not to travel alone, whenever possible.

Tips taken from Parent Pages (2007)

As we enter the midterm exam period at Missouri State University, many students are beginning to feel stressed.  For many students, midterms serve as a “wake-up call” to the academic rigor of college.  As family members, we can serve a vital role in lessening the stress of midterms and encouraging our students to persevere.  Here are some tips that you can use to help your student through the stress of midterm exams:

• Listen and understand that this may be a stressful experience for your student. Sometimes he may just need to vent or complain about the amount of work in order to refocus his energy and let out his emotions.  He may not necessarily be looking for you to offer your opinion. Use this opportunity to listen to what your student is saying and help him stay level-headed through the midterm season.
• Help your student keep midterms in perspective. Remind him that this is a normal part of the academic year. Let him know that he will get through these few weeks and then things will be back to normal.  Although the midterms may comprise a major portion of his final grade, he is not likely to fail an entire class based on one exam. Remind him that if he has been doing his best work all semester then he will probably do well on the exam. If he is having trouble comprehending the material, urge him to talk with his professor or seek out tutors or other academic resources such as the BearClaw.
• Encourage your student not to panic. Remind him that stress can adversely affect his overall health, and help him recognize that he has to take control of his emotions. If he is extremely behind on his work, encourage him to study what he can but not to feel overwhelmed.  Some students feel so overwhelmed that they panic and do nothing.  Anything that he does, even if small steps, will help.
• Don’t micromanage. While it is great for you to offer study tips or stress-management suggestions, make sure that your student is learning how to manage his time on his own. It is important that he takes ownership of his actions and understands how to personally manage tasks.
• Help your student develop realistic expectations. If this is his first time taking a major test in college, he may not end up doing as well as he hopes. Remind him that this is his first experience and encourage him to not let that affect his drive. Help him realize that this is a learning experience and that, like many other things in life, he will get better with practice. Encourage your student to reflect on the decisions and study habits he used to prepare for this midterm and encourage him to assess whether those habits were successful or not.
• Don’t pressure him to talk about it. In some cases, your student may not need to vent or talk about the stress of his midterms, and that’s okay. He may just want to focus on studying and acing his exam.
• Send your student a letter or package. Remind your student that you are there to support him. Your words of encouragement may go a long way in helping your student reduce his feelings of stress.

Tips taken from http://www.collegeparents.org/members/resources/articles/ten-suggestions-college-parents-help-students-through-stress-midterm-exam

When students get on the road, whether to head home for the holidays or to get a snack after a late-night study session, the risk of drowsy driving increases.  It is important that we make sure our students understand the risks of driving while fatigued, and the signs to look for in order to prevent this problem.

 Statistics:

• National Highway Traffic Safety Administration (NHTSA) estimates that 100,000 police reported crashes are the direct result of driver fatigue each year. Out of that more than 75,000 result in injuries and 1,500 result in fatalities.
• Drivers less than 25 years old cause approximately 55% of drowsy driving crashes, and those aged 18-29 are much more likely to drive while drowsy.
• Being awake for 18 hours is equal to a blood alcohol concentration (BAC) of .05, and .10 after 24 hours; .08 is considered legally drunk in all states.
• Most drowsy driving crashes occur between 4:00 a.m. and 6:00 a.m.  Midnight – 2:00 a.m. and 2:00 p.m. – 4:00 p.m. are also peak times for crashes to occur.

 Warning Signs

• Frequent yawns  and slow reactions
• Missed traffic signs and inconsistent speeds
• Drifting from lane to lane
• Trouble staying focused and keeping your eyes open

What You Should Do:

• Immediately get off of the road
• Consume caffeine (note: it takes about 20 minutes for coffee to take effect on your body)
• Take a nap (if you are in a safe area)
• Pull over and stretch (try to find a gas station or other safe area; you should schedule a 15 minute  break for every 2 hours of consistent driving)
• Don’t push yourself to continue driving if you feel sleepy!

Preventative Steps

• Get a good night’s sleep before you begin your journey (the average person requires at least 8 hours)
• Plan to drive during the time you would normally be awake (avoid driving during your body’s natural “down time”)
• Plan a rest stop or stay overnight rather than drive through the night
• Get a companion for a long trip (they can help look for early warning signs of fatigue  and provide a change of drivers)
• Avoid heavy foods, alcohol, and medications which may impair performance
• Consult your doctor if you suffer from frequent daytime sleepiness.

Before your student climbs into his car, alert him about the dangers of driving while drowsy, and give him some tips to prevent fatigue.

Tips taken from Parent Pages (2007) and www.drowsydriving.org

David Kolb (1984) theorized that learning is experiential.  He proclaimed that the best learners are able to fully immerse themselves in the learning experience, reflect on those experiences, formulate ideas, and then integrate those experiences and ideas into their decision-making process (Evans, Forney, Guido, Patton, & Renn, 2010). When our students go away to college we hope that they develop not only intellectually, but socially and psychologically as well. Part of that development process, according to Kolb, relies on their ability to reflect on their experiences. Families, this is where you come in. You are able to assist in the learning process by helping your student reflect on his/her experiences. You can ask reflective questions and find out how your student is learning, within and outside of the classroom. For instance…

• Talk about books especially if your son/daughter is the type of person who enjoys reading outside of what is assigned. Have you read a good book lately? Maybe your student has too. Talking about literature is a great way to find out what your student is interested in and how his way of thinking has changed since being in college.
• Ask your student about his/her favorite faculty member or administrator and what makes that person such a great educator. Helping your student reflect on his experiences and influences will help him develop an understanding of how he learns.
• If your student has a job or internship, ask what he/she likes and dislikes about it. Then, offer suggestions for how he can manage the dislikes and make the most of on what he enjoys. Talking through these experiences allows your student to reflect on his strengths and weaknesses, especially in a professional environment.
• Ask about your student’s social life. The social aspect of college is a learning experience too, and is a great source of measuring development. Ask your student about his friends or the social organizations that he has joined. Your student may want to complain about a roommate or share his accomplishments in an organization. Talk through his experiences and help him reflect on how he has handled the challenges and triumphs.
• If your student has not chosen a major, talk about the best and worse classes he has taken, so far. Talk about why he did/did not enjoy the classes. Was it a lecture-style class or more discussion-based? Were the tests made of multiple-choice answers or short essays?  Help him think about the classes he could pursue, and offer tips on how to survive the classes that he finds challenging.
• Share some of the experiences that helped you develop as a young adult. Your student still values your opinion and your tips may help him re-think how to handle certain situations. Also, by sharing your experiences you are relating with your student and staying in tune with him. Keeping the lines of communication open, especially during such an important developmental period, helps you both maintain a healthy relationship.

Tips taken from Parent Pages (2007)

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ. Prentice Hall.