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The Naked Roommate instructor’s guide A Guide for College Instructors, Residential Life Staff, and High School Instructors to Be Used with The Naked Roommate and The Naked Roommate’s First Year Survival Workbook

Harlan Cohen and Cynthia Jenkins PhD

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Copyright © 2011, 2013 by Harlan Cohen and Cynthia Jenkins Cover and internal design © 2013 by Sourcebooks, Inc. Cover photo © Getty Images

Sourcebooks and the colophon are registered trademarks of Sourcebooks, Inc.

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Published by Sourcebooks, Inc. P.O. Box 4410, Naperville, Illinois 60567-4410 (630) 961-3900 Fax: (630) 961-2168 www.sourcebooks.com

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Contents

A Message from Harlan v A Message from Cynthia ix A Quick Guide to the Guide xi

Section #1: What Does a First Year Experience Course Look Like? 1 Section #2: The Naked Materials: The Book and the Workbook 5 Section #3: A Few Naked Exercises Designed for You (The Instructor) 9 Section #4: Designing Your First Year Experience Course: Elements, Strategies, and Important Things to Consider 19 Section #5: The Naked Roommate Course Topics 23 Section #6: Resources to Help You Engage Your Students 37 Section #7: Selecting the Naked Roommate Tips and Exercises to Use in Your Class 43 Section #8: Connecting The Naked Roommate and The Naked Roommate’s First Year Survival Workbook: A Chapter-by-Section Breakdown of All Related Materials 49 Section #9: Developing In-Class Activities: Using the Tips and Exercises from The Naked Roommate to Engage Students Beyond the Book 69 Section #10: Big Naked Projects 77 Section #11: Sample Course Outlines: For FYE Instructors, High School Instructors, and Residence Life Professionals 89 Section #12: The Naked Roommate Book: A Detailed Guide to Quiz Questions, Classroom Discussions, Journal Entries, and Classroom Visitors 117

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Closing Thoughts: You’ve Reached the End of the Guide… 179

About the Author: Harlan Cohen 181

About the Author: Cynthia Jenkins 183

The Naked Authors Online 185

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. A Message from Harlan

Welcome to The Naked Roommate Instructor’s Guide. It’s a pleasure to have you here! My name is Harlan Cohen, and I’m the author of The Naked Roommate: And 107 Other Issues You Might Run Into in College and coauthor of The Naked Roommate: For Parents Only and Dad’s Expecting Too (a book for expectant fathers and their partners). I’m absolutely thrilled that you are using or considering The Naked Roommate book and workbook in the classroom. This instructor’s guide has been years in the making. It all started several years ago with a call I made to the University of Texas at Dallas to track down the person who was using The Naked Roommate as a textbook for 1,200-plus students. That’s when I first spoke to Cynthia Jenkins, my soon-to-be coauthor of The Naked Roommate’s First Year Survival Workbook. Cynthia and I had an instant connection. I discovered someone as passionate, invested, and excited to help first-year students succeed inside and outside the classroom as I am. Over the years I’d call Cynthia to discuss how the book was being used in the classroom. Our conversations would turn into long, ener- gized talks wherein we brainstormed and tossed around new ideas to help engage students in new ways. Cynthia shared all about her group projects and ways the book was being incorporated. I shared new trends and ideas generated from campus visits and confer- ences. Eventually we decided we absolutely needed to collaborate. This guide and the workbook are the results. I’m grateful our paths crossed and thrilled to be able to share her insights and knowledge in the workbook and this instructor’s guide.

a message from harlan v

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Over the years I’ve been fortunate to visit with dozens of instructors and college-life professionals who have also used The Naked Roommate in the classroom. The common thread among all the instructors has been the excitement the book generates in the classroom. They are thrilled to have found a new, and student friendly, way to engage first-year students. Once I saw the impact the book was having inside the classroom, it became my goal to gather the best classroom exercises in a workbook to share with other instructors, so they could easily incorporate the exercises in the classroom. I’m proud, excited, and thrilled to share the Naked Suite of resources that make up the “Naked” First Year Experience program. I’m proud of the work, excited for its potential, and thrilled that it will change the way your students think about college life and how they approach the First Year Experience. Students who engage in this experience will have the information and tools needed to be more comfortable, connected, patient, passionate, and better equipped for life inside and outside the classroom. As you begin to implement the book, workbook, and guide in the classroom, please reach out to Cynthia and me to share your suggestions, ideas, and discoveries. We would love for you to share your insight, so we can improve the guide and program with each future edition. Also, please check out the additional “naked” resources by visiting NakedRoommate.com (we just relaunched the site to provide a social network). And in addition to sending us a note, we welcome you to post questions and share tips and information on The Naked Roommate Instructor’s Group on Facebook. This group is designed to connect instructors using the book, workbook, and support materials. Search “Naked Roommate Instructor’s Group” on Facebook or find the links on NakedRoommate.com and www.Facebook.com/TNRfanpage. And there’s more Naked Roommate on Twitter: @NakedRoommate and @HarlanCohen. In addition to the book, I also want to invite you to visit NakedRoommate.com and encourage students to check it out, too. This new community is about connecting students who need information with students who have it. The motto of the site: “If you’re a gener- ally nice person, you’re welcome to sign up. If you’re not, get help and please come back later.” One more invitation—please feel free to visit my site for parents of college students at NakedRoommateForParents .com and my home page at www.HelpMeHarlan.com. On my website, you can find information regarding my speaking events and tours and read other blog entries. It’s a pleasure to “meet” you, and I look forward to having the vi the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. chance to really meet you at a conference, convention, or event on campus soon. Thank you!

—Harlan Cohen

a message from harlan vii

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

A Message from Cynthia

Hello! Welcome to The Naked Roommate Instructor’s Guide! My name is Cynthia Jenkins, and I’m coauthor of The Naked Roommate’s First Year Survival Workbook. I’ve also been an experienced instructor who oversaw seventy sections of the First Year course and worked with thousands of students and hundreds of instructors around the country. You can say that I have a passion for helping students and professionals navigate the First Year Experience. It’s also a passion I share with Harlan. It was as the coordinator for the First Year Experience (FYE) course at the University of Texas at Dallas that I first came across Harlan’s book. When I found it, I wanted every new student to have a chance to read and learn from it. A few months after adopting the book as the required reading for our course, I received a surprise call from Harlan. After a highly energetic conversation, we discovered that we both have an intense passion for helping students thrive in college. Several years later, Harlan and I collaborated to write The Naked Roommate’s First Year Survival Workbook and this instructor’s guide. My First Year Experience began at Arizona State University. I graduated with my BS in psychology and received my doctorate in human development and communication sciences from the University of Texas at Dallas, and then I began to teach. Being a psychology instructor and working with new students opened my eyes to the changing trends and issues facing college freshmen. I soon realized that many new students didn’t know how to ask effective questions, didn’t understand how to communicate with professors, struggled to balance their time, came to class unprepared, and had no clue how

a message from cynthia ix

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. to translate what I presented in class into useful notes. They also struggled with emotional and social issues outside the classroom. Students were stressed, not only from homework and studying for exams, but also from personal problems. They were confused about what they wanted to do academically, socially, and personally, and they felt overwhelmed. While I tried to offer help within the context of my psychology course, I realized there was so much material that I could teach an entire class focusing on college adjustment. I then got the news: the University of Texas at Dallas began requiring all new first-time freshmen to take a course called Critical Thinking and Oral Communication. It’s a fancy name for a course that strives to connect freshmen to the campus and gives them the information they need to be successful at the university. I was thrilled to be asked to teach it, especially when I was told I could teach as many sections of the class as I could handle. I dove in headfirst. Over the years, I’ve taught FYE classes, supervised instructors, traveled across the country to train instructors, and even contributed to other First Year Experience texts. My extensive background in FYE and work with other professionals has given me a deep apprecia- tion of how various programs are organized. I’ve discovered that not all instructors choose to teach these types of courses and not all have the time to spend creating a new curriculum based on an unfamiliar book. That’s one more reason why I’m particularly passionate about this book and this approach. Not only does it engage students, it also engages instructors. The goal of this guide is to create an effective, efficient, and powerful way for you to maximize the time and impact of your FYE course. I understand that if we can provide you, the instructor, with a clear and easy way to create your class, the result will be a meaningful transition course that improves retention, eases anxieties, and changes students’ lives. As you develop your own approach to incorporating the book and workbook, please share your strategies, exercises, and approaches. Harlan and I can share them in future editions of the instructor’s guide and workbook. Send suggestions to Harlan at Harlan@ helpmeharlan.com, SUBJECT: Instructor’s Guide. Also, we invite you to visit The Naked Roommate Instructor’s Group Facebook page. We wish you a wonderful teaching experience and hope you’ll let us know how it goes by submitting your ideas and tips for engaging first-year students.

—Cynthia Jenkins PhD x the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. A Quick Guide to the Guide

Whether you’re instructing first-year students in the classroom, instructing high school students with senioritis, working in residence halls, or training student leaders, we assume that you’re incredibly busy. We know that your time is scarce. We understand that your job requires wearing more hats than Lady Gaga at an awards show, so while we’d love for you to sit, relax, lie on the beach, sip a frozen drink (nonalcoholic, if your campus is dry), and soak up this entire instructor’s guide, we appreciate that many of you will be using it on the fly and with little time to spare. This guide is designed to give you fast information while addressing your immediate and long-term needs. If you’re in a hurry, you can flip to the topic list, browse the chapter-by-chapter breakdowns of the book and workbook, check out the suggested syllabi, and pull some tips, exercises, and journal entries from the book and workbook. If you have extra time, you can arrange for guest speakers to visit class, use the existing exercises to spark ideas for new ones, and encourage your students to create their own tips and stories based on suggestions in the Tip and Story sections of the guide. Whether you’re working with first-year students, high school students, residence life staff, or student leaders, this guide is designed to help you navigate through The Naked Roommate (Fifth Edition) and The Naked Roommate’s First Year Survival Workbook (First Edition) to train, teach, and have an impact. Following is a quick look at how the instructor’s guide is organized.

a quick guide to the guide xi

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #1: What Does a First Year Experience Course Look Like? This section is designed for the new instructor to help offer an overview of what an FYE program should look like.

Section #2: The Naked Materials Find a brief overview of the book and the workbook. Get a grip on how the materials are constructed so you can deconstruct them for use in the classroom. (Don’t worry; we do this for you later in the guide.)

Section #3: A Few Naked Exercises Designed for You Using the style and format of The Naked Roommate’s First Year Survival Workbook, you will have the opportunity to think about some fundamental elements of teaching your FYE course.

Section #4: Designing Your First Year Experience Course Creating your course involves taking many elements into consideration. When you lay the foundation based on the logistics of your class, the rest will unfold quickly and easily.

Section #5: The Naked Roommate Course Topics There’s a lot to cover and limited time. In this section, we include a list of common FYE topics to consider and a step-by-step process that will help you determine what topics to address, what topics to avoid, and how deep to dive into the topics that are most important to you and your students.

Section #6: Resources to Help You Engage Your Students In addition to the Naked Roommate materials, this section discusses the opportunity to bring additional resources into your program to help make issues real, relevant, and engaging.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #7: Selecting the Naked Roommate Tips and Exercises to Use in Your Class The information presented in The Naked Roommate and the exercises in The Naked Roommate’s First Year Survival Workbook provide a great deal of substance from which you can create your lesson plans. This section offers an overview of the book and workbook, to familiarize you with their basic elements and format and help you consider the variety of options for using them with your class.

Section #8: Connecting The Naked Roommate and The Naked Roommate’s First Year Survival Workbook To help you further narrow down the material you want to use in your FYE course, this offers a chapter-by-section breakdown of the major topics covered in the book and workbook, followed by the relevant chapters from each, plus a detailed list of each relevant exercise from the workbook.

Section #9: Developing In-Class Activities The tips and exercises from the Naked Roommate materials can be used for more than reading assignments and homework. This section helps get your creative juices flowing and offers ideas for in-class activities.

Section #10: Big Naked Projects Engaging students in a more substantial way on some of the topics leads to greater knowledge gain and refined skill development. It also gives students some important experiences. These projects are long term and are more involved, but can offer greater benefits for the effort invested.

Section #11: Sample Course Outlines There are a variety of ways to put together and design your course. This section offers a model syllabus to use as is or to be an inspiration when you create your own. NOTE: You’ll find course outlines for FYE instructors, high school instructors, and residential life staff using the guide for training.

a quick guide to the guide xiii

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #12: The Naked Roommate Book This section breaks down all 107 issues and offers you a quick guide to create quiz questions, discussions, classroom visits, and additional journal entries. This section provides a fast way to get students to open up books during open-book quizzes.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #1

What Does a First Year Experience Course Look Like?

• If you are new to teaching a First Year Experience course, this section is for you. • If you’ve only taught a First Year Experience course at your current institution, this section is for you. (You might discover something new.) • If you have been attending the annual national conference on the First Year Experience and Students in Transition for several years, this section could be written by you.

A First Year Experience course (sometimes referred to as a college success course) can take many forms, depending on the type of institution offering the course, the goals of the administration, and the faculty or staff member selected to oversee the program. Community colleges, two-year institutions, four-year universities, large private schools, small private schools, and public institutions may offer different kinds of First Year Experience courses, all based on their own particular student demographics. A community college’s First Year Experience course might spend more time on study strategies and academic support, particularly for populations of more nontraditional students; however, now that more traditional-aged college students are beginning their higher education at two-year institutions, those schools are recognizing the need to offer a more traditional format for their FYE course. When it comes to four-year institutions—large and small, public and private—they tend to use First Year Experience classes to help new students make connections with the campus, staff, faculty,

what does a first year experience course look like? 1

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. and their peers. Other issues related to both residential and commuter students are also addressed. There are often experiential components of the course; activities for class may require students to visit various campus departments, take advantage of services and resources, and attend social and academic events. At the core, all these courses are about helping students create connections to campus and become comfortable with the uncomfortable. If students can have fun along the way, the class will have an even greater impact.

Not All FYE Courses Are Created Equal Some institutions require FYE courses for all new students, some target a particular population (undeclared majors or probationary admits), and some make it an elective (although advisors strongly encourage students to take it). Some FYE courses are worth three credit hours, and others are worth none. Classes can meet for as many as three hours a week to as little as thirty minutes. Some are taught over the course of a full semester (or whatever system you’re on), some are eight weeks, and some are condensed into a summer- time experience that packs the entire class into three or four days. Thus, everyone instructing these courses will have his or her own unique set of challenges, given the model of the course. There is one thing all FYE courses have in common: helping the student. The entire purpose of the course is to provide immediate benefits to the students and give them information they can apply now to help themselves academically, socially, and personally. FYE courses are often a very personal and unique teaching experience. For that reason, FYE courses don’t lend themselves to the lecture format. While it’s helpful for an instructor to share a story or anecdote to spark conversation, long lectures are discouraged. FYE courses that include lively discussions, impromptu debates, group projects, and class presentations encouraging conversation among peers tend to be the most effective in engaging students. This course can be exciting and challenging for many instructors—those who teach FYE often pride themselves on creating classes that are different from the typical academic course. Because one of the primary goals is to help students interact and engage with one another, classes are often spent in small group activities, debates, sharing experiences, and participating in active learning exercises. Of course there are times when you have specific information that you need to share with your students through a more

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. formal presentation, but for the most part this course is a dynamic, varied classroom experience.

Delivering Your Core Message No matter how you deliver your message, there are three key ingredients that you should keep in mind when creating your course.

Three Key Course Ingredients

1. Knowledge

2. Skills

3. Experience 1. Knowledge Information students didn’t already know or information they will need to know in the context of the college experience can be passed on from the instructor, other faculty or staff, upperclassmen, or even their peers. 2. Skills The skills students need to be successful in college and in life may include everything from talking with professors to taking notes or navigating the library. Students may need to develop entirely new skills or expand existing skills to include the context of the college environment. 3. Experience Certain situations and circumstances will enable students to use their senses to gain knowledge, develop skills, and grow into a successful student and person. Think experiential learning. Because of the various kinds of FYE programs and the unique needs of each institution, this guide is in no way intended to be a one- size-fits-all manual about specifically how to develop and run your course; however, each lesson should be designed and implemented with these three elements in mind, and the students should be told exactly how they will gain each or any of these elements through the means by which you engage them. We don’t keep secrets in a First Year Experience course; we want our students to know exactly what

what does a first year experience course look like? 3

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. we are trying to give them and specifically how it will benefit them. The more they know, the more likely they will be willing to engage and participate in the experience. We hope that through this guide you will discover ways in which you can use the Naked Roommate and The Naked Roommate’s First Year Survival Workbook to create a class that is tailored to fit your students’ needs. Use it as a jumping-off point, an inspiration, or a multidimensional tool that provides you the means of using the rich resources that the Naked Roommate books offer for engaging students.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #2

The Naked Materials: The Book and the Workbook

The Book: The Naked Roommate: And 107 Other Issues You Might Run Into in College The Naked Roommate is not a traditional textbook. In fact, that’s one reason students respond so strongly to it. They view it as a book written for them by college students like them. Whether they received it as a gift, picked it up at a bookstore at their local mall, or were required to buy it for class, they see this book differently than their traditional (and expensive) textbooks. If you’re not familiar with The Naked Roommate, the book addresses real issues that real students are experiencing, and it speaks to those issues in a genuine, honest, and respectful way. It recognizes that students are ready to read and learn the truth about what they may encounter in college. The book has been embraced by students, professionals, and parents over the years. In fact, The Naked Roommate is the bestselling book on college life (300,000-plus copies in print). When students enjoy the tone and message of the materials you present, they will enjoy and embrace your course more fully. They will want to read for class, and they will participate in the discussions, because the discussions are relevant to them. The book validates what they are thinking and feeling, which then validates what you are trying to teach in class. The Naked Roommate is broken down into fourteen chapters covering 107 topics. We’ve included a list of the chapters and tips, along with quiz questions, discussion questions, and classroom- visitor suggestions to help you bring each tip and story to life in the classroom. You’ll find the full breakdown of the book at the end of

the naked materials: the book and the workbook 5

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. this instructor’s guide. You’ll also find other suggestions on how to use the book throughout the guide. Here’s a list of the chapter titles to give you a quick reference to the book:

Chapter 1. Arriving on Campus: So Real You Can Smell It, Touch It, and Taste It Chapter 2. Residence Halls: Living, Eating, and Bathing with Hundreds of Strangers Chapter 3. Roommates: Good Ones, Bad Ones, and Everything in Between Chapter 4. Finding Friends: Your Social or Antisocial College Life Chapter 5. Getting Involved on Campus: An All-You-Can-Do Buffet Chapter 6. Greek Life: Behind the Doors, Windows, and Walls of Fraternity and Sorority Life Chapter 7. Life Inside the Classroom: Assuming You Wake Up and Go to Class Chapter 8. Dating and Relationships: Your Higher Education in Lust, Love, and Loss Chapter 9. Sex: Having It, Not Having It, Hearing Other People Having It Chapter 10. Drinking on Campus: Tapping the Keg of Truth Chapter 11. Drugs on Campus: The Smoking, Snorting, and Pill- Popping Truth Chapter 12. Money, Laundry, and Cheap Eats: Assuming You Have Enough Money to Eat and Do Laundry Chapter 13. Things Not Mentioned in the College Brochure: What They Don’t Tell You Chapter 14. College: A Higher Education: It’s Almost Time to Say Good-bye

The Naked Roommate’s First Year Survival Workbook The Naked Roommate’s First Year Survival Workbook consists of more than two hundred self-exams, exercises, and journal entries connected to or inspired by the tips and advice in The Naked Roommate. The workbook was written to prompt students to think about the tips in The Naked Roommate in a more personal and meaningful way. It’s one thing to read the tips in the book, chuckle at the humor,

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. and say, “Wow, I hope that doesn’t happen to me!” It’s another to read the tips, chuckle at the humor and think, “Wow, what can I do so this doesn’t happen to me? What can I do if this does happen to me?” We wanted to give students a way to map out their path and create a future where they know that no matter what, they will be able to navigate through whatever comes their way, which can mean taking a variety of actions and reaching out to a variety of people. To take action, though, a student needs to have a plan. The other reason we created the workbook was to provide instructors with a variety of ways to engage students with the topics and issues presented in the original Naked Roommate book. The workbook is like a catalog in which you can shop for exercises and activities related to each topic. You can have students do these activities during class time, individually, or in groups. You can assign the activities as homework and have students come prepared to discuss their discoveries in class, and you can encourage them to do more on their own. For the student who knows it all, he or she can use the information to help guide a friend in need. The workbook offers a wide range of exercises that you can use to prompt students to undertake a variety of activities, from exploring their campus resources in a deliberate way to creating practical lists and plans for dealing with particular issues to thinking about themselves in a more substantial, introspective way, in order to more effectively and confidently work through the challenges they’re facing. It’s practical, personal, and offers something for every student, no matter how prepared (or not) they come to college and your class. The framework of The Naked Roommate’s First Year Survival Workbook largely mirrors The Naked Roommate (with the excep- tion of the study skills area of the workbook, described in the next paragraph). Each section of the workbook begins with a Naked Self- Exam corresponding to the chapter of the same theme in The Naked Roommate. The activities that follow vary in topic, scope, length, amount of time and effort required, and the nature of what the student will be asked to think about and do relative to that thinking. Included in the workbook is a section titled “The Naked Study Section.” Again, this section is not found in The Naked Roommate. While chapter 7 of The Naked Roommate has tips addressing issues inside the classroom, this section in the workbook goes further to provide more detailed information and exercises related to academic strategies. This material will provide you with a substantial foundation on which to build lessons about:

the naked materials: the book and the workbook 7

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Time management • Optimum classroom behavior and getting to know professors • Note taking • Reading • Studying

Remember that we are always available to answer your questions and help you along the way, whether you are still in the planning stages and have logistical questions about course structure and content or you are mid-semester and have unique student situations that you want to share with someone. You can also find a place to post your questions on Facebook in The Naked Roommate Instructor’s Group, where we have a group for instructors and professionals using the book in the classroom and for training. Below is a quick reference guide to the sections found in The Naked Roommate’s First Year Survival Workbook:

Section #1. Before Arriving on Campus Section #2. Student Involvement (and Finding Friends) Section #3. Greek Life Section #4. Residence Halls: Like a Cruise without the Water Section #5. Naked Assessment: Roommates Section #6. Time to Talk about Time Section #7. Class in the Classroom Section #8. A Note-Taking Dance Party Section #9. Reading (After the Note-Taking Dance Party) Section #10. Get Your Study On Section #11. The Naked Money/Financial Section Section #12. Hooking Up, Relationships, Sex/No Sex Section #13. Drinking and Drugs Section #14. Just in Case…

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #3

A Few Naked Exercises Designed for You (The Instructor)

Before you dive into planning the specifics of your class, take some time to mentally prepare. To help you do this, we’ve taken a few naked exercises from the workbook and tweaked them for you, the instructor. These exercises mirror those that we offer for your students. It’s a great way to get in touch with where you are and how you approach this experience.

a few naked exercises designed for you 9

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Teaching, A Self-Exam An element you’ll see throughout the workbook is the Naked Self- Exam. You’ll find these at the beginning of each chapter. Through the Naked Self-Exam, your students will be introduced to the issues related to each new topic. If you collect these exams, you’ll have an opportunity to determine where students stand relative to those issues. This exercise, though, is designed for you, to gauge your level of comfort regarding your upcoming FYE course.

Rate using a scale of 1–10

1 = Not True 5 = Somewhat True 10 = Doesn’t Get Any Truer

_____I have a good understanding about what a First Year Experience course should be like.

_____I’m intimidated by the thought of trying to engage freshmen.

_____I’m creative and like to develop my own class elements.

_____Teaching this course is a requirement for my job on campus.

_____I already know the things I want to address with my students.

_____I had a First Year Experience course when I was a freshman.

_____I’m used to working with freshmen, and I am familiar with their transition issues.

_____I need all the help I can get developing this class—I have no idea where to start.

_____I am used to lecturing when I teach.

_____I have never taught a college course before.

_____I am uncomfortable talking about some of the issues often addressed in FYE courses.

_____I think that there are some topics, such as sexuality and drug use, that should not be discussed in a classroom setting.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. _____ I am very comfortable telling it like it is and being straightfor- ward with students.

_____I don’t think freshmen are educated enough about how to deal with the challenges that come with making the transition to college.

_____ I don’t see how I could use The Naked Roommate as a basis for designing a course.

Consider your responses carefully. This guide should help you work through some of those apprehensions. If you will be teaching an FYE course for the first time, you certainly have a lot to think about. I hope this guide and The Naked Roommate materials will make your course planning a clear and enjoyable process. If you have been teaching this course already and only the book is new, I hope you will find the transition to The Naked Roommate an easy one. Understanding where you are now will help you through the process of creating a class that’s comfortable for you and effective for your students.

k k k

Naked Teaching Exercise #1

19 Things I’m Going to LOvE about Teaching My First Year Experience Class This Year

The first exercise in the student workbook asks students to write down ninety things that they are going to LOVE about life in college. We know you are busy, so instead of ninety things, we’re asking for only nineteen things, but feel free to write twenty-nine, thirty- nine, or yes, even ninety-nine things you’ll love about teaching your class—the more reasons, the better.

a few naked exercises designed for you 11

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Nineteen reasons I’m excited to teach my class…

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

12 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Teaching Exercise #2

Expect the Unexpected

Expecting the unexpected is a major theme throughout The Naked Roommate and the workbook. Expecting the unexpected invites students to approach their college experience with an open mind. It enables them to be flexible when navigating the unavoidable adver- sity that is part of being an engaged student. Tip #1 from the book reads as follows:

Don’t create too many expectations. You might think that you know what will happen in college, but really, you don’t.

This same approach applies to teaching. In all my years of experience (I’ve taught more than thirty FYE courses) I come to class each year with a set of expectations, yet I am always presented with unexpected situations. Unforeseen circumstances require me to adapt and even alter my expectations and understanding of freshmen and their experience in my class. We should all expect the unexpected before the start of a new class or training sessions, no matter how long we’ve been working with students. Expectations can come from many sources. Perhaps you have been teaching other classes that are discipline-based or serve non- freshmen. Maybe you haven’t taught, but you have engaged students as an academic advisor. In either case, you are likely to consider all your previous interactions with students when imagining what your FYE students will be like. You may worry about their lack of engagement with the material because of a lack of interest, or you may be concerned about them giving too much information during class discussions, since they put everything about themselves on Facebook. These expectations may or may not be valid, given the parallels between your previous roles with students and that of a class of new freshmen. It’s important to put your expectations into perspective as you prepare to take on a new group for a new semester. When you go through the following exercise, remember that the only person who will see this is you (assuming you don’t post answers on your Facebook page or leave this page in the department head’s office). Be as honest as you can be and free your mind to make new discoveries that will help you as you prepare for and dive into your class. We’ve provided prompts to give you an example.

a few naked exercises designed for you 13

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Student Expectations What do you expect from your students in the classroom? Sample:

I expect: My students to openly talk about challenges they are facing

My source: What I see students writing on Facebook

Is this a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

14 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Participation What kind of expectations do you have regarding students’ willingness to interact with you, talk with classmates, ask questions of guest speakers, etc.?

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

Expectations about Student Engagement What kind of expectations do you have about the extent to which your students will understand the purpose and benefits of the course?

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

a few naked exercises designed for you 15

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

Expectations about My Effectiveness as a Teacher What are your expectations regarding your ability to connect with students, create meaningful lesson plans, implement course elements so that students “get it,” etc.?

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

16 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Expectations about Creating the Class What are your expectations on how you will identify relevant topics, select the best exercises and activities, determine course requirements, etc.?

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

I expect:

My source:

Is this is a reliable source: YES / NO

k k k

! Naked Teaching Journal: Your Ideal Class Just as your students will be prompted to connect with the course topics by reflecting on past and future experiences by way of journal entries, you can establish a strong starting point for developing your class by doing the same. For this naked journal entry, imagine that a newspaper reporter has been assigned to write a story about you and your FYE class. What would the headline of the story be? What would the article say about you and your teaching style? About your passion and drive? What would three quotes be from students in the class? How would the writer describe the interactions between students and teacher in the classroom? How would the interaction between students be reported?

a few naked exercises designed for you 17

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Now, write the story. Make sure you include three themes the instructor (you) wants students to take away from this course. Let this be the guide to creating the class you want to create. You might even consider sharing it with your students as a way to introduce them to you and your class.

18 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #4

Designing Your First Year Experience Course Elements, Strategies, and Important Things to Consider

Before you can dive into selecting exercises and planning your course schedule, you need to consider the most basic elements of your course. The following are key elements you should consider when designing your class.

I. Time in Class

How much time will you get to spend with your students each week? Carefully consider the amount of time you will have available to do the things you want to do in person with your students and activities you’ll want them to do with each other. If you have only an hour or two a week, you may have to make more of the class activities in which students interact with each other, and keep any formal lecture- based presentations to a minimum. If you are fortunate enough to have three hours each week, you will have a wider range of options for class-time activities. Less time in class may mean that you give students more to do outside of class so they can come prepared and make the most of the time with you and their classmates. Reading ahead and working through the exercises on their own will be more important for them to have engaging and beneficial time in class.

designing your first year experience course 19

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. II. Length of Course

How long is the time frame over which your class is taught (sixteen-week semester, eight-week session, one-week session, etc.)? Time spent in the classroom should be considered within the context of how quickly the course progresses. If you have an entire sixteen- week semester, you will have time to draw out the lessons and give your students longer periods of time to read and complete assignments. If your course is condensed into a short eight-week semester or an orientation course of only a few days, the material will have to be presented fast and furiously. The length of your course will dictate your need to prepare your next lesson plan and when you will assign certain readings and exercises to your students. It may also help you decide when to teach which topic, as topics should be related to issues students are facing at any point in the semester (more on that in the next section). If you must cover a great deal in a short period of time, consider selecting exercises from the workbook that require less time and include fewer research-based tasks on the students’ part. Quick turnaround for reading and homework assignments will be appreciated by the students!

III. Credit Value of the Course

How many credit hours is your course worth for students? Design a class where goals can be met within the confines of your class time. Some FYE courses are worth three credit hours, and others are awarded no credit at all. You can require much more work if you have three credit hours to work with, as opposed to no credit hours. Remember the credit-hour rule: for each hour spent in class, students can be expected to spend three additional hours outside of class reading or working on assignments for class. Therefore, even if you teach only a one-credit-hour course, you can feel comfortable having students spend a fair amount of time on projects for your class each week. (You’ll probably have to teach your students this formula, as they will undoubtedly think that whatever you assign is too much!) Based on the time you have in class with your students each week,

20 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. how many weeks your class meets, and how many credit hours your students will earn for their efforts in the class, consider the following:

• How can you maximize class time? • What are the optimum homework options to provide significant benefits through reasonable work for students? • What tools and approaches can help you to reach your course objectives? (This means making sure you have a clear idea of goals for each class.)

designing your first year experience course 21

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

Section #5

The Naked Roommate Course Topics

As you consider what topics to teach, here are three questions you’ll need to answer:

1. What do you have to teach?

2. What can’t you teach?

3. What do you want to teach?

The good news is that there is a tremendous variety of topics you can teach. The not-so-good news is that there is never enough time to teach them all. One of the most frustrating things for those of us who have been teaching FYE courses for a long time is that there is always more that we would like to teach students than we ever have time to teach them. In addition, as the world of college freshmen continues to change through things such as social networks, involved parents, and Tweeting, the list of relevant topics continues to grow even longer. Even those who teach three-credit-hour courses are lob- bying to make the course a full year rather than a single semester, in order to have time to address all the important issues. There are ways to narrow your scope and refine your options to a more work- able curriculum. As you read through the overview of the common course topics below, consider those that really stand out to you as being important for your school’s students. As you follow the step-by-step process in the next section, identify the topics that are best suited to your course.

the naked roommate course topics 23

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Common FYE Course Topics

Topic I: Differences between high school and college

• Increased academic expectations • Being taught by professors rather than teachers • Campus culture (new terminology, behavioral expectations, academic integrity) • Larger class size (learning is less personal; professors won’t know you) • Higher volume of required reading • Less feedback throughout semester to let you know how you’re doing • Fewer chances to earn points toward semester grade (each exam really counts!) • Need for more self-motivation and personal responsibility

k k k

Topic II: Living away from home

• New independence • Being responsible for your own finances • Concerns for eating healthy • Challenges of getting enough sleep • Responsibility for personal hygiene • Taking yourself to the health center if you’re sick • Keeping your living space clean • Going to class and keeping up with homework • Decisions as to how to spend time

k k k

Topic III: Living on campus

• Getting along with roommates • Living in close quarters with lots of strangers • Sharing a living space

24 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Being strong about personal choices when others are making different ones • Working with the RAs and dorm staff (conflict mediation, personal guidance)

k k k

Topic IV: Diversity

• Understanding differences (cultural, ethnic, religious, sexual) • Working and living with people who are different from you • Realizing the world is getting smaller • Being sensitive to differences • Understanding your behavior relative to others • Accepting others for who they are

k k k

Topic V: Relationship with parents

• Navigating the communication (parents’ preferences vs. your preferences) • Sharing information • Being homesick • Feeling guilty (parents are struggling with the separation) • Explaining (defending) new lifestyle • When to visit • Choosing whether to be Facebook friends

k k k

Topic VI: Friendships

• Those left behind (maintaining relationships, letting go, moving on) • Trying to maintain old friendships in a new environment (sharing college with old friends) • Finding new friends • Questioning whom to spend time with • Balancing time with friends and academic efforts

the naked roommate course topics 25

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. k k k

Topic VII: Getting involved on campus

• Understanding why it is important and what it can do for you • Discovering interests (campus organizations, Greek life, academic clubs, sports) • Stepping out of your comfort zone • Becoming overcommitted • Prioritizing academics

k k k

Topic VIII: Campus services and resources

• Knowing where to go for academic help (professors, learning resource center, library) • Knowing available services (post office, bank, notary, technology store) • Understanding how services work (cost, appointment required, ID card) • Facilities tours (library, writing lab, health center) • Understanding the importance of taking advantage of available resources • How to find free entertainment and fun on campus

k k k

Topic IX: Academic skills

• Effective note-taking • Adapting to different lecture styles • Productive reading • Classroom behavior (where to sit, being prepared, the importance of asking questions) • Getting to know professors (developing relationships for your benefit)

26 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Exam preparation • Writing papers and using the library • Understanding what constitutes cheating and other forms of academic dishonesty

k k k

Topic X: Life skills

• Time management • Money management • Stress management

k k k

Topic XI: Social networks and technology

• Understanding technology on campus • Managing time spent on social networks • Using technology in a productive way • Dangers of what you post on social networks • Who can see what you post online and the implications (internships, medical school, jobs)

k k k

Topic XII: Drugs and alcohol

• Living with those who use them • Knowing how to handle roommates or friends who use them • Understanding the dangers of using them • Deciding whether or not to use them • Understanding what will happen to those who get caught • Knowing where to go if you need help

k k k

the naked roommate course topics 27

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Topic XIII: Romantic relationships

• Maintaining long-distance relationships • Defining who you are in a relationship • Keeping up with school while enduring a breakup

k k k

Topic XIV: Sexual relationships

• Knowing the risks (physically and emotionally) • Staying safe (disease, pregnancy, sexual assault, impact of drugs and alcohol) • Determining and understanding sexual identity (GLBTQ issues)

k k k

TOPIC XV: MENTAL HEALTH ISSUES

• Knowing the signs and symptoms • Being aware of common triggers • Knowing where to get help on and off campus • Understanding how to get yourself help • Knowing how to get others help

28 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Now that you have a list of topics in mind, it’s time to consider what topics you can explore in class and how in-depth you can go in your exploration—a particularly challenging issue if you have a one-credit course. An instructor can pack only so much material into that one credit hour (or however little time you have). It means choosing certain topics over others, which can be a tough task. Delineating the scope of your class is just a matter of answering a set of basic questions. Each of the seven steps that follow will guide you in identifying topics you have to teach, acknowledging those that may not be necessary, and prioritizing those that you believe are fundamentally important to the course.

Step 1: List required topics Most schools that offer an FYE course have a common set of insti- tutional or programmatic topics that instructors are required to address in each class. You may have the freedom to teach any way you choose, and you may be able to determine much of the format of your course as a whole, but there will almost always be topics you absolutely must include in your class. What are the topics your school requires?

1.

2.

3.

4.

5.

You have no choice but to teach those, so your list of course topics starts here. Once you have identified what you have to do, now you can see how much of the course time remains available for you to determine topics on your own.

the naked roommate course topics 29

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Step 2: Identify irrelevant or unnecessary topics Not every topic is relevant to all campuses. If you work at an institution that has no student housing, you can eliminate topics about residential life and the role campus staff plays in students’ living experiences. (If many of your students live on their own off campus, however, the issue of having a naked roommate is still pertinent.) What other topics don’t apply to your campus and student populations taking the course?

1.

2.

3.

4.

Be certain at this point that you list only those topics that are truly not issues your students face, not just issues you hope your students don’t face (alcohol, drugs, sexual assault) or issues that you don’t want to face teaching your students (we will talk about those in a minute). Again, the purpose of this step is to eliminate material that your students will truly have no use for in the context of your school’s FYE course.

Step 3: Tap into your favorites What do you want to teach the most? It’s a simple question, but one of the most important. You have the job of engaging your students, thus you deserve the privilege of choosing what you want to teach them. Most instructors have a set of topics that they are champing at the bit to share with an audience of new freshmen. Yours might come from what you wished you had learned when you were a freshman, or perhaps your current role at your institution has opened your eyes to what new students really need to know. Keep in mind that when you are excited about what you are teaching, your students will see it and share in that excitement, so don’t screen or limit yourself here, just list the topics that you just can’t wait to teach.

30 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 1.

2.

3.

4.

5.

Step 4: Research common issues for freshmen Given the role you play at your institution, what do you see as the most common issues that first-year students struggle with (whether they realize they’re struggling or not)? If you are not in the best position to answer this question, who might you talk to who can enlighten you as to some challenges or basic needs of freshmen that your class can help with? Do a bit of research and list your school’s freshman needs.

1.

2.

3.

4.

5.

Step 5: Admit your reluctance There may be topics covered in The Naked Roommate and The Naked Roommate’s First Year Survival Workbook that you don’t feel comfortable addressing with your students in the class. To plan your course, it’s important to identify areas in which you will be reluc- tant—or simply refuse—to cover. List them here:

1.

2.

the naked roommate course topics 31

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 3.

4.

Before you decide that you will completely exclude these topics from your curriculum, honestly acknowledge if you think any of them are important for your students to be exposed to through your class (you can cross-reference your list from Step 4). If you recognize that some of these topics are important, but you don’t want to teach them yourself, consider who else on campus might be able to do it for you. Do the topics relate to a particular department or service that would be willing to send a staff member to be a guest lecturer? Don’t hesitate to include all important topics in your course, even if it means inviting someone else to step in to help.

Step 6: Compile and assess your master list Now you are ready to view all the topics you need and want to teach and consider them in the context of the time frame of your course. It is likely that you will have more than enough, rather than less than what’s needed to fill a semester, and that’s a good thing. You’ll always want to have some back-up topics for times when you cover other issues quicker than expected or when students seem ready to move on to something else. It’s time to prioritize your topics and begin considering the order in which you want to address them over the course of the semester. Here are a few ideas about how to prioritize topics:

• Start with your favorites. First impressions and first experiences are important, and you’ll want to kick off the semester with excitement and enthusiasm. Your enthusiasm has to come before your students’, and when you begin class with something you want to teach and talk about, you will be fully prepared, and they’ll see your investment in the class. If you are not comfortable or particularly interested in the opening issues, you’ll drag your feet and your students will too, which is not a good way to begin. • Think about students’ most immediate needs. Have they been on campus for a while and are adjusting to the dorms? Might they be dealing with roommate issues? Do they have first-day- of-school jitters, and are they stressing about the demands of their classes just from looking at the syllabi? Are there any

32 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. traditions or rituals at your school to talk about or introduce them to? • What topics are ideally saved for later in the semester? Sometimes students can’t relate to the need for strategies in time management until close to midterms. A lot of students feel they have so much time at the beginning of the semester…after all, they go to class only a couple of hours a day! Also, specific lessons on study strategies are often lost on students until they’ve had some exams to show them how much they need those pointers. • Might your personal work schedule benefit from covering certain topics at certain times? Topics that require less input and effort from you might work nicely during busier times in your schedule.

Try to create a preliminary order in which you will address the topics you’ve identified for your class. When in doubt, consider the organization of The Naked Roommate or The Naked Roommate’s First Year Survival Workbook for inspiration.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

the naked roommate course topics 33

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 13.

14.

15.

16.

EXTRA:

EXTRA:

EXTRA:

Step 7: Ask the students The entire purpose of this course is for the immediate benefit of the students. Providing them the tools to deal with the issues they are currently facing as they work through the transition process is important, and keeping the course relevant throughout the semester will ensure their continued buy-in and engagement. Thus, involving your students in the decision-making regarding the topics you cover and the order in which you cover them is another option. When you sense that your students need some things that are different from those you planned, it’s a good time to alter the schedule, or you may need to rearrange the order in which you introduce your topics. You have to be a bit savvy and adapt on the fly to pull off changes to the schedule, but you should always go into the semester with a plan and with all your materials selected. If you are comfortable changing things up at some point, consider getting input from your students and gearing the course toward their needs and wants. There are several ways to get student input:

• First-day-of-class survey. Provide a list of the general topics you plan to cover in class and have students indicate their order of preference (first, second, third) for learning about each. Or you could simply have them check off all the topics they are interested in covering. After they do so, you may decide to eliminate some material that no one in the class indicates is relevant to them, but it’s probably better to use the survey results as an indicator of what they are looking forward to, rather than what they aren’t.

34 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • A couple of things to be careful about. The early days of class may be too soon for them to really know what they’ll need and what they won’t, and you don’t want to give them a choice on topics that are too important not to cover. • Midterm course evaluation. After students have become familiar with the demands of college (and your class), consider offering them the chance to check off—or spontaneously list—the things they would like to address in the class for the remainder of the semester. When you ask for their input, they clearly see that you are gearing the class toward their needs and wants, and it gives you an accurate sense of what could be most effective for you to cover in the time you have left. • Listen closely. As students carry on conversations before the start of class, when they’re leaving the room, and during class discussions, pay attention to what they are saying. Their comments to each other regarding topics you are covering can provide insight into things you might need to address sooner rather than later. For example, if you are discussing time management and they talk about being overwhelmed by the amount of reading they have to do, you might consider a lesson on effective reading techniques. The more you can tap into what your students are going through without their having to tell you directly, the better you can serve them through your class.

After working through this section, you should have a collection of important topics from which to extract your course.

1. Topics that are a mandatory part of the course

2. Those that you are most looking forward to teaching

3. Those that you believe are important to cover

You should also have a sense of when you will introduce your topics throughout the semester. You are ready to begin building your syllabus and developing ways to engage your students in each area. The next section will give you a variety of ideas for bringing your class to life.

the naked roommate course topics 35

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Notes:

36 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #6

Resources to Help You Engage Your Students

If you are reading this guide, I’ll assume you’re using The Naked Roommate and The Naked Roommate’s First Year Survival Workbook in your class. We will now go in-depth to learn more details about what each of those books has to offer you and suggestions on how to use them to address the topics you’ve selected for your course. But first, here are some other resources you can tap into to help you provide your students with a complete experience.

Wisdom from the Past You were once a college freshman, remember? If you can recall those memories, you’ve got valuable lessons to share with your students. Sure, things have changed since your college experience (how about that Internet!), but you still went through the transition from a high school student to a college student. While technology has changed, the emotional, social, and academic issues are still the same. Simply having gone through the experience makes you an expert in the FYE field. Reflecting on your successes and less-than-successful experiences enables you to have two sets of helpful information to draw from. Students love to hear personal stories (especially those of their instructors) and sharing the things you did right and the things you did wrong can make an impact, although they’ll enjoy the stories of your mess-ups much more than when you made good decisions! As important as the stories from your college past are, so are the thought processes behind the decisions you made in the story. If

resources to help you engage your students 37

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. something you did had an impact on you to the extent that you still remember it, you are likely to be able to recount what was going through your mind when you acted in that way. For example, you may recall the time you were sick, missed a test, and went to visit your professor during office hours. After discussing your situation with your professor, he agreed to let you take a make- up exam.

• What went through your mind that day? • How had your performance in class been up to that point? • Had you made any effort to get to know the professor beforehand? • Were you intimidated to ask him to give you the make-up exam? • How would your grade have been affected if you had not been able to take a make-up test? • What did you learn from the experience afterwards?

You clearly did the right thing, but you want to show your students what led you to your decision. Perhaps it wasn’t easy for you. Perhaps you were driven by the prospect of getting a low grade in the class and having to tell your parents or being placed on academic probation, los- ing scholarship money, etc. Maybe you second-guessed yourself that you should have taken the test while sick and worried that the professor would have no sympathy. Maybe you had been a good student and had also developed a relationship with the professor, so that approaching him for help was easy. This kind of exercise is just as important, if not more so, for things you didn’t get right the first time. Suppose you share the story with your students about the course in which the professor never once mentioned the textbook or reading assignments during class time. They were listed on the syllabus, but because he never said one word about them, you figured they weren’t important and you didn’t need to deal with them. When you took the exam, you discovered a significant amount of material was based on the reading, and thus you did very poorly. You would want to share further.

• What was your understanding of a syllabus? • Why did you think the reading assignments were listed on the syllabus but were not necessary to do? • Why did you never think to ask the professor about the readings he never mentioned? Did you think it was a dumb question? • Did you talk to other students in the class about the reading assignments?

38 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Did everyone else ignore them too, or did you decide that people who were actually reading them were wasting their time? • Were you so overwhelmed with reading and studying for other classes that you felt you had to sacrifice something, and thus you chose the readings that were never mentioned?

When you share the thinking behind your good and bad decisions, you are likely to tap into some of the same mental processes that your own students are going through. Your reasoning may sound familiar to them and match their own rationale for why they are, or are not, doing certain things. They will enjoy hearing that you made mistakes, and they will gain insight from seeing that they are thinking the same way you did, and that could lead them to the same mistakes. By sharing your experiences, you will alert your students to the perceptions that could inadvertently get them into trouble, and they can shift their understanding in a variety of areas. And of course, just like you, they can overcome the challenges and be successful.

Knowledge from the Present In addition to wisdom from experiences past, you have knowledge from your current position on campus and your career in higher education that can serve to help your students. This information is not necessarily “book knowledge,” but rather personal observations, experiences, and recognition of the issues new students are facing and the mistakes they tend to make. Bring all that you have learned over the years to your teaching! Tap into your practical knowledge base and time on the job to make the topics you address even more relevant to your students from your own campus perspective. Here is an example from my own experience: When our students are given their computer access and set up their accounts, they are informed that university officials will cor- respond with them only through their university email address. They are told that it is imperative that they check their university email account regularly in case someone needs to communicate with them about bill payment, course requirements, necessary paperwork, etc. This information is also stated in almost every campus department’s paper and electronic literature. The students have been told, and they are repeatedly reminded through a variety of sources; however, as you can probably imagine, it doesn’t necessarily make an impact, and before the semester begins, I receive inquiries and questions about the

resources to help you engage your students 39

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. course text from [email protected] and Dallascoolguy#19@ gmail.com. Clearly these students didn’t get the message. When we cover the unit on navigating the university, I share some information that I learned years ago when talking to the head of our IT department. Students have actually failed classes and haven’t graduated (!) because they did not check their university email account. I linger on the point, having my students imagine showing up for their final exam only to find the classroom empty and dark. If only they had seen the email from their professor that the final had been moved to three days prior. I have a lot of stories and information that students will never be told officially. I have told stories about professor expectations, stories about behavior that has landed students in the dean of students’ office, and in some cases jail, tales that I have learned simply through my position and years at the university. I never use names or share anything that would compromise a department, staff, or student, but the stories are real, and they serve to make some very effective points.

Guest Speakers Your campus is rich with people who know many things about the issues your students are facing, the resources available to them, and what they are going through. Include them in your course! Inviting staff, faculty, and other students to your class is an educational, engaging way to cover certain topics more completely and introduce key people to your students. It’s also an opportunity for you to include topics in your class that you don’t feel completely qualified to address or that you aren’t comfortable talking about with students. Here are some guest speakers to consider inviting to your class:

FACULTY: Share insights on academic expectations, relating to professors, and classroom savvy

ACADEMIC ADVISORS: Talk about registration processes, course options, and required steps to ensure timely graduation

Librarians: Provide an overview of all library resources, tips for researching databases, how library staff can guide students, layout of library, and resource location

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Learning Resource Center Staff: Describe resources available to help students academically and the process for using those resources

Career Counselors: Share information about the campus career center, services provided for freshmen (career assessment, résumé writing), and potential internships

Study-Abroad Staff: Get students excited about opportunities for studying abroad, share stories and pictures from students who’ve traveled, and explain international course credit

Counseling Center Staff: Inform students about the variety of services, confidentiality, how to make an appointment, workshops, support groups, and what to do in emergencies

Residential Life Director: Staff with oversight of hall directors and RAs to inform on policy, behavior expectations, discipline procedures, and roommate issues

Health Center Staff: Discuss healthy habits, what to avoid, services provided, costs, and location

Health Educator: Present information on alcohol and drug use, sexually transmitted infections (STI), safe sex, sexual-assault preven- tion, and dangerous behavior

Multicultural/Women’s Center: Discuss issues related to diversity, women’s issues, GLBT issues, cultural sensitivity and acceptance, programs, and events

Dean of Students: Discuss student code of conduct, academic integrity, discipline procedures, student-grievance process, contact- ing parents, and student rights

Student Organization Leaders: Share information on the importance of getting involved, how to get involved, list of groups, and personal experiences

Upperclassmen: Create a panel of older, successful students for question-and-answer time; they can bring their own topics, tips, and stories to share

resources to help you engage your students 41

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Your campus colleagues are likely to jump at the chance to spend time with your students and introduce their departments and all they offer to students. It will also give your students the opportunity to meet staff members from various areas face to face and encourage them to become more comfortable visiting offices on campus to get the help they need.

NAKED SUGGESTION: If you have a guest presenter in the classroom, consider having your guest deliver stories in The Naked Roommate format. No, that doesn’t mean they strip down to their boxers or briefs! It means have the guests start by sharing a story and then give a tip following the story. Following the speaker’s visit, you can have your students create more tips based on the stories the speaker presented.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #7

Selecting the Naked Roommate Tips and Exercises to Use in Your Class

Designing your course can be intimidating, exciting, and challenging. There’s an overwhelming amount of material to cover in any First Year Experience class. Not only do you have to decide which topics to address over the course of the semester, but you also need to plan interesting and engaging ways to connect with students and communicate all the necessary information. One of the goals of this guide is to help you make those decisions as quickly and easily as possible. The information presented in The Naked Roommate, along with the exercises available in The Naked Roommate’s First Year Survival Workbook, provides a great deal of substance from which you can create your lesson plans. The following section offers you a detailed overview of The Naked Roommate and The Naked Roommate’s First Year Survival Workbook so that you can become familiar with their basic elements and format. Once you conceptualize the books as a whole, it will help you consider the variety of options for using them with your class.

The Naked Elements

The Book: The Naked Roommate: And 107 Other Issues You Might Run Into in College The Naked Roommate offers tips, stories, facts, stats, advice from Harlan, and resources to help students navigate through the college experience. It is structured around 107 entries, each one tackling

selecting the naked roommate tips and exercises to use in your class 43

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. a different issue students may possibly run into during their college years. The book is a tool for you to get students talking and sharing. As your students read the tips and stories presented in The Naked Roommate chapters, they will be able to explore their own related experiences through the exercises you assign or conduct in class. Since the tips and related discussion offer a fairly quick read, I suggest that students read all of them. You can use the breakdown at the end of this book to select quiz questions that will encourage students to read and open their books (open-book quizzes are recommended). Each of the 107 entries consists of three main elements.

The Tip The tip is just that—the tip. It is like the moral of the story or the lesson gleaned from the experience. Because the tip (or moral) comes before the story, it serves as a great teaser to prompt students to read further to find out what happened in each particular lesson. Use the tip format to get students talking, and then ask them to reveal their stories.

The Story Following every tip in the book is a story. The story is the emotional tug that takes readers to a place they don’t otherwise get to see or hear. It’s this uncensored, honest, and sometimes emotional reflection that grabs readers and engages students. We all love stories. Use your class to share your stories, have students share their own stories, and invite outside guests to share their stories.

Harlan’s Advice In addition to students’ tips and stories, The Naked Roommate is driven by Harlan’s take on different topics. Harlan’s perspective is shaped by years of research, personal experience, and the latest facts and stats. Just as Harlan drives the dialogue in the book, the instructor drives conversation in the classroom. Let Harlan open the door to a topic, and then use your voice to offer your take on the topic. Also sprinkle your perspective with facts, stats, and data from the book. Harlan relies heavily on information from The Higher Education Research Institute and other leading research-gathering centers. You can find more facts and stats to bring into class in Harlan’s new- est book, The Naked Roommate: For Parents Only.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Bottom Line Each topic concludes with a bottom-line takeaway. Some are poetic, some are prophetic, and some are pathetic (not really, but it rhymes). Feel free to finish your class with a bottom line or have students give each class a bottom line. Nothing sums up a day in class or a training session better than a witty and wise bottom line. Please note: At the end of this guide, you’ll find a comprehensive breakdown of The Naked Roommate book and all 107 tips. We’ve provided quiz questions, discussion topics, additional journal entries, and ideas for classroom guests. If you’re looking for an exercise or activity for the workbook to go along with the book, use the chapter headings of The Naked Roommate’s First Year Survival Workbook as your guide. Now that you’re familiar with The Naked Roommate, you’re ready for the lowdown on the workbook. They complement each other, so you will be able to see the parallels between the lessons presented in The Naked Roommate and the exercises that take the tips and stories to the next level in the workbook.

THE WORKBOOK: The Naked Roommate’s First Year Survival Workbook While The Naked Roommate tells students about the college experience, The Naked Roommate’s First Year Survival Workbook gives students an opportunity to create their own college experiences. Each section of the workbook corresponds to one or two chapters of The Naked Roommate. The workbook consists of three elements: Naked Self-Exams, Naked Exercises, and Naked Journal entries. There is also an extensive Naked Study section. Each element of the workbook is designed to encourage students to get connected with themselves, each other, and the resources available to them on and around campus.

The Naked Self-Exam Each section of The Naked Roommate’s First Year Survival Workbook starts with a Naked Self-Exam. Each Naked Self-Exam introduces students to the issues tangential to the topic and gets them thinking about how they relate to those issues personally—an excellent way to begin each unit. Once your students get a sense of what they know or don’t know, or how they think (if they’ve even thought) about the topic, they will be ready to tune in to the exercises that follow. One suggestion is to collect their responses and use the information

selecting the naked roommate tips and exercises to use in your class 45

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. to plan your future lessons around the class’s needs and interests. You do not have to discuss all of their responses or assign an exercise relating to all of them, but they will have the chance to learn from all of them. The Self-Exam can help you gauge the important issues relevant to your class.

Naked Exercises Similar to the 107 tips found in The Naked Roommate, the workbook includes 107 exercises. Each exercise offers prompts that get students thinking and working with the topics introduced in the book. Exercises can be used as a way to facilitate discussion; to explore people, places, and resources on campus; to solve problems; to handle homework assignments; and to help students embark on a journey of self-discovery.

Naked Journal Entries The workbook offers students 107 journal topics. Each journal entry offers students a chance to write and reflect. While we’ve included 107 topics, there can easily be 1,007 (or 10,007). As you engage in classroom discussions, you’ll find that issues will rise to the surface. Feel free to create your own Naked Journal assignments based on students’ interests. You can use journal entries as a homework assignment or in-class writing exercise. You can also have students write journals in the form of The Naked Roommate using the “Tip” and “Story” format found in the book.

Naked Study Section One of the most notable differences between The Naked Roommate and The Naked Roommate’s First Year Survival Workbook is the study section found in the workbook. We know that study skills can be a central component of the FYE. Chapter 7 of The Naked Roommate (“Life Inside the Classroom: Assuming You Wake Up and Go to Class”) starts the dialogue about important academic issues related to making the transition from high school to college. The Naked Study Section in The Naked Roommate’s First Year Survival Workbook greatly expands beyond the tips and stories in the book. This section is a valuable tool for engaging your students in the most critical skills necessary for college success. The workbook has more significant educational passages in the study section to give your students more substantial information as well as particular strategies for developing good academic habits. You will find that most of the exercises in the Naked Study Section

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. are practical and can be completed quickly. You are likely to want to have your students do more activities within each topic section, if not all of them. They have been designed to offer students specific techniques and prompt them to carry out tasks that are immediately applicable to what they are doing in school right now. If students invest in the exercises, they will see the benefits and the doors that open for them. Plan your course around these exercises based on the extent to which you will focus on academic development across the semester.

selecting the naked roommate tips and exercises to use in your class 47

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

Section #8 Connecting The Naked Roommate and The Naked Roommate’s First Year Survival Workbook A Chapter-by-Section Breakdown of All Related Materials

Tips + Exercises + YOU = A Complete Class As you create your class, it will be helpful to pick and choose what types of exercises and activities you want to include. Below you’ll find a list of major topics covered in The Naked Roommate and The Naked Roommate’s First Year Survival Workbook, followed by the relevant chapters from each, plus a detailed list of the workbook exercises divided into four handy categories.

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The Four-Category System To enable you to take a more systematic approach to planning your course and help you work through the vast amount of materials in the book and workbook, we have broken the exercises into four basic categories. Once you have an understanding of the purpose and objectives of each kind of exercise in the workbook, you will be better equipped to engage your students effectively while you select assignments that tap into their interests, needs, and skills, as well as those that reflect your teaching style, strengths, and preferences. The following descriptions are a useful guide to help you develop a varied, well-balanced, and effective curriculum.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. I. Campus Exploration Many of the Naked Exercises direct your students to familiarize themselves with their campus community. These exercises include prompts to get to know places (the financial aid office, residence hall) as well as people (financial aid officers, students living on the same floor) better. In some cases students can accomplish the task through an online search; in other exercises they are told to visit the places and people in person.

II. Practical Problem-Solving One of the most valuable aspects of The Naked Roommate’s First Year Survival Workbook is that it contains exercises that help students discover ways either to solve the problems they are facing or to avoid potential problems altogether. The Naked Exercises are very purposeful, in that they focus on getting students to identify what they want, what they need, what they know, what they think, and what they’ve been doing or not doing, all in relation to fundamental aspects of functioning in college. They’re personal in a direct, concrete, and objective- oriented manner. These exercises work to establish how the students are functioning, to evaluate whether or not something is working for them, and to get them to consider what they think might work better. The Naked Journals in this category prompt students to take action in some form: researching information, talking to upperclassmen, or locating a particular person or place on campus. The writing assignment that follows is based on the students’ discovery from their initial experience. The objective is to get students thinking about the issue in a personal, yet practical way to help them think more clearly, overcome a challenge, or strategize to avoid trouble.

III. Introspective Problem-Solving Problem-solving (or avoiding) is still the goal for these Naked Exercises, but the student is pushed to go a little deeper when thinking about the issue. The starting point for these exercises is to help students connect with themselves and understand how they are truly thinking and feeling about a particular issue. Discovering a good solution or knowing what it will take to avoid future problems may require the student to acknowledge some fundamental fears, personal judgments, or long-held beliefs, or simply to think about things they’ve never had to think about before, in a very honest way. The Naked Journals in this category allow students the chance

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. to go more in-depth with their thinking, as they are prompted to reflect on a related past experience, whether it’s a personal memory or something that happened to someone else. These writing exercises help students link the past to the present to give them a clearer understanding of where they stand and how they can move forward in a positive direction.

IV. Self-Discovery Tuning in to one’s thoughts and feelings is important during any period of transition. The transition from high school to college is one of the most significant changes anyone will experience in life. The Naked Exercises and Naked Journals with a self-discovery focus are primarily for the purpose of enabling students to learn something about themselves. There is typically no end goal other than for students to establish an understanding of where they stand relative to an issue. Are they comfortable or uncomfortable? Are they pleased with their decisions or frustrated with them? Is this even an important consideration in their lives, or do they need to put their energy toward something else? When students have the opportunity to reflect on their own sense of self—something they may not have done in relation to the topic at hand—they can better tune in to the lessons and opportunities offered to help make their transition smoother. Self-Discovery Exercises (and particularly journal entries) may be those that you are least likely to collect and read for a grade. The subject matter can be very personal, and if students are to get the most out of them, they may hesitate to open up in writing if they know someone else will read them. If you would like to use these entries for grading purposes, consider altering some of the journal topics in these areas to enable students to think about the topics personally, but on a safer level. I suggest, however, that you simply encourage your students to explore the topics and write on them pri- vately for their own personal growth.

Preparing for and Arriving on Campus This section of the book and workbook covers the initial transition to life on campus. It explores student expectations, the importance of being patient, and how to handle the normal obstacles that are part of the first few weeks on campus.

connecting the naked roommate and the naked roommate’s first year survival workbook 51

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate Chapter 1: Arriving on Campus: So Real You Can Smell It, Touch It, and Taste It

Tip #1: Expect the Unexpected Tip #2: Patience, Patience, and More Patience Tip #3: Finding Your Places on Campus Tip #4: When Lost or Confused, Ask Tip #5: Be Yourself: Not Me, Not Him, Not Her Tip #6: About Your Parents… Tip #7: Homesickness: Breathe Deep, It’s in the Air Tip #8: Technology: The Fifth Wall

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam One: Before Arriving on Campus

Campus Exploration Focus Naked Workbook Exercise • #4: When Lost or Confused, Ask for Help

Practical Problem-Solving Naked Workbook Exercise • #3: Finding Your Three Places on Campus • #8: Technology: The Fifth Wall Naked Journal • #6: The Thank-You Note • #7: The Cure for Homesickness • #8: The Headline Culture

Introspective Problem-Solving Naked Workbook Exercise • #1: Expect the Unexpected • #2: Patience, Patience, and More Patience • #7: Homesickness: Breathe Deep, It’s in the Air Naked Journal • #2: The Naked Journey • #3: Naked Encounters • #4: Lost and Found • #5: Naked Movies (No, Not Those Kind)

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Self-Discovery Naked Workbook Exercise • #5: Be Yourself: Not Me, Not Him, Not Her • #6: About Your Parents… Naked Journal • #1: Your Naked Imagination

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Living on Campus This section of the book and workbook explores the highs, lows, and everything in between that is part of living in a residence hall. Students are introduced to the resources within residence life when living on campus.

The Naked Roommate Chapter 2: Residence Halls: Living, Eating, and Bathing with Hundreds of Strangers

Tip #9: Residence Halls: A Cruise without the Water Tip #10: Meet People without Even Trying Tip #11: Resident Assistants: Your Personal Assistant Tip #12: Not All Residence Halls Are Created Equal Tip #13: The Ugly Side of Residential Life

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Four: Residence Halls: Like a Cruise without the Water

Campus Exploration Focus Naked Workbook Exercise • #18: Residence Halls: A Quick Education • #20: The Resident Assistant: Your Personal Assistant • #21: Meet People without Even Trying

Practical Problem-Solving Naked Workbook Exercise • #22: Getting Involved in Your Residential Community • #23: The Ugly Side of Residential Life

connecting the naked roommate and the naked roommate’s first year survival workbook 53

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Journal • #18: Dear Residence Hall… • #19: A Naked Walk • #22: Naked Meal Planning • #23: This Workbook Could Get Stolen

Introspective Problem-Solving Naked Workbook Exercise • #19: Residence Halls: A Cruise without the Water Naked Journal • #21: Hey, Neighbor!

Self-Discovery Naked Journal • #20: RA Role Playing

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Roommate Issues This section of the book and workbook explores roommate issues. Whether living in an apartment, in the residence halls, with a significant other, or with a best friend, the roommate section is as much about tolerance and diversity as it’s about learning to share a small space.

The Naked Roommate Chapter 3: Roommates: Good Ones, Bad Ones, and Everything in Between

Tip #14: The Ultimate Roommate Rule Tip #15: The Random Roommate Tip #16: The Naked Roommate Tip #17: The Best Friend Roommate Tip #18: The Gay, Lesbian, or Bisexual Roommate (pick one) Tip #19: The Noisy, Naughty, and/or Nasty Roommate Tip #20: The Your-Girlfriend/Boyfriend-Doesn’t-Live-Here Roommate Tip #21: The Lying, Stealing, Klepto Roommate Tip #22: The Drunk and/or High Roommate Tip #23: The Roommate in Need

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Five: Naked Assessment: Roommates

Practical Problem-Solving Naked Workbook Exercise • #24: The Ultimate Roommate Rule • #30: The Noisy, Naughty, Nasty, Drunk, High, Horrible, and Inconsiderate Roommate from Hell

Introspective Problem-Solving Naked Workbook Exercise • #25: Enforcing the Roommate Contract • #26: Roommate Conflict Worksheet • #28: The Best Friend Roommate Naked Journal • #27: The Worst First Impression • #30: What You Never Expected to See, Hear, or Smell

Self-Discovery Naked Workbook Exercise • #27: The Judgmental Roommate • #29: The Gay, Lesbian, Bisexual, or Transgender Roommate (Pick One) Naked Journal • #24: The Entry from Hell • #25: The Naked Contract • #26: Role-Playing • #28: Should It Go Bad • #29: Temporary Sex Change

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Finding Friends and Getting Involved In this section of the book and workbook, students learn how to make new friends, how to hold onto old friendships, and how to get rid of bad friends. They will also be introduced to activities, strategies, and the proper mindset to help them engage and find new connections on campus.

connecting the naked roommate and the naked roommate’s first year survival workbook 55

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate Chapter 4: Finding Friends: Your Social or Anti- social College Life

Tip #24: The Snow Globe Factor Tip #25: Shopping for New Friends Tip #26: Why College Friends Are Different Tip #27: Friend Today, Gone Tomorrow Tip #28: High School Friends, Cows, and Cats

The Naked Roommate Chapter 5: Getting Involved on Campus: An All- You-Can-Do Buffet

Tip #29: Getting Involved: What, Where, When, How, and Why (but not in that order) Tip #30: Clubs and Organizations: A Smorgasbord of Opportunity Tip #31: Sports and Athletics: Buckets of College Sweat Tip #32: Academic Organizations: Where Smart People Gather Tip #33: Religious Activities: Your Prayers Answered and the Culture Club (not Boy George) Tip #34: The Perks: Travel and See the World for Free

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Two: Student Involvement (and Finding Friends)

Campus Exploration Focus Naked Workbook Exercise • #13: Clubs and Organizations: A Smorgasbord of Opportunities • #14: Start Your Own Club or Organization Naked Journal • #10: Friendly Research • #12: An “Involved” Journal Entry • #13: A Naked Adventure

Practical Problem-Solving Naked Workbook Exercise • #10: Shopping for Friends

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Introspective Problem-Solving Naked Workbook Exercise • #11: Temporary Friends vs. Full-Time Friends • #12: Getting Involved: What, Where, When, How, and Why (But Not in that Order)

Self-Discovery Naked Journal • #11: Naked Friends • #14: 1, 2, 3 Push

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Greek Life In this section of the book and workbook, students will have an opportunity to discover the truth about Greek life on campus, which includes the good, the bad, and the ugly. Whether a student chooses to join a fraternity or sorority or not, this section is all-inclusive.

The Naked Roommate Chapter 6: Greek Life: Behind the Doors, Windows, and Walls of Fraternity and Sorority Life

Tip #35: Greek Life: Getting In Tip #36: Greek Life: The Good Tip #37: Greek Life: The Bad Tip #38: Greek Life: The Ugly

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Three: Greek Life

Campus Exploration Focus Naked Workbook Exercise • #17: Greek Life: The Ugly (Hazing and Social Pressures)

Practical Problem-Solving Naked Journal • #17: Hazing Horror Story

connecting the naked roommate and the naked roommate’s first year survival workbook 57

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Introspective Problem-Solving Naked Workbook Exercise • #16: Greek Life: The NOT-SO-GOOD Naked Journal • #15: Greek Life Exposed

Self-Discovery Naked Journal • #16: Your Life Outside the Greek World

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Study Skills and Academic Success This section of the book and workbook focuses on study skills and academics inside the classroom. Students will be introduced to strategies that can be applied to life inside the classroom and time outside the classroom. There are many workbook exercises that are not included in the book.

The Naked Roommate Chapter 7: Life Inside the Classroom: Assuming You Wake Up and Go to Class

Tip #39: To Go or Not to Go Tip #40: Nice Professor, Nice Professor Tip #41: How to Get an A (or almost an A) Tip #42: How to Just Pass Tip #43: How to Fail Tip #44: The Cheat Sheet Tip #45: The Art of Reading (or not reading) the College Textbook Tip #46: Take Notes Here Tip #47: Do It in a Group Tip #48: Old Exams, Sharing Notes, and Mostly Legal Ways to Pass Tip #49: The Major Issue: Picking One Tip #50: Advice on Your Advisor Tip #51: Pick a Number, Any Number Tip #52: Time for Time Management (this will be fast!) Tip #53: Wine Tasting, Bowling, and Other Important Electives

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate’s First Year Survival Workbook Naked Study Section: Naked Self-Exams Six through Ten Time Management This section focuses on time management inside and outside the classroom. Students will be introduced to time management strategies, time management tools, and resources on campus to help them better manage their time.

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Six: Time to Talk about Time

Practical Problem-Solving Naked Workbook Exercise • #34: Plan to Pick a Planner • #35: Knowing Your Limits • #36: Finding Your Flexibility • #37: Searching for Hidden Time Treasures • #38: Be Ready to Adapt • #39: Tune in to Your Rhythms • #40: Take Advantage of the “Holes” • #41: Time to Write Papers (Big Ones, Small Ones, and In-Between Ones) • #42: Protect Your Time • #43: Giving Your Parents “The Talk” about Time

Introspective Problem-Solving The Stress Test Naked Workbook Exercise • #31: Time Wasters • #32: Why Do You Waste So Much Time? • #33: How You Have Fun (While Fully Clothed)

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College Class Fundamentals This section focuses on thriving inside the classroom. Topics such as the importance of attending class, seat choice, instructor expectations, office hours, and other essentials are explored in this section.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Seven: Class in the Classroom

Campus Exploration Focus Naked Workbook Exercise • #50: What the !a!&% Is a Syllabus? • #57: Dining with Doctors (aka How to Get Your Professor to Take You Out to Dinner) • #59: Office Hours Awareness • #60: Office Hours Observations

Practical Problem-Solving Prepping for Office Hours Naked Workbook Exercise • #46: Understanding Why You Should Go to Class (as Opposed to Sleeping In) • #47: Skip Rope, Not Class • #48: Take a Minute to Gripe • #49: Solving the Problems That Make You Skip Class • #51: Making Sure It’s a Match • #52: Managing the Mountain of Reading • #53: The Power of Questions • #54: Ask Questions in Class (in Front of Everyone) • #58: Professing What You Want from Your Profs

Self-Discovery Naked Workbook Exercise • #44: Classroom Savvy • #45: To Go or Not to Go…to Class • #55: Participation = “Points” • #56: Approaching Class with Class

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Note-Taking Tips Students are encouraged to participate in a note-taking dance party while learning techniques and being offered note-taking suggestions.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Eight: A Note-Taking Dance Party

Campus Exploration Focus Naked Workbook Exercise • #64: Know What to Take Note Of

Practical Problem-Solving Naked Workbook Exercise • #62: A Different Kind of Writing Test • #63: Organizing Notes So You Can Use Them

Self-Discovery Naked Workbook Exercise • #61: A Note-Taking Dance Party

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Effective Reading Questions Students are offered tips and strategies to help them get through what can seem like an unmanageable amount of reading.

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Nine: Reading (After the Note- Taking Dance Party)

Practical Problem-Solving Naked Workbook Exercise • #65: What’s Your Reading Load (or Overload)? • #67: When, Where, and How to Read • #68: Recalling My Reading Limits • #69: Helpful Highlighting • #70: Getting Cozy with Your Textbooks • #72: Read and Review • #73: Use Those Headings and Subheadings

Introspective Problem-Solving Naked Workbook Exercise • #71: Taking Advantage of the Features

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Self-Discovery Naked Workbook Exercise • #66: Why I Don’t Like to Read for Class

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Study Strategies Students are introduced to study groups and specific steps they can take to help them reach their academic potential.

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Ten: Get Your Study On

Campus Exploration Focus Naked Workbook Exercise • #80: Find Your Study Buddies • #81: Creating a Study Group Preparedness Plan

Practical Problem-Solving Naked Workbook Exercise • #74: How You Study, Plain and Simple • #75: A Test for You (That’s Right, a Test) • #76: Learn to Study and Have It Not Feel Like Studying • #77: How to Learn without Really Trying • #79: Get Graphic with Your Information • #82: Welcome to Dr. (Your Name Here)’s Class

Self-Discovery Naked Workbook Exercise • #78: Define “Active Studying”

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Dating and Relationships This extremely popular section of the book and workbook examines emotional risk-taking in the world of dating, relationships, and sex. From hooking up to breaking up and everything in between, students are given a chance to look inward, look outward, and move forward with confidence and clarity.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate Chapter 8: Dating and Relationships: Your Higher Education in Lust, Love, and Loss

The Naked Roommate Chapter 9: Sex: Having It, Not Having It, Hearing Other People Having It

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Twelve: Hooking Up, Relation- ships, Sex/No Sex

Introspective Problem-Solving Naked Workbook Exercise • #92: The Long-Distance Relationship • #93: Demanding and Commanding Respect • #95: Deciding to Do It or NOT Do It Naked Journal • #91: The Hookup Exposed • #93: Demanding and Commanding Respect • #94: Healing a Broken Heart

Self-Discovery Naked Workbook Exercise • #91: The College Hookup • #94: I Got Dumped and No Longer Have a Relationship Naked Journal • #92: LDR Fears • #95: Sex in College

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Drugs and Alcohol This section of the book and workbook discusses healthy lifestyle issues, drugs, and alcohol, and encourages students to make choices in alignment with their values. From the “why” behind college drinking to the risks involved to the strategies that students can implement to make the best choices for themselves, this section gets students talking and thinking in new ways.

connecting the naked roommate and the naked roommate’s first year survival workbook 63

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate Chapter 10: Drinking on Campus: Tapping the Keg of Truth

The Naked Roommate Chapter 11: Drugs on Campus: The Smoking, Snorting, and Pill-Popping Truth

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Thirteen: Drinking and Drugs

Practical Problem-Solving Naked Workbook Exercise • #96: An Alcohol Examination • #99: Drinking and Driving Never Mix • #101: Drugs on Campus Naked Journal • #96: Alcohol Answers • #98: Alcohol Tragedies • #101: A Drug Report

Introspective Problem-Solving Naked Workbook Exercise • #97: Alcohol: The Social Lubricant • #98: Deciding to Drink Alcohol or Milk • #100: You Might Have an Alcohol Problem If… Naked Journal • #99: Sober Driving • #100: A Brush with Alcohol

Self-Discovery Naked Journal • #97: Why Do College Students Drink?

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Money Issues This section of the book and workbook addresses students’ finances. The focus is finding money to pay for college, earning money while in college, and managing money so students can build good credit and make smart choices.

64 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate Chapter 12: Money, Laundry, and Cheap Eats: Assuming You Have Enough Money to Eat and Do Laundry

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Eleven: The Naked Money/ Financial Section

Campus Exploration Focus Naked Workbook Exercise • #83: Loans, Grants, Scholarships, and Loose Change • #85: Part-Time Jobs, Big-Time Benefits

Practical Problem-Solving Naked Workbook Exercise • #84: Your Financial Aid Advisor: Money, Money, Money, Monnneeeey • #86: Credit Card Use and Abuse • #88: Budgeting and Banking • #89: Building Good and Bad Credit • #90: Using Your Good and Bad Credit Naked Journal • #83: Not a Bad Day’s Work • #85: The Dream Job Interview • #86: A Different Kind of Credit Report • #89: Your Naked Credit Score • #90: Credit Mysteries Revealed

Introspective Problem-Solving Naked Workbook Exercise • #87: Bling and Other Bad Ideas Naked Journal • #84: Love/Hate Relationship with Money • #87: Your Most Destructive Habit • #88: Your Relationship with Money

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connecting the naked roommate and the naked roommate’s first year survival workbook 65

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Eating, Mental Health, and Other Issues This section of the book and workbook focuses on the health and well- being of students. From the college eating disorder to mental health to safety on campus to the life of a commuter, this section offers a wide range of very important issues to help students thrive physically and emotionally on campus.

The Naked Roommate Chapter 13: Things Not Mentioned in the College Brochure: What They Don’t Tell You

The Naked Roommate Chapter 14: College: A Higher Education: It’s Almost Time to Say Good-bye

The Naked Roommate’s First Year Survival Workbook Naked Self-Exam Fourteen: Just in Case…

Practical Problem-Solving Naked Workbook Exercise • #102: The Truth About Sexual Assault • #106: A Look Back in Time • #107: Insert Your Tip Here

Introspective Problem-Solving Naked Workbook Exercise • #103: Exposing the College Eating Disorder • #104: Depression and Mental Health Issues • #105: The U of No Regrets Naked Journal • #104: Getting Help • #105: Naked Regrets

Self-Discovery Naked Journal • #102: It’s NEVER the Survivor’s Fault • #103: The Body Image

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66 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. A Few Naked Notes

Your Chance to Create! As you browse through the workbook, you’ll discover that there is not an equal number of Naked Exercises and Naked Journals for each of the four categories listed above. This wasn’t to make things difficult for you; we simply focused on the kinds of exercises and the objectives of student learning that we thought were most important relative to each topic. This limitation, however, opens the opportunity for your creativity. There are many more engaging ways to have students work with the material than what has been included in the exercises and journals presented in The Naked Roommate’s First Year Survival Workbook. We encourage you to create your own experiences for your students in the areas where we have left gaps. As you create your own experience, please share them with us, for potential inclusion in future editions.

Writing about Campus No Naked Journal assignments have a specific campus exploration focus in the workbook. Once students have explored an element of campus and have been someplace new or met new people, have them write about their tangible experience of connecting with their campus. Doing so makes it a more meaningful experience.

Exploring Academics The Naked Exercises that take a campus-exploration focus are limited in the Naked Study Section, and these topics tend to be less campus-focused and more class-logistics-focused. These exercises prompt students to explore their course syllabi, visit their professors during office hours, or tally up the number of pages they have to read in a week. There are certainly many ways to connect your students to campus in the context of their academic growth and create your own campus exploration activities. A few assignment ideas include:

• Taking a library tour • Visiting the math lab or writing center • Interviewing the academic advisor • Setting up a tutoring session for a subject that challenges a student • Attending an optional exam-review session • Going to a guest lecture sponsored by their academic college

connecting the naked roommate and the naked roommate’s first year survival workbook 67

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. For each activity, have students get some kind of proof that they visited the particular location (a brochure, a staff-member signature) and have them report to the class what they experienced or write a brief journal entry about the service or resource they took advantage of. There are no Naked Journal prompts in the Naked Study Section of the workbook; however, you will find prompts in the Naked Roommate section of this guide.

Letting Your Students Choose As you know, each student will have his or her own unique issues to deal with, and each student comes to college with a different perspective, level of preparedness, and set of expectations. As a result, it is often very effective to let students choose the tips and exercises they focus on. While you will determine what you spend class time addressing, you may decide to enable your students to select which exercises they will do for homework assignments. With so many worthwhile activities based on topics we know are important, it can be difficult to decide which one(s) to have students complete. We want to make sure that students spend their time on items that are truly relevant to them and subjects that offer them something they can personally use; thus it often makes sense to allow students to select their own assignments. You can offer students all possible choices of Naked Exercises and Naked Journals, or you can limit their options to those you know offer the best experiences or target the aspects of the topic you have focused on in class. If you do let your students choose their exercises, consider requiring that, along with the completed exercise, they submit a paragraph about why they selected that particular exercise. Have part of their grade reflect that they put thought into their choice as an activity that addressed a real need and that they clearly communicated that need in their paragraph. This way, you won’t have them all choosing the quickest, easiest exercises available.

Incorporate NakedRoommate.com In addition to the materials in the book and workbook, you can visit NakedRoommate.com to have students ask questions, answer questions, share journal entries, post videos, and support one another throughout the college experience.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #9

Developing In-Class Activities Using the Tips and Exercises from The Naked Roommate to Engage Students Beyond the Book

The Naked Roommate book and workbook offer you endless opportunities to get students involved. While the tips and exercises were written to enable students to read and explore the topics on their own, you can also actively employ the tips and exercises to engage your students in class. Here are some ideas to help you make even more of your Naked Roommate resources.

Using the Tips and Stories from The Naked Roommate The tips and stories themselves are great prompts for:

• One-minute response writing • Small-group discussions • Whole-class discussions • Debates • Skits and role playing • Question-and-answer sessions with older students, faculty members, and staff • Creating more tips • Prepping for class

Consider putting a tip or two on the board, overhead projector, or PowerPoint at the beginning of class each day. The display can lead to several opportunities.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Student Writing and Discussion Students can write one-minute responses on index cards and turn them in to you. Have the responses be anonymous for more honest reactions.

• Use students’ responses to develop upcoming lesson plans. What is your class telling you it needs or wants from the topic based on students’ collective writing about the tip? • Use students’ responses to have a class discussion centered on the students’ input. Doing so highlights how the issues that are reflected in the tip relate to things happening on your campus and to your students. Consider putting students in small groups first, which helps them open up and provides everyone the chance to offer their thoughts and ideas. Once students have had a chance to explore the topic with a small number of peers, bring the class together and have each small group present its input. This activity paves the way for a more successful and participatory whole-class discussion. • It’s important to establish some ground rules, to have productive and enjoyable class discussions. At the beginning of the semester, have your students delineate a list of class “rules” that they expect everyone to adhere to when having discussions. Have them include such things as language use (profanity), signs of respect (how to disagree), how long to allow each person to talk at a time, etc. • Create some discussion goals or objectives so the conversation doesn’t wander all over the place. Freshmen often need specific questions or statement prompts in order to respond effectively, so pull specific ideas from their writing to bring to the conversation. • If students are hesitant to talk, even in small groups, give each group a few of the index cards with different responses to the tip and have each group accomplish something—identify warning signs for trouble; tell how the tip translates to their campus, services, and available resources; solve a problem; or create a new tip. Each group can present its input when the class comes together as a whole for further discussion.

Debate You can assign some students to the role of devil’s advocate and create a debate situation. Students will have to present arguments that

70 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. either support or refute the tip, advice, and response presented in The Naked Roommate. In both cases students should have to refer to their own campus policies, resources, and circumstances to keep the discussion relevant. If students have a difficult time arguing against the tip and subsequent lessons, steer the discussion toward what they can actively do to ensure they are making sound decisions and avoiding potential problems.

Role Playing If you have some willing, energetic students, rather than writing the tip on the board, have those individuals, pairs, or groups act out scenarios presented by the tips. Have the rest of the class try to identify the following:

• The tip or piece of advice the students were trying to convey in the scene • The problematic behaviors depicted and why they are problematic • The potential consequences of those behaviors • What the students should have done or could have done to avoid the problem • What services or resources on your campus could help students who are going through a similar situation • Whether they know anyone or have observed anyone experiencing something similar to what was depicted in the skit

After the discussion, have the same or different students reenact the skit to reflect the better course of action.

Guest Speakers If you invite staff members or faculty members from various departments on campus, or even older students, to your class to speak and share important insights, link their presentation to some tips. Either identify them yourself and have students read them ahead of time to prepare for the guest, or present them to the students and guests prior to the talk. You might also have the students find tips they think will reflect the issues and ideas presented by the guest, and they can either write a brief summary of what they hope to gain from the presentation or develop a set of questions based on the tips to ask the visitor.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Creating More Tips When students read the tips and stories in The Naked Roommate, they might realize that while the basic message is universal, the tip could be revised to better reflect the reality of their own school. In some cases, a tip or two will lead students to consider more tips along the same lines. As the lessons to be learned in college are many, there are likely to be many more than 107 valuable tips that students can follow to adapt and be successful. It’s especially beneficial when someone else’s lessons prompt them to create their own tips.

Prepping for the Next Class You can also put the tip(s) up at the end of class each day and have students write their thoughts on them prior to your next class. This exercise helps them consider aspects of the topic for the next day’s activities and discussion.

Using The Naked Roommate’s First Year Survival Workbook Many of the Naked Exercises can be implemented in class, either in their original form (as presented in The Naked Roommate’s First Year Survival Workbook) or modified to suit your goals. The best fits for class-based exercises are those from the practical problem-solving category, because they deal with subject matters you can easily and openly discuss with the class as a whole, and the students will be comfortable sharing insights, answers, and ideas on these topics.

The Naked Self-Exam Naked Self-Exams can be very useful for kicking off a new unit. Have students complete the exam at the beginning of class and note which areas they could use help with. You can run through each item on the assessment and poll the class to see where students stand collec- tively, or you can simply have students keep their responses in mind as you continue with the lesson. You can also group students based on their responses, thus all the students who “hate my roommate’s hygiene habits” or who “have no idea how to manage my time effectively” can get together and talk about their issues and brainstorm about how to deal with those issues. These sessions can be a great means of connecting students and getting them to talk about common challenges;

72 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. however, make sure you always do it to promote connections between students within a class, while watching out for ways that it might draw attention to rifts between or among your students. To help you connect with your students (a great thing to do that results in their doing better in your class), share your answers to the Naked Self-Exam, as you would have responded when you were a freshman. You can begin the discussion with where you were in relation to the issues and what lessons you needed to learn as you made the transition to college. It’s a great way to jog your memory and get students interested in the topic. Your willingness to be a model of how a student can overcome challenges and be successful—even if it means sharing your mistakes, embarrassing moments, and poor judgment—will have incredible influence over the extent to which your students will buy into what you are trying to teach them.

Naked Exercises How you incorporate these exercises into a classroom-based lesson will depend on the particular exercise you choose, the amount of time you have in class, and what you want to accomplish by working with the exercise “live and in person.” You may want your students to engage with most of the exercises, but with your time constraint, you can’t assign all of them for homework. Having your students work on the exercises in class enables them to experience the exercise in a way that doesn’t require extra time. Having students do exercises in class also brings a wonderful opportunity for you to discuss their responses with them. When students think through their answers and work to develop solutions while you and their peers are present to help, they gain even more than when they complete the exercises in solitude. (Again, these are likely to be the practical problem-solving exercises that contain significant lessons within the activity prompts.) Consider having students work on certain exercises in groups. When asked, individuals may provide answers that reflect their personal approach and perspective, but when brainstorming with classmates who have differing approaches and perspectives, individuals discover and learn even more. Have each group identify its collective challenges through an exercise and pass each set of challenges to a different group. Each group is then charged with developing ideas for another group’s issues. It’s a fun and empowering exercise and enables students to tap into their strengths and help others find new answers. If you notice that students are struggling to come up with

developing in-class activities 73

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. answers or aren’t considering all possibilities, you can step in and share your ideas and strategies. Remember, the exercise is there to provide an idea, but you can mold it any way you choose. When selecting exercises for use in the classroom, consider those that might lay the groundwork for other exercises. What might you want to get students thinking about? What classroom topics will help them get more out of their homework from The Naked Roommate’s First Year Survival Workbook? You may see that there are areas in which students would benefit from your specific input; thus, you can give an introductory presentation on the topic and then have them work on a related exercise in class. They can continue to engage with the topic through additional exercises or the Naked Journal outside of class.

Guest Speakers If you have arranged for a guest speaker or student panel to come to class, you might want to send them the tips and exercises related to their topic, so they can know what your students are reading and doing. Those tips and exercises may be particularly helpful if you have speakers presenting on the more sensitive issues, such as drugs, sexual assault, or depression. Often FYE instructors will turn to their colleagues who are experts in these areas to work with their students on these important topics. The speakers may even craft their presentations around the materials you are using in class. They may ask you to have your students do some related exercises prior to their visit, so they can have a general understanding of the issues. They may even have students do some brief exercises in class, without sharing their answers, but for the purpose of having their responses fresh in their minds as the speaker presents more material. Having a guest speaker is also a good lead-in to some of the very personal journal topics. Assigning these topics for the students’ personal exploration (without having them turn them in) may serve some students very well, even though you may not know it. Perhaps it will prompt them to visit the speaker in person to continue the conversation.

A Few Last Words The tips and the exercises found in your Naked Roommate materials were written and designed so that even if you do nothing more than assign reading and exercises, your students will gain a substantial

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. amount of important information and have the opportunity to discover things about themselves as students and develop ways to be successful. The most basic idea is to introduce your students to important topics and issues they are likely to face at some point in college—many of them sooner rather than later. The material can be used in any number of ways. If you want to get creative or need to boost your options for classroom engagement, the tips and exercises offer lots of opportunities. Use them actively; change them; play with them; HAVE FUN WITH THEM in any way that works for you. Your students will have the best time and learn the most when you are teaching in the way that you enjoy. And please, send your new ideas to us, so we can, perhaps, include them in the next edition of The Naked Roommate Instructor’s Guide.

Notes:

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

Section #10

Big Naked Projects

Some topics will be served better by taking a broader approach or a bigger focus, requiring students to invest a bit more time, energy, and effort to explore an issue in greater depth or find more personal meaning. The two projects I have included in this section allow for both. The first is a group project that has students working together in small teams to think about significant aspects related to the transition to college and relate them to themselves and their campus. The second is of a much more personal nature, guiding students through the process of pushing themselves out of their comfort zone, something necessary for success in college and in life. In addition to outlining the exercises, I’ve included grading rubrics and all the necessary components to guide and support you as you implement these big projects. The following are two examples of ways in which you can engage your students with the course material on a much larger scale. Perhaps the examples will inspire you to develop your own big projects, and if you do, please share them with us for possible inclusion in future editions of this guide.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Big Project #1

Group Project and Presentation

The following is a model of a group project opportunity for students using The Naked Roommate. It is based on dividing the class into four groups, with each group taking a different topic from those listed below. You can also divide your class in any number of ways and regroup the topics and scope of the project. One fun idea for determining when each group presents its project in class is to have teams compete in an amusing activity (campus scavenger hunt, Jeopardy!-like game, etc.), and the order in which the groups complete the task is the order in which the groups present. You may consider sharing some insight on the pros and cons of presentation times: presenting earlier in the semester means having to work on the project right away, but it also means that the first group sets the bar for the rest of the groups and hence may get graded more leniently, with the professor having no comparison point. The earlier groups also will have their projects completed and out of the way sooner. Those that present later will have the project hanging over their heads and have to work extra hard to top what’s already been done. I usually give the following official assignment instructions to my students, along with the project due dates and the grading scheme, so they know what I’m expecting.

Objective Students will work together as a team to develop a coherent, infor- mative, and engaging presentation that explores issues, strategies, perceptions, and behaviors relevant to having a successful college experience with regard to the topic selected.

Topic Choices

1. Succeeding in Class and Meeting Your Academic Goals

2. Relationships: Romantic and Social

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 3. Living the Independent College Life

4. What Makes the Bad Stuff (Drugs and Alcohol and Other Things) Bad?

Presentation Content Select a minimum of five tips from The Naked Roommate related to your topic.

• Compare and contrast them to • Our campus reality • Your reality • Create new tips to reflect the two comparison points above • Include personal stories (or stories from someone you know) • Discuss the issues as they relate to having a successful college experience

Incorporate at least one additional resource. Consider:

• The class Facebook wall—post a question and get feedback/ input from your classmates • Exercises from The Naked Roommate’s First Year Survival Workbook • The Naked Roommate website and newsletter (NakedRoommate .com) • Other university websites • College-success-related books • Instructor/staff interviews

Presentation Format

• Presentations are given live in class and must be a minimum of eight minutes, but high-quality ones are likely to be longer. • Each group member must take an equal part in the presentation. • Creativity is encouraged: the presentation may include props or be in a skit format. • Feel free to make your presentation interactive and involve the class, peer leader, and instructor.

big naked projects 79

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. No PowerPoint, video, DVD, or other media may be used to present the content of the lesson. You may, however, use these sources to enhance what your group presents orally by including pictures or music relevant to your theme.

Required Paperwork Before your presentation, your group must provide your instructor with the following:

• A list of the tips from The Naked Roommate you selected to include in your presentation • The tips you created to supplement those in the book • References list for the additional resources you used

Grading

INSTRUCTOR’s NOTE: Grading is, of course, entirely up to you, and you will want to consider how much weight the project will carry relative to your other course requirements. I will share with you what I include in the total grade for the project.

Presentation Content: The basis of the grade for this project is what the group has put together and presents to the class based on its topic. What follows is the grading sheet I keep in front of me as I watch the presentations. Point values can be adjusted to suit your class format.

Group Project Content Grading Rubric

Group Members: Topic: Presentation Date:

Tips from The Naked Roommate Cited: ______

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Compare AND Contrast to Our Campus Reality (10 points)

Tip # Compared Contrasted _____ Y N Y N

Tip # Compared Contrasted _____ Y N Y N

Tip # Compared Contrasted _____ Y N Y N

Tip # Compared Contrasted _____ Y N Y N

Tip # Compared Contrasted _____ Y N Y N New Tips (4 points)

1.

2. Personal Stories (4 points)

1.

2. Additional References (6 points)

Resource Citation Description of Use

______

Required Paperwork (6 points)

List of tips used _____ New tips created _____ References for resources _____

big naked projects 81

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Required Elements (20 points)

Purposeful organization (4)

Meaningful, sequential flow of information (4)

Consideration and presentation of topic beyond information provided by book/resources (4)

Interesting and engaging approach to the presentation (4)

Coherence among all presenters (4)

Total Group Project Points (50 points) Oral Presentation: As each group member presents his or her portion of the lesson, I consider the following basic elements:

Eye contact/body language (10)

Engaging presentation (10)

Clear communication of ideas (10)

Organization (10)

Use of personal stories (10)

Group process reflection (optional)

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. INSTRUCTOR’S NOTE: If you want to add another dimension to the group project experience, you can have your students write a brief summary of their observations of how their group worked together. Many students say they don’t like group projects. Even as they get closer to graduation, they balk at the idea of having to work with others for a grade. As the world gets smaller and every job involves some degree of collaboration, though, students are going to have to be able to work successfully with their colleagues both locally and globally. The following exercise prompts students to reflect on the dynamics of working with peers for a united effort. I encourage students to review these questions before each of their group meetings so they can pay attention to the specific elements at work during their time together. I grade this portion of the project on an individual basis.

Assessment—Working with Your Group Submit a one- to two-page paper reflecting your experience working with your group for this project. Address the following:

• Observations that illustrate your group’s strengths when working together • Observations illustrating the challenges your group had when working together • What were the roles that each group member assumed as you worked together (planner, director, workhorse, taskmaster, etc.)? • How did each person’s role mesh with the others? For example, was there conflict caused by having two people who wanted to lead? Was everyone willing to work, but no one came forward to determine what needed to be done? • What did you learn from working with your team members that you wouldn’t have learned doing this project on your own? • What was your unique contribution to your team members’ experience with the project? (Note: this is not your contribution to the project itself, but to your teammates’ experience working in a group with you as a member.)

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. INSTRUCTOR’S NOTE: You can determine how many points you wish to allot to this portion of the project, based on your goals for the experience. Once you determine the value for each of the three elements, total their grades for an overall group project grade. I always discuss with my students that only a portion of their grade is determined by the efforts of the entire group, and that the students alone will determine their level of success on the other two elements. While the exercise and grading conveys the importance of coming together as a group, no one’s grade should suffer if he or she ends up with lazy classmates.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Big Project #2

Individual Project—The Risk-Taking Project (getting comfortable with the uncomfortable)

This project actually appears in The Naked Roommate’s First Year Survival Workbook as Naked Exercise #9: The Risk-Taking Project. Although the students are prompted to do it on their own in The Naked Roommate’s First Year Survival Workbook, it is likely to be more effective—and they will get more out of it—if they have your guidance. I have incorporated this project into my First Year Experience course for the last three years, and every year I hear from other FYE instructors that they are experiencing the same thing I am: their students go through life-changing transformations when they take on the project. I will share, however, that this project requires a strong commit- ment on your part, including time to invest in working closely with your students. It is a challenging exercise, and the name itself is accurate—students will be taking a risk. I make sure to clarify that I don’t mean they’ll be doing something risky, but rather something that will make them nervous, require that they act in a way that will feel anything from awkward to scary, and that they can’t be sure of the outcome. The purpose is predicated on the fact that they will really want what they can potentially gain from going through with this project, and it models the life lesson that sometimes you have to put yourself “out there” to get where you want to go. I structure my project so that it unfolds through a number of steps, the early ones being such that the students don’t know where it’s headed. I don’t scare them off by immediately telling them what will be required; I prompt them to lay the groundwork for wanting to take the risk without realizing they’ll be doing so. I will now describe my step-by-step approach to doing this project by referring to the elements of it found in Naked Exercise #9. My recommendation is that you copy each part of the project to hand out to students, rather than prompting them to do it in the workbook. This way, they will not look ahead and be influenced by later requirements of the assignment. Note: If your First Year Experience course includes an upperclassman who serves as a peer leader or team teacher for the course, as many do, this project offers a solid opportunity for that person to develop more leadership skills. If you enable the person to work with

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. your students to help them identify their “risk” and determine what they will do to achieve their outcome, you will have a highly successful project. Often, freshmen are more comfortable disclosing their fears, concerns, and goals to their older peers than to their instructors. While you will be aware of every step of their process, the older students can help get the freshmen to tap into what they really want to do and identify what it will take to get there. The support of these upperclassmen does wonders for the younger students’ willingness and enthusiasm to succeed in this project.

Steps for Completing the Risk Project

Step 1: Comfort Zone Questionnaire I begin this project by simply passing out this questionnaire (The Naked Roommate’s First Year Survival Workbook, page 49) at the end of class and assigning it for homework. I tell students that I won’t be reading their homework, but they’ll need to bring it to class the next day for me to check off that they have completed it. Assuring them I won’t read it enables them to feel comfortable responding honestly to the questionnaire.

Step 2: Assessing Your Results Do not collect the questionnaire; simply have students show you they’ve completed it, so you can note it in your grade book. At the end of the next class period, hand out a sheet with the portion titled “Assessing Your Results” (The Naked Roommate’s First Year Survival Workbook, page 52). Tell your students to use their Comfort Zone Questionnaire as the basis for the answers for this assessment. They will turn in this portion of the assignment. You can give them until the next class period or wait an additional period to give them more time.

Step 3: Preparing for the Risk On the day that you have designated as the due date for their assessment paper, begin with a discussion of taking risks. Keep it in the context of getting out of your comfort zone and taking on something that is new, different, and requires something different from them. Make the distinction between a challenge and a risk; a challenge may be difficult and require some creative thinking, problem-solving, or

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. extra effort, but it isn’t necessarily a risk. Unlike a risk, which is something that feels uncomfortable or intimidating, is necessary to achieve certain desired outcomes, but doesn’t offer any guarantees of success, a challenge may not lead to something the student values or wants to experience, and it may not require doing much work. Students must identify something that they want to gain or want to experience, but that requires doing something that makes them nervous or uncomfortable; otherwise, they would have already done it. Many students have a hard time getting clear on this point. Once you are well into the discussion, you can share with them that they will be choosing a risk to take sometime during the semester. Another important point to stress is that their risk must lead to something meaningful to them. They should not be picking something risky just to do it, such as shaving their head or singing in the talent show. They will have to be able to write about why it was important to push out of their comfort zone for the project. The motivating factor, as well as the link to the real-life lesson, is the value of the potential end result. Meaningful risks my students have taken include a drastic change of academic major, joining a student organization of a culture they are unfamiliar and uncomfortable with, calling a long-lost friend or family member to mend a relationship, exploring a new religion, and putting their writing skills on display in the campus newspaper. During your discussion it will be helpful for you to share some personal examples of times you pushed beyond your comfort zone and took a risk, both in college and your current career. These stories help students get a better idea of the purpose and scope of the project. If you have a student peer leader working with you in class, definitely have that person share his or her stories. Through the discussion, get input from your students as to their understanding of this process. Do they have examples to share from previous risks taken? Do they recall someone close to them taking on a risk for an important personal gain? Use this time to help them understand as clearly as possible the importance of experiencing this process and what the scope of the project means to them. At the end of class and your discussion, hand out the sheet “Preparing for the Risk” (The Naked Roommate’s First Year Survival Workbook, page 53). You will want to give students a week or so to work on it, and if you or your student peer leader has time to work one on one with students, let them know your availability.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Step 4: Preparing Students to Take the Risk Screen students’ risks to make sure that they are appropriate for the scope of the class assignment and that they aren’t dangerous (risky). If students aren’t clear on their risk or haven’t specified it in a meaningful way, they will not gain anything from this project. If you help them through the process successfully, you will experience a sense of satisfaction for what you have encouraged and enabled a student to do and discover about him- or herself. When you believe students have identified a reasonable and meaningful risk, give them the go-ahead to pursue it. Hand out “The Risk-Taking Results” worksheet (The Naked Roommate’s First Year Survival Workbook, page 56) and the Naked Journal #9: The Risk-Taking Results (The Naked Roommate’s First Year Survival Workbook, page 58). While both these exercises can combine to prompt a complete follow-up to taking the risk, students should read through the exercises immediately to connect further with the elements of the project, so they know what they should be thinking about as they experience the risk-taking process. Set a due date for students to turn in the completed exercises so they can plan how and when to take their risk accordingly.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #11

Sample Course Outlines For FYE Instructors, High School Instructors, and Residence Life Professionals

FYE Instructors Now it’s time to put all the previous suggestions into action. It’s time to develop your First Year Experience course. The following sixteen-week semester outline illustrates what a course using The Naked Roommate, The Naked Roommate’s First Year Survival Workbook, and a few other resources might look like. Sixteen weeks is the standard time frame of a long semester for institutions on this kind of academic calendar, thus it offers the most complete course outline possible. If your school functions on trimesters, or your course is only eight weeks or five weeks, you can pull topics or exercises from this more extensive model. The outline is organized by weeks, which leaves open the opportunity to adapt the weekly lesson plan to the number of days per week your class meets. The readings listed for each week in most cases reflect the topic for that week, so students should complete the reading prior to attending class that week. The homework assignments, however, are intended to be assigned during that week and completed within the following week. In some cases the assignments are scheduled to prompt students to work on material that prepares them for the next week’s topic, and in others, the scheduling provides them the opportunity to explore a topic after the class lesson. If you ever have the chance to connect with your students before the first day of class, take it! Consider having your students read and work on the introductory material included on the syllabus under Week 1 through class Facebook groups or rosters. If students come to class already having thought about some of the basic themes, you will start the semester ahead of the game.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Sixteen-Week Semester Course Outline NR = The Naked Roommate, Fifth Edition SW = The Naked Roommate’s First Year Survival Workbook, First Edition

Week IN-CLASS READING HOMEWORK

1 Welcome to Your NR Book -Naked FYE Course! Orientation Preparation: The Chapter 1: 90/10 Rule -Class Introductions and Ice Tips #1–#3 -Promise to Breaker Yourself -Syllabus Review -Naked Exercise: #1 -Discuss College Expectations -Naked Self-Exam One

2 Getting a Head NR Tips -Naked Exercises: Start on Success #4–#8 #3 and #4 -Naked Journal -Campus Tour and History #1: Your Naked -Upperclassman Panel— Imagination Critical Campus Resources and Early Strategies for Success -Discuss and Compare Expectations for College

3 Living on Campus: NR Chapters Choose One from Res. Halls and Roommates 2 and 3: Each Group Tips #9–#23 -Naked Self-Exams Four and -Naked Exercises: Five #18–#21 -Intro. to Naked Roommate -Naked Exercises: Group Project #24–#28 (Divide into groups) -Naked Journal #19, #20, #27

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Week IN-CLASS READING HOMEWORK

4 Campus Services SW: Class -Naked Exercises: and Resources in the #44, #50, #59 Classroom -Prepping for Office -Campus Website Scavenger (pp. 174– Hours (p. 211) Hunt 215) -Group Project Topic Due -Group Presentation Dates Determined -Going to Class in College -Discussion about Classes -Naked Self-Exam Seven

5 The Importance of the SW: Note- -Naked Exercises: Classroom Experience Taking #45–#49, #57, #60, Dance Party #63, #64 -Guest Speaker: Dr. Jenkins— (pp. 218– (Don’t panic! Most The Meaning of the Classroom 227) of these are short Experience: A Faculty View NR Chapter and quick—but -Group Problem-Solving: Naked 7: Tips important.) Exercises: #53, #55, and Class #39–#46 Discussion to Follow -Naked Self-Exam Eight

6 Getting Involved NR Chapters -Naked Exercises: on Campus 4, 5, and 6: #8, #10, #11, #13 Tips #24–#38 -Naked Journal #11 -Group 1 NR Project Presentation -The Stress Test (p. 147) -Naked Self-Exams Two and Three -Discussion on Campus Involvement -Guest Speakers: Campus Club Leaders -Group Exploration: Naked Exercise #12

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Week IN-CLASS READING HOMEWORK

7 Time Management SW: Time to Choose Four Based Talk About on Your Needs -Naked Self-Exam Six Time -Write a brief -Discuss results of Stress Test (pp. 146– summary -Guest Speaker: Time 173) explaining why Management and Stress NR Chapter you selected each Management 7: Tip #52 exercise. -In Class: Share best time- -Naked Exercises: management tips #34–#43 8 Relationships NR Chapter -Naked Exercise 8: Tips #54– #93 -Naked Self-Exam Twelve #64 -Naked Journal: -Independent Activity: Naked #93, #95 Exercise #91 -Guest Speaker: The Student Counseling Center—Being Relationship-Savvy 9 Sexual Health and NR Chapter -Naked Exercise Decision Making 9: Tips #65– #102 #72, #101 -Naked Journal -Group 2 NR Project #102 Presentation -Independent Activity: Naked Exercise #95 -Guest Speaker: The Student Health Center—Making Good Decisions about Sex 10 Drugs and Alcohol NR Chapters -Naked Exercises: 10 and 11: #97, #98, #100 -Naked Self-Exam Thirteen Tips #73–#87 -Naked Journal: -Alcohol Examination: Naked #97 Exercise #96 -Guest Speaker: Campus Police Department—Alcohol and Drug Awareness -Work through and discuss the following with the police: Naked Exercises #99, #101 Naked Journals #98, #101

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Week IN-CLASS READING HOMEWORK

11 Drugs and Alcohol, -Residential Writing Continued Life/ Assignment: Be Housing realistic and Guest Speaker: Director of Rule Book consider what you Residential Life—Alcohol and -Student would do if you got Drug Use in Campus Housing Code of kicked out of your -Guest Speaker: Dean of Conduct campus housing Students—Policy and Protocol for an alcohol or for Student Alcohol and Drug drug violation, or Violations worse, if you got expelled from the university. 12 Reading Effectively No reading! -Naked Exercises: (Do the #65–#69, #71, #72 -Group 3 NR Project exercises to Presentation learn how to -Naked Self-Exam Nine get more out -Group Exploration: Naked of your class Exercise: #70, #73 materials.) 13 Study Strategies NR Chapter -Naked Exercises: 7: Tips #44, #74, #76, #77, #79, -Naked Self-Exam Ten #47, #48 #80, #81, #82 -In Class: Naked Exercise (Plan to spend some #78—Present “Active time on these, as Studying” definitions and they are highly brainstorm techniques practical, and you -In Class: Naked Exercise can see immediate #75—Discuss other examples results.) -Guest Speaker: Learning Resource Center—Academic Resources and Study Tips 14 Money Management NR Chapter -Naked Exercise 12: Tips #87 Naked Self-Exam Eleven #91–#96 -Naked Journal -In Class: Naked Exercise: #86 #85, #86, #87 -Presentation: How to Budget and Manage Money—Work through Naked Exercise #88, #89, #90

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Week IN-CLASS READING HOMEWORK

15 Financial Options NR Chapter -Naked Exercise and Resources 12: Tips #85 #88–#90 -Naked Journal -Group 4 NR Project #83, #88 Presentation -Prep for Financial Aid Guest: Naked Exercise #84 -Guest Speaker: Office of Financial Aid -With speaker, work through: Naked Exercise #83 -Guest Speaker: The Student Career Center—Job and Internship Opportunities, Your Credit, and Potential Employers 16 Last Day of Class -Naked Exercise #105 -Naked Self-Exam Fourteen— -Naked Journal What areas do you need to #104, #105 seek help for? (These are for your -In Class: Naked Exercise own self-discovery. #106—Share and Discuss Use them to help -In Class: Naked Exercise you have an even #107—Share and Discuss better college -Exchange contact info to keep experience.) in touch

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Top Ten Tips for Tough Teaching Times Fun-filled and fast activities when you need a quick idea for class

1. Welcome them to class with music on the boom box, music from YOUR college days.

2. Have everyone share their current favorite song, tell why they like it, sing a few bars, and create a class play list.

3. Have a college movie reality check. Have students identify storylines and scenes that reflect some of the tips from The Naked Roommate and discuss the issues and expectations that come from the movies.

4. Bring a favorite colleague or former student to class. Have the person talk about anything he or she would like.

5. Get personal. Bring a slide show or pictures from home (your pets, family, vacation pictures, favorite work of art). Students love to discover that you’re a “real person.”

6. Take your students someplace important or special on campus. Tell them why you wanted to bring them there.

7. Share a success and a failure (learning moment) from when you were a freshman. Make it real, and don’t force a lesson. Consider sharing pictures from your college days as well.

8. Share the title and author of your favorite book. Tell how it inspired you, and ask your students to do the same.

9. Have a cultural potluck meal, no matter what time of day your class meets. Make sure you bring something too, and discover where everyone is from and what their family background is.

10. Spontaneously prompt your students to write their own tip to help new freshmen, even if they’re still “new” themselves. See what they’ve already discovered is important to know when starting a college experience.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. High School Instructors Welcome, high school instructors! While much time and energy is spent getting students into college, there’s a lot less time and energy spent preparing students for how to make a smooth transition to life in college. The Naked Roommate and The Naked Roommate’s First Year Survival Guide are great resources to help students plan over the summer for life in college. While you are likely to have a significantly shorter amount of time to address these issues, you can focus on the specific areas you believe will most benefit your students suffering from senioritis. Whether you have only a few days or an entire month to devote to a college success unit, any time you can devote will be invaluable. Simply getting a student to think ahead and create expectations is a step forward. Ideally, a three- or four-week course is the most realistic option. The following outline is based on a four-week unit. You can pick and choose lesson plans based on your schedule. A few notes about the success unit found on the next pages: Homework assignments are designated on the days they would be assigned with a due date of the following day. Some exercises offer a student a chance to reflect on the lesson of the day; others prompt the student to think and prepare for what will be discussed the following day in class. Some exercises are suggested as in-class activities. The students will take a few minutes to complete the exercise (Naked Self-Exam or Naked Exercise), and then they can have their responses in front of them as you hold a class discussion.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Four-Week College Success Unit (20 Days in Class) NR = The Naked Roommate, Fifth Edition SW = The Naked Roommate’s First Year Survival Workbook, First Edition

Day IN-CLASS READING HOMEWORK

1 The Differences between NR Book -Naked Preparation: Being a High School Student Orientation The 90/10 Rule and Being a College Student Tip #1: -Promise to Yourself Expect the -Unit Overview -Modified Naked Unexpected Exercise #1 -Naked Self-Exam One

2 Expectations about -Exercise: My Best College Academics Study Strategies -Discuss and compare expectations for college based on responses to Modified Naked Exercise #1 • Where do they come from? • Are they realistic? • What do they lead students to do now, to prepare for college?

3 You’re on Your Way -Exercise: Areas to Strengthen before -Have each student share his College or her best study strategy with • Identify all the class. the areas in -Highlight the areas in which which you need they are already strong and to enhance well-prepared for college work. your skills and strategies for academic success

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

4 Preparing to Make the -Visit the website Most of This Unit of your favorite (future?) university. -Discuss areas of study strategy Identify all the needs within your class. services and -Preview upcoming topics: resources provided to students on • Getting help on campus campus that will • The classroom experience help you achieve • Time management academic success. • Effective reading • Study techniques

5 Campus Services Tip #4: When & Resources Lost or Confused, -Explore several college Ask websites in class to identify on-campus resources such as • Math Lab • Writing Lab • Tutoring • Supplemental Instruction • Library Instruction

6 The College Classroom NR Chapter -Naked Exercise 7: Life #55: Participation -Naked Self-Exam Seven (have Inside the = “Points” students answer in the context Classroom: of “If you had a choice”) Assuming -Based on items in the Self- You Wake Exam, discuss how the college Up and Go classroom experience is to Class different from the high school SW Class classroom experience. in the Classroom

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

7 Going to Class in Tip #39: To -Reflection: What I College Matters Go or Not to learned from Dr. Go Jenkins (guest -Guest Speaker: Faculty Tip #41: How speaker) Member from a Local to Get an A • Summarize the University: The Meaning of (or almost critical points the Classroom Experience: A an A) made about Faculty Perspective Tip #42: How college class to Just Pass attendance and behavior Tip #43: How to Fail -Naked Exercise #53: The Power of Questions -Naked Exercise #54: Ask Questions in Class (in Front of Everyone)

8 Getting to Know Tip #40: Nice -Find the websites of Your Professors Professor, professors in your Nice intended major -Class discussion based on Professor at your favorite information and exercises in (future) university. SW, pp. 203–217. Answer the • Educational background of following questions: professors • What’s their • Different levels of professor alma mater? (assistant, associate, full/ • What’s their tenured) position at the • How profs can help students university? • Importance of visiting during • What’s their area office hours of research? • Professors are people too! • What are their hobbies? • Any other interesting personal information • Who would you be most excited to take a class from?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

9 Taking Good Notes Tip #46: Take -Naked Exercise Notes Here #61: A Note-Taking -Mock lecture: Present a SW Note- Dance Party 15–20-minute lecture on a Taking -Naked Exercise completely new topic and have Dance Party #63: Organizing students take notes. Notes So You Can -Naked Self-Exam Eight Use Them -Based on students’ new notes and responses to the self- exam, discuss approaches to classroom note-taking

10 Putting It All Together in the Classroom -Continue discussing any remaining issues/strategies for note-taking (consider another mock lecture and have students use the Cornell Method to take notes) -Review classroom expectations, behaviors, and other elements from a professor’s perspective -Summarize the optimum approach to the college classroom experience

11 Time Management: The SW Time -The Stress Test Key to College Success to Talk (SW p. 147) About Time -Naked Exercise -Naked Self-Exam Six Tip #52: Time #31: Time Wasters -Discuss the difference between for Time -Naked Exercise available time in high school Management #32: Why Do You vs. college and why time Waste So Much management is harder in Time? college

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

12 Time Management -Describe your best Strategies time-management strategy -Discuss results of The Stress Test -Naked Exercise #34: Plan to Pick a Planner, followed by discussion of processes for effectively using planning tools

13 Understanding How -Naked Exercise You Use Time #36: Finding Your Flexibility -Have students share best time- -Naked Exercise management strategies #37: Searching -Naked Exercise #35: Knowing for Hidden Time Your Limits Treasures -Discuss the importance of -Naked Exercise recognizing one’s limits when #39: Tune in to working/reading productively Your Rhythms and how to plan accordingly

14 Time Management SW Reading -Naked Exercise and Reading (After the #65: What’s Your Note-Taking Reading Load (or -Naked Self-Exam Nine Dance Overload)? -Naked Exercise #66: Why I Party) -Naked Exercise Don’t Like to Read for Class Tip #45: #69: Helpful -This exercise kicks off the The Art of Highlighting discussion of important points Reading (or highlighted in subsequent not reading) exercises. the College Textbook -Naked Exercise #68: Recalling My Reading Limits -Discuss the importance of considering reading load and reading tolerance when creating schedules and managing time.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

15 Highlight Highlighting -For class tomorrow: bring textbooks -Provide a passage several from other classes pages in length for students to to use in an highlight in a designated time. important exercise. -Put students in groups to have them compare their highlighting techniques. -Discuss and demonstrate helpful (timesaving) and ineffective (time-wasting) approaches to highlighting.

16 Taking a Positive and -Naked Exercise Practical Approach #71: Taking to Reading Advantage of the Features -Naked Exercise #67: When, -Naked Exercise Where, and How to Read #72: Read and -Discuss that success (or Review failure) to read productively -Naked Exercise may depend on how students #73: Use Those physically approach it. Headings and -Naked Exercise #70: Getting Subheadings Cozy with Your Textbooks -Discuss the practical and beneficial purpose of the extra features of textbooks to help students read more effectively and efficiently, and understand the material better.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

17 Study Strategies SW Get Your -Naked Exercise Study On #78: Define “Active -Begin by discussing cheating Tip #44: The Studying” • Consequences in college Cheat Sheet • Why someone would turn to Tip #48: cheating Old Exams, • Learning to study effectively Sharing alleviates need to cheat Notes, and -Consider sharing several Mostly Legal universities’ Honor Codes for Ways to discussion. Pass -Naked Self-Exam Ten

18 Active Studying = Tip #47: Do -For each study Effective Studying It in a Group technique you currently use, -Naked Exercise #74: How You describe how you Study, Plain and Simple can make it more -Have students present “Active active. Studying” definitions (For ideas, check out -Compare the ways students Naked Exercises report studying with how they #75, 76, 77, 79, 82) define active studying. How -Naked Exercise much overlap is there? #80: Find Your Study Buddies -Read through Naked Exercise #81: Creating a Study Group Preparedness Plan -Before class tomorrow: Naked Self-Exam Thirteen

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

19 Things That Could SW Drinking -Naked Exercise Derail Your Education and Drugs #98: Deciding to and Your Life NR Chapter Drink Alcohol or 10: Drinking Milk -Guest Speaker: Alcohol and on Campus: -Naked Exercise Drug Education (consider a Tapping the #101: Drugs on police officer from the local Keg of Truth Campus college/university) Tip #73: -Naked Exercise #96: An Alcohol Drinking on Examination (follow up with a Campus discussion of the answers) Tip #75: Not -Naked Exercise #97: Alcohol: Everyone Is the Social Lubricant Drinking -Have students share their NR Chapter perceptions of drinking in 11: Drugs on college Campus: The Smoking, Snorting, and Pill- Popping Truth Tip #84: How to Avoid Them Tip #85: Why Not to Do Drugs Tip #87: College Smoking Butts

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Day IN-CLASS READING HOMEWORK

20 Making Smart SW Hooking The following Personal Decisions Up, Rela exercises are tionships, suggested for your -Guest Speaker: Health Sex/No Sex personal self- Educator/Relationship NR Chapter exploration and will Counselor 8: Dating not be turned in. -Naked Self-Exam Twelve and Rela -Naked Journal #92: -Present good decision- tionships: LDR Fears making strategies related to Your Higher -Naked Exercise challenges college students Education in #93: Demanding face with regard to romantic Lust, Love, and Commanding relationships and sexual and Loss Respect activity Tip #54: The -Naked Exercise -Focus on highlighting the Rules of #95: Deciding to Do common issues faced by College Love It or NOT Do It students and ways to help (or just lust) students make decisions based Tip #56: on respect for themselves and Close- respect for others Distance Relation ships Tip #57: Long- Distance Relation ships (LDRs) Tip #58: High School Bitter Sweethearts Tip #61: Gay/ Lesbian/ Bi-Sexual Relation ships NR Chapter 9: Sex: Having It, Not Having It, Hearing Other People Having It Tip #66: Deciding Not to Do It

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Residence Life Professionals Welcome, residence life professionals and student leaders! The Naked Roommate and The Naked Roommate’s First Year Survival Workbook have been designed with you in mind. Both can be valuable tools to help with training and professional development. Through these tips and exercises, hall directors/residential life coordinators can help reconnect their new RAs (or CAs or whatever As are part of your title) with issues that first-year students face. Directors may wish to incorporate the exercises into training, and RAs themselves can use the exercises to engage their residents in various programs. The exercises touch on the main programming themes like civility, wellness, alcohol/drugs/sex education; social interaction, academics, and connecting with the campus. You can use the tips found in the Naked Roommate book, the category breakdown of The Naked Roommate’s First Year Survival Workbook, and information from the sample syllabi to create an engaging program for students or an effective training program for staff. All the exercises can be adapted to address residence life positions. The following five-day training guide is designed to give you an example to work from as you create your own training schedule. NOTE: We’ve used “RA” throughout the outline, but feel free to modify this to fit your institution’s lingo.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Resident Life Training— Five-Day Model Day 1—Preparing for Your New Role

From The Naked Roommate Chapter 1: Arriving on Campus: So Real You Can Smell It, Touch It, and Taste It Tip #1 Expect the Unexpected Tip #2 Patience, Patience, and More Patience Tip #3 Finding Your Places on Campus Tip #4 When Lost or Confused, Ask Tip #5 Be Yourself: Not Me, Not Him, Not Her

Chapter 2: Residence Halls: Living, Eating, and Bathing with Hundreds of Strangers Tip #9 Residence Halls: A Cruise without the Water Tip #10 Meet People without Even Trying Tip #11 Resident Assistants: Your Personal Assistant Tip #12 Not All Residence Halls Are Created Equal Tip #13 The Ugly Side of Residential Life

From The Naked Roommate’s First Year Survival Workbook Naked Exercise #1: Expect the Unexpected (New RAs/CAs/or Whatever You Call Them) Modify this exercise to focus on expectations about being a resident assistant. Specific categories may include the following: • Getting to know my residents • Being a role model and mentor • Developing programs • Carrying out my responsibilities • Crisis management • Any others relevant to your specific program

Follow-up Discussion • Have new RAs share their expectations, while returning RAs share the expectations they had before they started the job. Returning RAs then share how those expectations were met or dispelled and why. Focus the discussion on the myths and realities of being a resident advisor—helping new RAs develop an effective mindset for their new position and reconnecting returning RAs with their familiar role.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Journal #13: A Naked Adventure • This is an entertaining way to prompt RAs to plan an outing for their residents. What they want their students to get out of the experience should drive their vision of the adventure, and they should try to tie elements of the outing to subsequent campus involvement.

Naked Journal #104: Getting Help • This very general focus on getting help sets the stage for being an RA. It should help your staff members remember why they wanted to be a resident assistant and take on this very big role.

Naked Journal #105: Naked Regrets • Despite the title of this exercise, its purpose is a positive one: to help your RAs recall their early challenges and reflect on how they grew from them. As you have your staff write and speak about the things they overcame, discuss how they view their role as that of someone who can help students not only get through challenges, but also see the value of those challenges.

Naked Exercise #107: Insert Your Tip Here • As resident assistants prepare to embark on a new year in their leadership position, have them write their own tip and story about residential life. It will be fun to create a note- book of everyone’s advice to share with the staff and the students. It puts RAs in the right frame of mind to engage their students in important and beneficial ways as you progress through training.

k k k

Day 2—Helping Your Residents Adapt to Life in the Halls

From The Naked Roommate Chapter 1: Arriving on Campus: So Real You Can Smell It, Touch It, and Taste It Tip #6 About Your Parents… Tip #7 Homesickness: Breathe Deep, It’s in the Air Tip #8 Technology: The Fifth Wall

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. From The Naked Roommate’s First Year Survival Workbook Naked Exercise #7: Homesickness: Breathe Deep, It’s in the Air • RAs should participate in the exercises based on what they remember from their early days on campus. Recalling their own experiences will help them recognize the signs of homesickness in their residents and share personal stories that will offer comfort.

Naked Journal #7: The Cure for Homesickness • Use this exercise to prompt RAs to take the previous exercise even further. Have them discuss their homesickness experiences in small groups so they can broaden their recognition and understanding of symptoms of homesickness and gain new insights and ideas to help their students adjust to living away from home.

Guest Speaker: Student Counseling Center Staff • Have a guest speaker provide additional information regarding homesickness, how to recognize it, best responses to it, and the role of the counseling center in helping students overcome the challenge of missing home.

Naked Exercise #18: Residence Halls: A Quick Education • This exercise is a good review for new RAs of their particular hall, and it enables them to consider how they think about the rules they will be responsible for enforcing and those they wish they could enforce. • Follow up with a discussion of why you have the rules you do, stories of students who have broken them, and the RAs who had to report on and respond to those students.

Naked Exercise #19: Residence Halls: A Cruise without the Water • Assuming your RAs have lived in the residence hall, have them answer these questions honestly. • Follow up by providing your staff the opportunity to share what they love about living in the residence hall, what they don’t love about living there, and how they’ve learned to deal with the downside. Tell them to remember everyone’s solutions, so they can respond to resident complaints when they arise.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Exercise #20: The Resident Assistant: Your Personal Assistant • This exercise offers a set of great prompts for your RAs to develop a lighthearted personal profile to share with their students. Encourage your RAs to include additional information, if they’d like, and make an entertaining poster to put on their door so their residents can get to know them. • The second part of the exercise has students write questions they have for their RAs. Have your staff write the following: • Questions they had when they were a new student in the residence hall • For returning RAs: questions they recall getting from their residents • For new RAs: questions they anticipate new residents asking

Follow-up discussion can be sharing “ideal” responses to these antici- pated questions.

Naked Journal #20: RA Role-Playing • It’s not just dreaming—it’s the real thing! Have your RAs write their responses to all the questions posed in this journal prompt. Returning RAs can consider how they did last year and write about how they will do things similarly or what they will change, now that they have experience. New RAs can consider how they want to carry out their role to be the ideal mentor for their residents. • You can use what you learn from reading these personal responses to help guide the RAs through their development in the position.

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Day 3—Dealing with Roommate Issues

From The Naked Roommate Chapter 3: Roommates: Good Ones, Bad Ones, and Everything in Between Tip #14 The Ultimate Roommate Rule Tip #15 The Random Roommate Tip #16 The Naked Roommate Tip #17 The Best Friend Roommate

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Tip #18 The Gay, Lesbian, or Bisexual Roommate (pick one) Tip #19 The Noisy, Naughty, and/or Nasty Roommate Tip #20 The Your-Girlfriend/Boyfriend-Doesn’t-Live-Here Roommate Tip #21 The Lying, Stealing, Klepto Roommate Tip #22 The Drunk and/or High Roommate Tip #23 The Roommate in Need

From The Naked Roommate’s First Year Survival Workbook Naked Journal #24: The Entry from Hell • Encourage your staff to be completely honest when writing their responses to this prompt. Have them take a good hard look at themselves as roommates—as they were or as they could potentially be. If you believe you will get better results, have them do it anonymously. • Collect their responses and create a list of the difficult, obnox- ious, and hellacious habits and behaviors shared by your staff (again, don’t connect them to names). Have RAs do the following: • Separate bad habits and poor roommate qualities from being a person of quality • Develop ways to help residents potentially modify their off- putting behaviors in the case of roommate conflicts • Consider ways to help students adapt to their roommate’s less-than-appealing habits and understand that habits don’t necessarily define the person

Naked Journal #30: What You Never Expected to See, Hear, or Smell • No need to have your RAs write their responses here, as this subject can make for a fun staff discussion. Returning RAs may have stories of their former residents (no names, though!) as well as from their own first year in the residence hall.

After sharing outlandish stories, direct the conversation to the following: • How to respond appropriately to dramatic situations • What is acceptable and what requires a response (and what that response should be) • Suggestions for residents dealing with such situations

Review Naked Exercise #24: The Ultimate Roommate Rule

Naked Exercise #25: Enforcing the Roommate Contract

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Exercise #26: Roommate Conflict Worksheet

Naked Journal #25: The Naked Contract

Naked Journal #26: Role-Playing • Consider having your staff do some real role-playing and act out these scenarios. • Prepare RAs to incorporate some or all of the ideas presented in these exercises into the process of working through roommate contracts and mediating conflict.

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Day 4–Connecting Your Students with Campus and Themselves

RAs are an important resource for students. They should be able to direct their residents to services and support systems all across the campus. The following exercises provide RAs with the opportunity to test their knowledge of what your campus has to offer students, where to find it, and how to use it.

From The Naked Roommate Chapter 4: Finding Friends: Your Social or Antisocial College Life Tip #24 The Snow Globe Factor Tip #25 Shopping for New Friends Tip #26 Why College Friends Are Different Tip #27 Friend Today, Gone Tomorrow Tip #28 High School Friends, Cows, and Cats

Chapter 5: Getting Involved on Campus: An All-You-Can-Do Buffet Tip #29 Getting Involved: What, Where, When, How, and Why (but not in that order) Tip #30 Clubs and Organizations: A Smorgasbord of Opportunity Tip #31 Sports and Athletics: Buckets of College Sweat Tip #32 Academic Organizations: Where Smart People Gather Tip #33 Religious Activities: Your Prayers Answered and the Culture Club (not Boy George) Tip #34 The Perks: Travel and See the World for Free

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 6: Greek Life: Behind the Doors, Windows, and Walls of Fraternity and Sorority Life Tip #35 Greek Life: Getting In Tip #36 Greek Life: The Good Tip #37 Greek Life: The Bad Tip #38 Greek Life: The Ugly

Chapter 12: Money, Laundry, and Cheap Eats Tip #88 Loans, Grants, Scholarships, and Loose Change Tip #89 Your Financial Aid Advisor: Money, Money, Money, Monnneeeey Tip #90 Part-Time Jobs, Big-Time Benefits Tip #93 Checking Out the College Checking Account

From The Naked Roommate’s First Year Survival Workbook Naked Exercise #4: When Lost or Confused, Ask for Help (part 2 only) Naked Exercise #13: Clubs and Organizations: A Smorgasbord of Opportunities Naked Exercise #17: Greek Life: The Ugly (Hazing and Social Pressures) Naked Exercise #83: Loans, Grants, Scholarships, and Loose Change Naked Exercise #86: Credit Card Use and Abuse

Resident assistants were freshmen once and understand what it means to feel personally lost, question who you are, and rediscover or reinvent themselves. They can be strong supports for students who may be struggling with their sense of self, or they can simply let their residents know that college is a time to reconnect with who you are. Completing these exercises gets RAs back in touch with themselves and can give them ideas on how to engage their residents in these more personal areas.

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Day 5—Preparing for the Serious Issues (Sex, Alcohol, and Drugs)

Sex and the RA There’s a good chance that, at some point during a student’s career as a resident assistant, he or she will have to guide, comfort, or help a student who is dealing with some kind of relationship or sexual issue.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. While the following exercises are not likely to go over well as a topic for a group discussion or activity, they help your staff understand themselves better and provide them with perspectives, stories, and personal examples with which to help their residents. Encourage RAs to do these exercises on their own and perhaps even use them with their residents during a sex-ed program.

From The Naked Roommate Chapter 8: Dating and Relationships: Your Higher Education in Lust, Love, and Loss Tip #54 The Rules of College Love (or just lust) Tip #55 The College Hookup Tip #56 Close-Distance Relationships Tip #57 Long-Distance Relationships (LDRs) Tip #58 High School Bitter Sweethearts Tip #59 Imaginary Relationships and Online Dating Tip #60 The Friendly Relationships Tip #61 Gay/Lesbian/Bisexual Relationships Tip #62 Cheaters, Users, and Abusers Tip #63 I Have No Life Other Than My Relationship Tip #64 I Got Dumped and No Longer Have a Relationship

Chapter 9: Sex: Having It, Not Having It, Hearing Other People Having It Tip #65 Deciding to Do It Tip #66 Deciding Not to Do It Tip #67 Doing It Way Too Much Tip #68 The One-Night Stand Tip #69 Pimps, Hos, and Reputations Tip #70 Sexual Souvenirs Tip #71 The U of Birth Control Tip #72 Possibly Pregnant

From The Naked Roommate Naked Exercise #91: The College Hookup Naked Journal #91: The Hookup Exposed Naked Exercise #93: Demanding and Commanding Respect Naked Journal #93: Demanding and Commanding Respect Naked Exercise #94: I Got Dumped and No Longer Have a Relationship Naked Journal #94: Healing a Broken Heart Naked Exercise #95: Deciding to Do It or NOT Do It Naked Journal #95: Sex in College

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Alcohol and Drugs Guest Speaker—Student Counseling Center staff, Health Education staff, or campus police officer; these professionals all have something significant to contribute to the education of your residential life staff (or if you are residential life staff, they make great additions to the programs you put on for your residents). They can provide national trends and campus trends in problem areas, teach what to look for in roommates or friends who might have a problem, discuss how to wisely and safely deal with a variety of situations involving drugs and alcohol, and share campus policies and the legal consequences of drinking and doing drugs on campus and off.

From The Naked Roommate’s First Year Survival Workbook Chapter 10: Drinking on Campus: Tapping the Keg of Truth Tip #73 Drinking on Campus Tip #74 Slow Down, Don’t Drink Too Fast Tip #75 Not Everyone Is Drinking Tip #76 The Social Lubricant Tip #77 Safer Unsafe Sex and Alcohol Tip #78 Sexual Assault and Alcohol Tip #79 Don’t Be So Stupid That You Accidentally Kill Yourself Tip #80 Drinking and Driving Tip #81 Still Hungover… Tip #82 You Might Be an Alcoholic If…

Chapter 11: Drugs on Campus: The Smoking, Snorting, and Pill- Popping Truth Tip #83 About Drugs on Campus Tip #84 How to Avoid Them Tip #85 Why Not to Do Drugs Tip #86 Just Don’t Accidentally Die Tip #87 College Smoking Butts

From The Naked Roommate’s First Year Survival Workbook Naked Exercise #96: An Alcohol Examination • This is important information for RAs to know. Consider asking guest speakers or their departments to provide additional information and statistics to your staff to help them better understand the dangers of alcohol and drugs.

Naked Exercise #97: Alcohol: The Social Lubricant

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Naked Journal #97: Why Do College Students Drink? • Both of these exercises make very good discussion prompts, and a guest from the Student Counseling Center can enhance the conversation. Have your staff members share their perspectives on college drinking habits, reasons, and perceptions to help each other prepare for talking with their residents about drinking and doing drugs.

Naked Exercise #98: Deciding to Drink Alcohol or Milk

Naked Exercise #99: Drinking and Driving Never Mix

Naked Journal #99: Sober Driving • These exercises prompt RAs to consider their own choices regarding alcohol and drugs. Their responses to the questions can give them strong material to use when educating their residents.

Naked Exercise #9: The Risk-Taking Project • This is a significant exercise that can only be done over a period of time, but consider introducing it to your staff at the end of training and prompt them to complete it during the course of their role as an RA. Being a resident assistant itself is taking a risk, and your staff may or may not realize it. The demands of the position, the decisions they will have to make, confrontations they will have, and problems they will face will all combine to push them out of their comfort zone. The invaluable lesson is how they will grow through this role and what they will gain from fulfilling their responsibilities. Having RAs complete the exercise at the end of their tenure as a resident assistant will bring their growth full circle.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Section #12

The Naked Roommate Book A Detailed Guide to Quiz Questions, Classroom Discussions, Journal Entries, and Classroom Visitors

Welcome to the instructor’s insider guide to the fifth edition of the Naked Roommate book. This section gives you more than you’ve ever wanted or will ever need. Because the first chapter is so vital to creating a foundation for success, it’s been broken down tip by tip, with quiz questions, discussion topics, journal suggestions, and classroom visitor ideas. Each of the subsequent chapters includes a grouping of select questions, classroom discussion topics, and classroom visitor ideas. You’ll see what I mean when you dig in. Here are a few notes about how to use the information:

• When using quiz questions, I encourage open-book exams. Some of the questions are very specific and are not intended for students to recall without their books in hand. Consider many of these questions as reading checks. The quizzes are intended to give you a tool to get students to open their books and start reading. Once they get the book open and find the answers to the quiz questions, the hope is that they will keep reading and be surprisingly engaged.

• When having classroom visitors offer tips and stories, make sure there is time for a question-and-answer period. Instead of having students ask questions during the presentation, have students write down their questions so the guest can read them out loud. Students are more likely to be open and honest if they can ask questions without identifying themselves. Also, always

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. ask visitors to make their contact information available for students who have questions.

• When discussing tips and stories, feel free to ask students to share their own thoughts rather than working from the suggested topics that follow. A student-driven conversation tends to create dynamic dialogue. The suggested topics can be used for a class that isn’t articulate and comfortable initiating conversation.

As always, please email or send notes with additional quiz questions, discussion topics, journal ideas, and classroom visitor suggestions that I may incorporate in the future. I’d love to make this resource even more valuable for instructors using the book in the classroom.

Chapter 1: Arriving on Campus Note: All page numbers in this section are from the fifth edition of The Naked Roommate.

#1 Expect the Unexpected (page 33) Quiz Questions According to the Higher Education Research Institute

• What percentage of first-year students expected to make a B average?

ANSWER: 68.5.

• What percentage of students actually did?

ANSWER: 79.3.

According to the Higher Education Research Institute

• What percentage of students expected to participate in clubs or groups?

ANSWER: 48.8.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • What percentage of students actually did?

ANSWER: 59.

According to the Higher Education Research Institute

• What percentage of students expected to seek personal counseling?

ANSWER: 10.9.

• What percentage actually did?

ANSWER: 16.7.

Classroom Discussion • Why is it so important to expect the unexpected when starting life in college? • Have all students share one example of something unexpected that has happened to them since the beginning of their college experience. Journal: Tip and Story Have students share the story of something unexpected that has happened to them since they started college. Have them offer a tip based on the story. Classroom Visitor Have an upperclassman/student mentor/student leader on campus share a tip and story with your class based on the topic of “Expect the Unexpected.” Encourage the visitor to share the story of something unexpected that happened to him or her, and how this unexpected situation helped that student to learn a valuable lesson. Ask if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. #2 P atience, Patience, and More Patience (page 36) Quiz Questions According to ACT Inc.:

• What is the percentage of students who attend a public two- year community college and do not return to the same school for their sophomore (second) year?

ANSWER: 44.5.

• What is the percentage of students who attend a private two- year community college and do not return to the same school for their sophomore (second) year?

ANSWER: 44.5.

• What is the percentage of students who attend a public four- year college and do not return to the same school for their sophomore (second) year?

ANSWER: 34.8.

• In the tip and story from the book, during which holiday did the student realize she had made such close friends in college?

ANSWER: Valentine’s Day.

Classroom Discussion • Why is everyone in college in such a hurry for everything to happen so quickly? • What are some of the benefits of moving slowly? • Share a story of how patience played a part in a personal, academic, or social success story. Journal: Tip and Story Have students share the story of how long it took them to find close friends and build meaningful relationships in high school. Have them offer a tip on how to find close friends in college based on their stories.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic “Patience, Patience, Patience.” Encourage the visitor to share a story illustrating how it can take a long time to get comfortable with the uncomfortable and to reach expectations. Ask if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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#3 F inding Your Places on Campus (page 39) Quiz Questions

• In the tip and story from the book, in what sport did a student set a school record?

ANSWER: He set the school record in backstroke (swimming).

• In the tip and story from the book, what did the student do to help him find his place on campus?

ANSWER: He got involved in freshman orientation, a student organization.

Classroom Discussion • Why is it so important to get involved on campus? • What are some of the benefits of getting involved? • What are some of the risks of getting involved? • What are some ways students are planning to get involved? • If they are already involved, how did they get involved, and how has it helped enhance their college experience? Journal: Tip and Story Have students share the story of how they got involved or plan to get involved on campus in college. Have them offer words of wisdom in the form of a tip based on their stories.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “Finding your Place.” Encourage the visitor to share the step-by-step process that enabled the visitor to find his or her place. Ask if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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#4 When Lost or Confused, Ask (page 48) Quiz Questions

• In the tip and story from the book, when the student sharing the story asked for directions, how did people on campus respond? Were they helpful, or mean-spirited?

ANSWER: They were very helpful.

Classroom Discussion • Have you gotten lost on campus? What happened? • How did you find your way? • What did you uncover that was surprising while you were getting help? Journal: Tip and Story Share the story of how you got lost, whether physically, emotionally, or academically, and how you reached out for help or how you helped someone who was lost in some way and needed help. Offer a one- sentence tip based on the story. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “When Lost or Confused, Ask.” Encourage the visitor to share a time when he or she needed help and found it, or a time when he or she reached out to help someone else find answers. The help can be academic, social, emotional, financial, or any other type. Ask if the visitor is willing to offer his or her contact information

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. as a method for students in class to ask more questions and seek additional information.

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#5 B e Yourself: Not Me, Not Him, Not Her (page 51) Quiz Questions

• In the tip and story from the book, what did the student do wrong while she was trying to make new friends?

ANSWER: She acted just like the people she met. A few people from the different groups started talking about her, and they all realized she wasn’t being genuine.

• Ask students to finish the bottom line: “Try too hard to please the world, and you end up pleasing no one. Be yourself, and the world will be your friend—or…”

ANSWER: “at least the people who matter will.”

Classroom Discussion • Will everyone you meet on campus like you? • Will you like everyone you meet? • What is the risk in being yourself? • Why is it so hard to give people permission to not always like us? • If it’s not hard for students to give people permission to not like them, how are they able to handle the people who don’t understand them? Journal: Tip and Story Have your students share the story of how they or someone they know did something that was not an authentic self-representation. How did it impact your life or outlook? Offer a one-sentence tip based on the story.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “Be Yourself: Not Me, Not Him, Not Her.” Encourage the visitor to share a story when he or she pretended to be someone he/she was not or encountered someone in his/her community who was not being authentic. See if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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#6 About Your Parents… (page 53) Quiz Questions

• In the tip and story from the book, how often did a student’s parents call her before she freaked out?

ANSWER: Every single day.

• In the tip and story from the book, how often did a student talk to her parents after they worked out a plan?

ANSWER: Two to three times a week.

Classroom Discussion • How do you prefer to communicate with your parent(s)? • How often do you communicate? • How much is too much? How much is not enough? • What does your parent say or do on the phone that you would like to change? Have you discussed this issue? If not, why not? • Before beginning life in college, did you discuss how often you would talk to your parents and how you would communicate? • Do you call your parents to get them to fix your problems? If so, how can you learn to fix your own problems? Journal: Tip and Story Have students share the story of how they or someone they know communicates with their parents in an unhealthy way. Have them offer a one-sentence tip based on their stories.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “Your Parents.” Encourage the visitor to share a story about when reaching out to parents is helpful and when it is not. See if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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#7 H omesickness: Breathe Deep, It’s in the Air (page 59) Quiz Questions

• According to the Higher Education Research Institute, what percentage of surveyed freshmen “frequently” or “occasionally” felt lonely or homesick?

ANSWER: 61.

• What is the cure for homesickness? A) Going home B) Making your new home a place that you will be sick to leave in four, five, or six years.

ANSWER: B.

• TRUE OR FALSE: College admissions brochures show pictures of students crying, being sad, and feeling homesick.

ANSWER: False.

Classroom Discussion • What do you miss most about home? • What do you miss the least about home? • What are three things you have done or can do to help make your new home feel more comfortable? Who are people on campus you can reach out to?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Journal: Tip and Story Have students share the story of what they miss most about home and what they have been doing to help themselves. If they have not experienced homesickness, they can share the story of what they have observed by watching their homesick friends (what have friends done right or wrong to help themselves). They can then offer a one- sentence tip based on their stories. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “Homesickness.” Encourage the visitor to share a deeply personal and emotional story of homesickness and how life got better as time passed. The story and tip can include missing friends, family, significant others, etc. Ask if the visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

#8 Technology: The Fifth Wall (page 63) Quiz Questions

• Explain the Fifth Wall of Technology.

ANSWER: The Fifth Wall of Technology is made up of cell phones, the Internet, Facebook, video games, and anything you plug in that can keep you from connecting to the real world around you on campus.

• Why can getting stuck behind the Fifth Wall be dangerous?

ANSWER: You can miss out on connecting with people on campus.

• In the tip and story in the book, what did the student do that caused him to miss out on making new friends on campus?

ANSWER: He stayed in his room and talked to old friends from home, downloaded music, and drank beer.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Discussion • What are some ways that technology can be used to create new connections on campus? • How much time do you spend using technology to talk to friends from home? Is it too much? • What is a reasonable amount of time to talk to old friends? • How can you cut down on communicating with friends from home and not hurt friendships? Journal: Tip and Story Have students share a tip and story that reveals how technology has helped them or hurt them when finding their place on campus, exploring new opportunities on campus, or forming new relationships on campus. Classroom Visitor Have an upperclassman/student mentor/leader/professional on campus share a tip and story with your class based on the topic of “The Fifth Wall.” Encourage the visitor to share a deeply personal and emotional story of how technology can help and hurt using real-life examples from life on campus. Ask if the classroom visitor is willing to offer his or her contact information as a method for students in class to ask more questions and seek additional information.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 2: Residence Halls

#9 R esidence Halls: A Cruise without the Water (page 77)

#10 M eet People without even Trying (page 80)

#11 Residence AssistantS: Your Personal Assistant (page 82)

#12 N ot All Residence Halls Are Created Equal (page 85)

#13 T he Ugly Side of Residential Life (page 89) Quiz Questions

• Tip #9: Name three perks of residence life listed in Tip #9.

ANSWERS: 1. You can meet people without even trying.

2. Possible amenities include cable, Internet, heat, bath- room suites, a gym close by, air conditioning, coed floors, study suites, libraries, on-site counseling, free tutors, twenty-four-hour computer access, mini food marts, and dining options.

3. Help, support, and answers to your questions are just a few doors away.

4. Living and learning communities—live, eat, and learn with people who share the same major. Who knows, you might even have your professor as a neighbor down the hall.

5. Great location—usually near classrooms, campus, and transportation.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 6. Floor activities on the weekends (and often on weeknights) and opportunities to participate in residence life/student government.

7. Flyers, notes, and general information flows on bulletin boards, on walls on the way to the cafeteria, and in many common areas.

8. Reasonable cost (in most cases).

• Tip #10: According to the advice offered in tip, what is the best way to make new friends?

ANSWER: Leave your door open when you’re home.

• Tip #10: According to the senior from the University of Akron offering the tip and story, why is it a good idea to leave your door open if you want to make friends?

ANSWER: People will literally just come in and say “Hi!”

• Tip #11: In the story from Tip #11, was the first RA helpful or not helpful?

ANSWER: The first RA was NOT helpful.

• Tip #11: According to the student writer in Tip #11, what should a student do if the first RA you approach is not helpful?

ANSWER: Find another RA or other staff member who can help.

• Tip #12: The person who offered advice in the tip and story came from what school?

ANSWER: Shawnee State University.

• Tip #13: According to the story following Tip #13, what was the intoxicated student who was passed out in the unlocked room wearing?

ANSWER: Nothing.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. k k k

Classroom Discussion • Do you like your RA? If yes, explain. If not, explain. • Do you think RAs are helpful? If yes, explain. If not, explain. • What has been your best interaction with an RA? • What has been your worst interaction with an RA? • What did your RA do that surprised you? • What did your RA do that disappointed you? • If you were an RA, what are three things you would do to help students get comfortable on campus? • Was something of yours stolen while you were in the residence halls? • What has been the most uncomfortable part of residential living? What have you done to try to make this uncomfortable situation more comfortable? Journal: Tip and Story Have students share one thing they wish they had known about residential living before moving to campus. Have them share the story behind the tip. Classroom Visitor Have two experienced RAs talk about all the ways they have helped students. Have them share tips and stories based on their personal experiences. Make sure these staff members can offer students a way to get in touch with them after the class, in case students do not feel comfortable sharing their issues in front of the rest of the group.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 3: Roommates

#14 T he Ultimate Roommate Rule (page 97)

#15 The Random Roommate (page 102)

#16 The Naked Roommate (page 105)

#17 The Best Friend Roommate (page 108)

#18 T he Gay, Lesbian, or Bisexual Room- mate (page 111)

#19 T he Noisy, Naughty, and/or Nasty Roommate (page 115)

#19.99 THE MASTURBATING ROOMMATE (page 119)

#20 T he YOUR-GIRLFRIEND/BOYFRIEND- DOESN’T-LIVE-HERE Roommate (page 121)

#21 T he Lying, Stealing, Klepto Room- mate (page 124)

#22 T he Drunk and/or High Roommate (page 127)

#23 The Roommate in Need (page 130) Quiz Questions

• Tip #14: What percentage of students that were surveyed reported “frequently” or “occasionally” having difficulty getting along with roommate(s)/housemate(s)?

ANSWER: 46.6.

• Tip #14: TRUE OR FALSE: Roommates who want to get along will always find a way to get along.

ANSWER: True.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #14: TRUE OR FALSE: Even the most compatible roommates will have disagreements.

ANSWER: True.

• Tip #15: What made the roommate in Tip #15 dislike her new roommate?

ANSWER: Her preferences in music and movies.

• Tip #15: According to the bottom line in Tip #15, what should someone wear when judging a roommate?

ANSWER: A judge’s robe.

• Tip #16: In Tip #16, what are three categories of the naked roommate?

ANSWERS: 1. The “I’m Naked, Look at Me” Roommate.

2. The “I’m Naked, Do Not Look at Me” Roommate.

3. The “I’m Naked, But Didn’t Mean for You to See Me (Or Us)” Roommate.

• Tip #17: According to the bottom line in Tip #17, why is there nothing to be gained by living with a best friend?

ANSWER: If you live with your best friend and hate it, you’ll lose a best friend.

• Tip #18: According to the author of the tip and story in Tip #18, after coming out, how did the people treat her?

ANSWER: With respect.

132 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #18: TRUE OR FALSE: If you are not gay, lesbian, or bisexual and find yourself living with a gay, lesbian, or bisexual roommate, chances are you will be gay or lesbian as a result of living with a gay or lesbian roommate.

ANSWER: False.

• Tip #19: According to the tip and story in Tip #19, when is the best time to say something to a noisy, naughty, or nasty roommate?

ANSWER: Immediately.

• Tip #20: In Tip #20, the word “sexile” is used. Define “sexile.”

ANSWER: Being unable to enter one’s room because the roommate is constantly having sex.

• Tip #21: What are some ways you can minimize risk of theft?

ANSWERS: 1. Put initials on everything.

2. Don’t bring valuable or irreplaceable items.

3. Keep valuables out of sight.

4. Lock your room.

5. Get a locking footlocker.

6. Don’t hesitate to tell if you suspect something is stolen.

• Tip #22: According to Tip #22, what is the best time to discuss a problem with a drunk roommate?

ANSWER: When the roommate becomes sober.

the naked roommate book 133

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #23: True or false: According to Tip #23, if you are unsure if a roommate needs medical help, it is better to let him or her sleep it off and wait until the morning.

ANSWER: False. If you think your roommate needs medical help, call for help.

• Tip #23: According to Tip #23, what should you do if you suspect a roommate needs help as a result of alcohol use, drug use, depression, or other mental health issues?

ANSWER: Talk to your RA, talk to people in the counseling center, call the roommate’s parent, or call 911.

Classroom Discussion • Are you the best roommate? • What have you done that could make you look like the “roommate from hell”? • What has been the hardest part about living with someone? • What have you found to be the best approach to dealing with uncomfortable situations in your room? What surprised you most about your roommate, based on your assumptions? • What do you think surprised your roommate most about you, based on first impressions? Imagine you were judging yourself for the first time; what could be misinterpreted based on your Facebook profile and online “footprint”? Does a roommate’s sexual orientation matter? If so, why? If not, why? • What do heterosexual roommates need to know about GLBT roommates? What do GLBT roommates need to know about heterosexual roommates? • Do roommates have a right to have a guest spend the night? What is reasonable? • Can you see why a roommate who has strangers in the room can be upsetting? • Is it okay to party in your room without checking with a roommate? • What is the best way to approach a roommate that you think has a problem? • What are some warning signs that your roommate could be in need of help?

134 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Journal: Tip and Story Think back to an uncomfortable roommate situation you or someone you know experienced and how the situation was handled. What tip can you offer based on this situation, and what’s the story behind the tip? Classroom Visitor Idea #1—Have a stranger or upperclassman visit class. The visitor should say NOTHING. Have the students guess any of the following characteristics of the visitor: hometown; race; religion; major; occupation/job; relationship status; sexual orientation; leadership positions on campus; car he or she drives; favorite music; favorite TV show; or even a deep, dark secret. After the students finish judging, collect the responses. Read a select few responses and then have the guest reveal the true answers. Students will be amazed at how much their impressions might vary from the truth.

Chapter 4: Finding Friends

#24 The Snow Globe Factor (page 141)

#25 S hopping For New Friends (page 144)

#26 W hy College Friends Are Different (page 147)

#27 F riend Today, Gone Tomorrow (page 149)

#28 H igh School Friends, Cows, and Cats (page 152) Quiz Questions

• Tip #24: What percentage of surveyed freshmen frequently or occasionally felt worried about meeting new people?

ANSWER: 39.2.

the naked roommate book 135

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #24: What is the “snow globe factor”?

ANSWER: It’s controlled chaos; everyone is scrambling to find friends, to find their classes, and to find their place on campus.

• Tip #25: Where does the commuter student from San Jose State University suggest meeting people to make new friends?

ANSWER: The food court.

• Tip #25: True or false: Harlan suggests that the best way to find friends is to get out of your room and do something you love doing with people who love doing the same things.

ANSWER: True.

• Tip #26: According to the bottom line at the end of the tip, what does it take to know how strong college friendships are?

ANSWER: It takes going through the good and bad and good and bad again (say three times) to know how strong friendships are.

• Tip #27: Why are friends you make during the first weeks similar to seasonal clothing?

ANSWER: Some lose their appeal as time passes.

• Tip #28: What is the most important part of Tip #28 (according to Harlan)?

ANSWER: “Do not compare your college experience to your friends’ college experiences.”

Classroom Discussion • How did you make your closest friends in high school? • How long did it take to form these friendships? • Did you choose them, or were they chosen for you? • Did you ever have friends that you grew apart from? What happened?

136 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • How easy is it to meet people on campus? How many of you came to college with friends on campus? How many of you came to college with no friends on campus? • What is the hardest part of meeting new people? • Where is the best place to meet new friends? • What is the best thing to do to help make new friends? • How do you (kindly) choose not to maintain a friendship with someone? • What is the most hurtful thing someone has said or done to you while trying to make friends on campus? Why is it not a good idea to compare your college experience with your friends’ experiences on other campuses? • How much communication with friends from high school is too much? Journal: Tip and Story Have your students share what they wish they could have told themselves about making new friends or keeping old friends, based on their college experiences up to this point. Have them share the tip and story. Classroom Visitor The theme of this classroom visit is “How I Made My Closest Friends on Campus.” Ask upperclassman student leaders to share the story of how they formed their closest friendships on campus. Also have them share stories of times friendships did not stick. The goal is to let students know that not all friends will be forever, but good friends are available if the effort is made.

the naked roommate book 137

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 5: Getting Involved on Campus

#29 G etting Involved: What, Where, When, How, and Why (but not in that order) (page 161)

#30 C lubs and Organizations: A Smorgas- bord of Opportunity (page 166)

#31 S ports and Athletics: Buckets of College Sweat (page 170)

#32 A cademic Organizations: Where Smart People Gather (page 172)

#33 R eligious Activities: Your Prayers Answered AND the Culture Club (NOT Boy George) (page 175)

#34 T he Perks: Travel and See the World For Free (page 178) Quiz Questions

• Tip #29: According to the student from Trinity Western University, why is it important to get involved as soon as possible?

ANSWER: Getting involved earlier connects you instantly to campus.

• Tip #29: What percentage of first-year students have done community service or volunteer work?

ANSWER: 41.

• Tip #30: TRUE OR FALSE: The Barbeque Club is a real club at the University of Texas-Austin.

ANSWER: True.

138 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #31: In the tip from the student from Boston University, what new sport gave the student an intense feeling of competition?

ANSWER: Women’s rugby.

• Tip #32: In the tip from the student from Bradley University, what professional organization did the student get involved with?

ANSWER: An engineering fraternity.

• Tip #33: What percentage of students reported attending a religious service?

ANSWER: 78.1.

• Tip #34: According to the tip and story, where did the student go on her alternative spring break, and what did she do on it?

ANSWER: She went to Miami to build a home for a low- income family.

Classroom Discussion • Why is getting involved so important? • What clubs or activities are you involved with? • What clubs, activities, and organizations you would like to get involved with? • How do you plan on getting involved? • What makes you nervous or unsure about getting involved? • Why do you think so many students are afraid to go to events on their own?

SUGGESTION: Plan an event or match up students who want to participate in similar activities or organizations. Journal: Tip and Story Have your students share a tip and story based on their campus involvement up to this point in their college experience. Offer a tip sharing what they got involved with, and have them share the story of the steps they needed to take to get involved in their chosen clubs or organizations.

the naked roommate book 139

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 6: Greek Life

#35 Greek Life: Getting In (page 186)

#36 Greek Life: The Good (page 192)

#37 Greek Life: The Bad (page 197)

#38 Greek Life: The Ugly (page 200) Quiz Questions

• Tip #35: According to the student from Clemson, why is it a bad idea for prospective members to put on a show for rush parties?

ANSWER: Once accepted, if a member does not truly share similar interests, that person will be unhappy and have to continue to put on a show to fit in.

• Tip #36: According to Harlan’s advice, what are the five best parts of Greek life?

ANSWER: 1. Leadership opportunities.

2. Social opportunities.

3. Diversity.

4. Academics.

5. Networking.

• Tip #37: According to Harlan’s advice, what are five potential problems associated with Greek life?

ANSWER: 1. Isolation and lack of diversity.

2. Social pressures.

3. Loss of identity.

140 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 4. Complacency.

5. False sense of superiority.

• Tip #38: What is the hazing hotline number?

ANSWER: 1-888-NOT-HAZE (888-668-4293).

Classroom Discussion • If you are someone who has not joined a fraternity or sorority, what do you think it means to be in a fraternity or sorority? • If you are someone who has joined a Greek organization, what did you think Greek life was all about before you joined? After joining, what surprised you the most? What’s the part of Greek life that is most misunderstood? What is the best part about Greek life? What is the worst part? What is hazing? What are some of the consequences of hazing? Do you know that hazing is a felony? What would you do if someone hazed you? What would you do if someone wanted you to haze someone else? Journal: Tip and Story Ask students to share something they wish they had known about Greek life (this can be the good, the bad, or the ugly). Share the story that led you to the tip. Classroom Visitor Have classroom visitors from three sororities and three fraternities share the good, the bad, and the ugly. Have visitors who didn’t join a fraternity or sorority share why they chose not to go Greek. Also have the Greek organization advisor visit, so students can see whom to reach out to for more information if they have questions they don’t feel comfortable asking in class.

the naked roommate book 141

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 7: Life Inside the Classroom

#39 To Go or Not to Go (page 209)

#40 N ice Professor, Nice Professor (page 213)

#41 H ow to Get an A (or almost an A) (page 218)

#42 H ow to Just Pass (page 222)

#43 H ow to Fail (page 225)

#44 The Cheat Sheet (page 229)

#45 T he Art of Reading (or not reading) the College Textbook (page 232)

#46 Take Notes Here (page 235)

#47 Do It in a Group (page 238)

#48 O ld Exams, Sharing Notes, and Mostly Legal Ways to Pass (page 241)

#49 T he Major Issue: Picking One (page 243)

#50 Advice on Your Advisor (page 246)

#51 P ick a Number, Any Number (page 249)

#52 T ime for Time Management (THIS WILL BE FAST!) (page 252)

#53 W ine Tasting, Bowling, and Other Important Electives (page 256)

142 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Quiz Questions

• Tip #39: According to Harlan’s advice, if a student is unable to make it to class, what is one thing he or she can do?

ANSWER: Check the attendance policy. Get notes from friends in the class. Look into dropping a class. Get professional treatment (if you’re hungover or too drunk to go to class). Ask why you’re wasting your money and consider dropping out and buying a Ferrari with your tuition money.

• Tip #40: TRUE OR FALSE: According to the Higher Education Research Institute, 55.5 percent of surveyed freshmen “frequently” or “occasionally” felt intimidated by professors.

ANSWER: True.

• Tip #41: Using Harlan’s “Tip within the Tip,” name five strategies that can lead to earning an A.

ANSWERS: 1. Go to classes.

2. Sit near the front of the room.

3. Make sure your professor knows who you are.

4. Read ahead of time.

5. Study notes the night after you take them.

6. Look over the syllabus before class.

7. Get help before you need it.

8. Go to office hours.

9. Take advantage of teaching assistants.

10. Form study groups.

the naked roommate book 143

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 11. Ask about extra credit.

12. After taking an exam, ask questions when you get it back.

13. Find out from upperclassmen how professors grade.

14. Find and study old exams.

15. Talk to former students.

16. Avoid cramming, if possible.

17. Go to exam-review sessions.

18. Remember that grades can be negotiable.

• Tip #42: According to the tip from the student from Juniata College, what is so different between studying in high school and studying in college?

ANSWER: You actually need to study in college.

• Tip #42: Fill in the blank: Minimal work + minimal attendance + minimal effort = ______grades.

ANSWER: Minimal.

• Tip #43: According to Harlan’s advice, what are three things a student who wants to fail a class can do?

ANSWERS: 1. Sleep through class.

2. Skip class and then don’t do the readings.

3. Pretend to buy textbooks.

4. Avoid getting help from professor.

5. Do not go to review sessions.

6. Refuse to borrow notes after missing class.

144 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 7. Go to class drunk, high, or hung over.

8. Attend class, but play video games online.

9. Use your phone or laptop camera to tape yourself not paying attention.

10. Download porn in class.

11. Play hide and go seek during class, in another classroom.

12. Miss exams.

13. Look at someone else’s exam for the answers.

14. Show up late for an exam and cheat using another failing student’s answers.

15. Show up for an exam and get caught cheating using a wireless device.

16. Listen to iPod or music in class.

17. Refer to instructor as “Professor Stupid” and the teaching assistant as “Professor Stupid’s Assistant.”

18. Date the professor and cheat on him or her.

19. Date a professor and cheat with another professor and get caught.

• Tip #44: Are papers automatically screened for plagiarism when they are turned in?

ANSWER: Sometimes. Always assume that they are.

• Tip #45: According to the bottom line in Tip #45, what is the answer to the question? (NOTE: This tip on reading warns students NOT to skim this tip or skip the bottom line because it will reveal the answer to the “quiz” question.)

ANSWER: Sacagawea.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #46: According to the tip offered by the student from the University of Southern Indiana, where is the best place to sit when taking notes?

ANSWER: The front of the room.

• Tip #47: According to the Higher Education Research Institute, what percentage of students surveyed “frequently” or “occasionally” studied with other students?

ANSWER: 92.2.

• Tip #48: According to the bottom line in Tip #48, old exams can be the best study guide available. What is the rule to apply when using old exams?

ANSWER: If the exam is older than you, it might be too old.

• Tip #49: TRUE OR FALSE: Most students will change their majors at least once.

ANSWER: True.

• Tip #50: What does a good advisor do best?

ANSWER: Listen, ask questions, and allow you to answer them.

• Tip # 51: According to the “Bottom Line,” what should you do if you ever feel like you are “just another number”?

ANSWER: Make your voice heard, and don’t stop until you are number one.

• Tip #52: According to the Higher Education Research Institute, what percentage of surveyed freshmen frequently felt overwhelmed by all they had to do?

ANSWER: 41.5.

146 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #52: TRUE OR FALSE: Most campuses have resources to help you manage your time.

ANSWER: True.

• Tip #53: In the student story following the tip, what class did the student from Cornish College of the Arts take that helped her find her major?

ANSWER: Costuming for Theater.

Classroom Discussion • Is going to class important? If so, why is it important? • What is a valid reason to miss class? • Why are so many students too intimidated to approach professors? • Do you know your professors? • What is the best way to get an A? • What’s the best way to just pass class? • What’s the best way to fail? • Why do students cheat? What are the consequences of cheating? • What’s the best strategy to get through all the reading in college? • What’s the best note-taking technique? • Why is studying in a group valuable? • How do you form a study group? • Is it considered cheating to use old exams to study? • How does a student pick a major? • What can a student do outside the classroom to figure out what he or she enjoys inside the classroom? • How often have you met with your advisor? • Why is it important to know your advisor? • How are you at managing your time? • What’s been the hardest part of time management for you? • What’s helped you manage time the most? • What’s the best elective to take? Journal: Tip and Story Have your students think about their academic experiences in college. What’s the one thing they wish they had known earlier about succeeding in the classroom? What’s the story that led the students to this wisdom?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Classroom Visitor Invite campus experts to class to share a tip and story. Consider:

1. A favorite professor to share a tip and story about attending class

2. An academic advisor to share a tip and story about why it’s important to know your advisor

3. A time-management expert

4. A professional from the Dean of Students’ office to share cheating stories and tips

5. A student who changed his major several times before achiev- ing success

148 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 8: Dating and Relationships

#54 T he Rules of College Love (or just lust) (page 265)

#55 The College Hookup (page 269)

#56 C lose-Distance Relationships (page 273)

#57 L ong-Distance Relationships (LDRs) (page 276)

#58 H igh School Bitter Sweethearts (page 280)

#59 I maginary Relationships and Online Dating (page 282)

#60 The Friendly Relationship (page 285)

#61 G ay/Lesbian/Bisexual Relation- ships (page 288)

#62 C heaters, Users, and Abusers (page 291)

#63 I Have No Life Other Than My Relationship (page 295)

#64 I Got Dumped and No Longer Have a Relationship (page 298) Quiz Questions

• Tip #54: According to Harlan’s advice in Tip #54, list two steps included in his five-step plan to finding a date.

ANSWERS: 1. Embrace the Universal Rejection Truth of Dating and Relationships.

2. Train for the sport of taking risks.

the naked roommate book 149

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 3. Stop making excuses.

4. Take the risk.

5. Celebrate, reflect, and repeat.

• Tip #55: Name five of the seventeen forms of the college hookup listed in Tip #55.

ANSWERS: 1. The “Drunk” Hookup.

2. The “Friendly” Hookup.

3. The “Rebound” Hookup.

4. The “Cheating” Hookup.

5. The “Desperation” Hookup.

6. The “Online” Hookup.

7. The “Who’s Next” Hookup.

8. The “Ex” Hookup.

9. The “Visitor” Hookup.

10. The “I Love You” Hookup.

11. The “Convenience” Hookup.

12. The “First-Week” Hookup.

13. The “I Just Want to Have Fun” Hookup.

14. The “Weekend” Hookup.

15. The “Sympathy” Hookup.

16. The “Help Me” Hookup.

150 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 17. The “Repeat Backup” Hookup.

• Tip #56: What is “dormcest” or “hallcest”?

ANSWER: Messing around with a neighbor.

• Tip #57: According to Harlan’s advice in Tip #57, what’s the one thing a partner should avoid doing? (Hint: it will ruin everything you’ve worked so hard to build.)

ANSWER: Cheating.

• Tip #58: TRUE OR FALSE: Harlan suggests not being in a rush to ditch that high school sweetheart when starting life in college.

ANSWER: True.

• Tip #59: According to Harlan’s advice, what’s the Number 1 rule of online dating?

ANSWER: “If you can’t date offline, you’re not ready to date online.”

• Tip #60: TRUE OR FALSE: According to the student from the University of Missouri who shared the tip and story, when having romantic feelings for a friend, it’s better to keep your feelings a secret.

ANSWER: False.

• Tip #61: According to the student offering the tip and story from Wentworth Institute of Technology, can it be a problem to date someone who is not “out”?

ANSWER: It’s very difficult.

• Tip #62: TRUE OR FALSE: According to Harlan’s advice, “Cheaters are selfish and lazy people who don’t have the tes- ticles, or the ovaries, to say how they feel to someone they supposedly like or love.”

ANSWER: True.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #62: Fill in the blank “Demand respect, and you will com- mand ______.”

ANSWER: Respect.

• Tip #63: According to Harlan’s advice in Tip #63, what are two things that can happen when you have no life other than your relationship?

ANSWERS: 1. Friends and family can get hurt and pissed off.

2. You become so dependent on the person that you end up putting up with things you would otherwise never put up with, because you don’t realize that you have options.

3. It’s hard to grow, make friends, and find new experiences when your only experience is that relationship.

4. You become so isolated and alone that your relationship becomes a crutch that you need to lean on, in order to find balance.

• Tip #64: According to Harlan’s advice, what does sitting naked in a bathtub filled with angry bees while covered with honey have in common with breaking up with a first love?

ANSWER: The sting.

Classroom Discussion • Why is hooking up so common on campus? • Is hooking up good or bad? Why? • Can long-distance relationships work? If so, how? If not, why? • How can a student balance a long-distance relationship and still have a life on campus? • If you knew you had 1,000 people who wanted to date you at all times, would you still be with the same person? Would you put up with someone who didn’t treat you the way you deserved to be treated? How would knowing others wanted to date you change your life? • Is it a good idea to date someone who lives on your floor or lives down the hall?

152 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Why are people so afraid of taking emotional risks when it comes to dating and relationships? • Why do people cheat on people they supposedly like or love? • What are the warning signs of an unhealthy relationship? • How do you find a date on campus while sober? • How do you get over love gone bad? Journal: Tip and Story Have your students share a tip or story based on their dating and relationship experiences in high school or college. Ask them to think of something they wish they had known before taking the plunge. Have them share the story and tip. Classroom Visitor Have four upperclassmen visit the class and share four distinct stories. One person should be single, one person should identify as GLBT, one person should be in a long distance relationship, and one person should be dating. All four people can share the stories of what they wish they had known about dating and relationships when they first arrived on campus.

the naked roommate book 153

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 9: Sex

#65 Deciding to Do It (page 307)

#66 Deciding Not to Do It (page 310)

#67 Doing It Way Too Much (page 313)

#68 The One-Night Stand (page 316)

#69 P imps, Hos, and Reputations (page 318)

#70 Sexual Souvenirs (page 321)

#71 The U of Birth Control (page 331)

#72 Possibly Pregnant (page 343) Quiz Questions

• Tip #65: List three questions Harlan suggests asking yourself when deciding to have sex.

ANSWERS: 1. Will you be filled with regret when it’s over?

2. Can you communicate with your partner before, during, and after?

3. Do you have contraception (including condoms)?

4. Have you asked your partner about herpes, genital warts, and other sexual souvenirs?

5. Do you want to give this person something so special?

6. Have you talked about what would happen if someone got pregnant?

7. Are you doing it because you want to, or because you’re feeling pressured?

154 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 8. Are you sober? Is your partner sober?

9. Are you afraid sex will ruin the relationship?

10. Is this decision in alignment with your values and religion?

11. Will it be awkward to see the person the next day?

12. Is it happening in a comfortable location?

13. Does it feel one hundred percent right?

14. Do you know the person’s first and last names? Can you spell them? Can you pronounce them?

• Tip #66: According to the student offering a tip and story from Redlands College, what must someone be able to do with a partner before sleeping together?

ANSWER: Talk.

• Tip #67: According to the student offering the tip and story from the University of Oklahoma, why was it awkward for her seeing certain people around campus, at a game, or at the library?

ANSWER: She had sex with them and later regretted it.

• Tip #68: According to the student offering the tip and story from Earlham College, why does he warn against drinking and engaging in sex?

ANSWER: It’s not always clear that the sex is consensual.

• Tip #69: Fill in the blank: “Reputations are like really bad ______—they can stick to you and follow you for a very long time.”

ANSWER: Gas.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #70: TRUE OR FALSE: According to the CDC, approxi- mately one out of six of the total adolescent and adult population is infected with herpes simplex virus-2.

ANSWER: True.

• Tip #70: TRUE OR FALSE: Chlamydia can often be present without symptoms being present.

ANSWER: True.

• Tip #70: TRUE OR FALSE: Once you get herpes or HPV (the virus that causes genital warts), there’s no getting rid of the virus.

ANSWER: True.

• Tip #70: TRUE OR FALSE: HPV (Human Papillomavirus, the virus that causes genital warts) can often be a precursor to cervical cancer.

ANSWER: True.

• Tip #70: TRUE OR FALSE: It’s possible to get a sexual souve- nir without having intercourse.

ANSWER: True.

• Tip #71: According to the ACHA-NCHA, what percentages of women and men reported using a condom plus another method of birth control?

ANSWER: 45.3 percent of women and 50.6 percent of men.

• Tip #71: What is the failure rate of condoms (according to FDA data)?

ANSWER: Eleven to sixteen pregnancies per one hundred women.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #72: According to the student from Florida International University who offered the tip and story, what happened to the condom that caused the girl to become alarmed?

ANSWER: It slipped off and came out only when she urinated the next day.

Classroom Discussion • Why do some people rush into having sex? • Why do smart students expose themselves to so many health risks when it comes to engaging in unhealthy sex? • What are the most common sexually transmitted infections? What are the symptoms? • How can students make smarter choices when it comes to sex? • Do students value their virginity? If yes, explain. If no, explain. • Can students still date and not have sex? • Where are resources available for sexual health? • Where should students turn to get free condoms and other free resources? Journal: Tip and Story Ask your students to think about the one thing they wish they had known about sex before starting college. Share a story and tip based on their own experiences or the experiences of other friends they have met in college. Classroom Visitor Invite the health educators on campus to share tips, stories, and resources available. If possible, find someone who has a sexually transmitted infection and is willing to share the story of how he or she contracted it and what it means to live with it. Also, share sexual health resources and information so students can get help on campus and in the community.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 10: Drinking on Campus

#73 Drinking on Campus (page 351)

#74 S low Down, Don’t Drink Too Fast (page 355)

#75 Not Everyone Is Drinking (page 359)

#76 The Social Lubricant (page 362)

#77 Safer Unsafe Sex and Alcohol (page 365)

#78 S exual Assault and Alcohol (page 368)

#79 D on’t Be So Stupid that You Accidentally Kill Yourself (page 372)

#80 Drinking and Driving (page 376)

#81 Still Hungover (page 379)

#82 Y ou Might Be an Alcoholic If… (page 381) Quiz Questions

• Tip #73: TRUE OR FALSE: 12.5 percent of college students reported partying one hour or less per week.

ANSWER: True.

• Tip #73: What percentage of students reported not partying at all?

ANSWER: 33.4.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #73: According to Harlan’s advice in tip #73, what are two of the four reasons students drink?

ANSWER: 1. It’s a group thing (peer pressure).

2. It’s a social crutch.

3. It’s an emotional crutch.

4. It’s an addiction.

• Tip #74: What mistake did the inexperienced student from Eastern Connecticut State University make while consuming alcohol?

ANSWER: Drinking alcohol on an empty stomach.

• Tip #74: According to Harlan’s advice in Tip #74, what should a student do if someone offers him or her a cup of punch with alcohol?

ANSWER: Do not drink it! It can be all alcohol or can contain date rape drugs.

• Tip #74: TRUE OR FALSE: Women feel the effects of alcohol more rapidly than men.

ANSWER: True. The same amount of alcohol will always affect a woman more than a man. It’s all about biochemistry.

• Tip #75: According to Harlan’s advice from Tip #75, if a student doesn’t want to tell people that he doesn’t drink, what can he or she do to blend in?

ANSWERS: 1. Hold a cup with something other than alcohol.

2. Hold yourself.

3. Hold a small pet, like a ferret, guinea pig, or mouse.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #75: FILL IN THE BLANK: According to Harlan’s advice, what should you think if someone gives you a hard time about drinking? “Man, this person is such an insecure ______.”

ANSWER: Loser.

• Tip #75: TRUE OR FALSE: According to the Higher Education Research Institute, 38.8 percent of students drank beer occasionally or frequently as high school seniors.

ANSWER: True.

• Tip #76: According to Harlan’s advice in Tip #76, why is it hard for students to talk to people they are attracted to while sober?

ANSWER: Fear of rejection.

• Tip #76: FILL IN THE BLANK: Drunk people say and do stupid things. Sober people say and do stupid things too, but drunk people say and do more stupid things and are too drunk to be aware of how ______they appear.

ANSWER: Stupid.

• Tip #77: According to the tip and story from the student attending Alfred University, what was she most disappointed about, following her drunken hookup and emergency contraception the day after?

ANSWER: “I let one night of intoxication almost ruin me.”

• Tip 77: According to the ACHA-NCHA, what percentages of college men and women reported having sex as a consequence of consuming alcohol?

ANSWER: 21.8 percent of men and 18.4 percent of women.

• Tip #78: TRUE OR FALSE: Between one in four and one in five college-age women experience completed or attempted rape during their college years.

ANSWER: True.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #78: COMPLETE THE FOLLOWING: “No victim of rape, whether sober or drunk, is ever at fault. ______, ______, ______. It’s not your fault! Please don’t feel ashamed.”

ANSWER: Never, never, never.

• Tip #79: In this tip, Harlan shares a story about his roommate who almost died. What happened to the roommate?

ANSWER: He drank so much that he vomited blood. After being forced to go to the hospital, he underwent emergency surgery to repair a ruptured esophagus; he had been hemorrhaging (internally bleeding) the entire day.

• Tip #79: FILL IN THE BLANK. “Don’t be so stupid that you accidentally _____ yourself.”

ANSWER: Kill.

• Tip #79: FILL IN THE BLANK. “Do whatever you want to do, just be ______about being ______.”

ANSWERS: 1. Smart.

2. Stupid.

• Tip #80: In the tip and story from the student attending Elon College, how many drinks did he have before driving?

ANSWER: Three.

• Tip #80: According to Harlan’s advice in this tip, what should you do if you see someone driving drunk?

ANSWER: Call the police and report it.

• Tip #81: According to Harlan’s advice, what is the only cure for a hangover?

ANSWER: Time.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #82: True or False: 31 percent of students met criteria for a diagnosis of alcohol abuse and 6 percent for diagnosis of alcohol dependence in the past twelve months.

ANSWER: True.

• Tip #82: According to the advice in this tip, identify three of the seven questions to ask yourself or someone you suspect of having a problem with alcohol.

ANSWERS: 1. Have you ever felt you should cut down on your drinking?

2. Have people annoyed you by criticizing your drinking?

3. Do you need to drink more to get drunk or feel the desired effect?

4. Have you ever felt bad or guilty about your drinking?

5. Have you ever had a drink first thing in the morning to steady your nerves or get rid of a hangover?

6. Do you ever drive when you’ve been drinking?

7. Have you ever missed class or work because of your drinking? Classroom Discussion • Why do so many students feel the need to drink alcohol? • Is it possible to have a good time in college and stay sober? • Why do students think most people drink, when so many students don’t drink? • Does alcohol help you take risks? What kinds of risks does alcohol help you take? • What’s the stupidest thing you’ve seen someone do because of alcohol? • Is there such a thing as consensual sex when drinking? • What does “being smart about being stupid” mean to you? • Do you know of anyone who has been hospitalized because of alcohol use? What’s the story? How can students make smarter choices when it comes to alcohol?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • How can you avoid drinking, but still make friends and have fun? • What are the symptoms of alcohol dependence? • What resources are available to get help for alcohol dependence? • What kinds of transportation services are available to avoid driving drunk? Journal: Tip and Story Students can share the most surprising thing they’ve experienced, seen, heard, or smelled regarding alcohol use in college. Based on this experience, what tip would they offer themselves (or other students), and what’s the story behind it? Classroom Visitor Invite a student who has become an alcohol educator to share tips, stories, and resources available on campus. Have the peer mentor share his or her story and discuss the choices students have when it comes to alcohol use. Also have the visitor share resources and information to help students get help and support related to alcohol education on campus and in the community.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 11: Drugs on Campus

#83 About Drugs on Campus (page 388)

#84 How to Avoid Them (page 391)

#85 Why Not to Do Drugs (page 394)

#86 Just Don’t Accidentally Die (page 397)

#87 College Smoking Butts (page 409)

• Tip #83: According to Harlan’s advice in this tip, what two categories do students fall under when it comes to drugs on campus?

ANSWER: 1. Students who haven’t seen any drugs on campus.

2. Students who see drug use on occasion.

• Tip #83: TRUE OR FALSE: According to the tip from the student from Florida Gulf Coast University, if your closest friends smoke pot, there’s a pretty good chance you will not smoke pot.

ANSWER: False.

• Tip #84: TRUE OR FALSE: Once you sell drugs, even if it’s 0.1 ounce of marijuana to a friend, you will forever be a drug dealer.

ANSWER: True.

• Tip #84: FILL IN THE BLANK: Avoid drugs by avoiding people who do ______.

ANSWER: Drugs.

• Tip #85: According to Harlan’s advice, what are the two reasons he never got into drugs in college?

ANSWER: 1. Pot makes you hungry, and he didn’t want to gain weight and get tight pants.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 2. A fear of dying by accident and having to have his parents explain that he was just experimenting.

• Tip #86: Not that anyone is recommending that students do drugs, but should a student do drugs, what are some things to keep in mind from the list Harlan offers in Tip #86?

ANSWERS: 1. Know where it’s from.

2. Don’t leave home while doing it.

3. Do drugs in a safe place with people you know.

4. Make sure you have friends with you.

5. Don’t mix alcohol with drugs.

6. If you’re freaking out, seek medical attention.

7. If busted, get a lawyer and talk to your parents.

• Tip #86: Pick two of the drugs from the list following Tip #86 and explain their effects on your health.

ANSWER: See pages 402–409.

• Tip #87: According to the statistic in Tip #87, what percentage of students smoke?

ANSWER: 14.3.

• Tip #87: FILL IN THE BLANK: “Just appreciate that the casual smoker becomes the ______.”

ANSWER: Regular smoker.

Classroom Discussion • Why do students do drugs? • How common are drugs on campus? • Is there pressure to do drugs? What are the risks? • What do you think about people who smoke cigarettes?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • How much do you spend on drinking, drugs, or smokes? • Why smoke? Why not smoke? • What is the scariest thing you’ve seen when it comes to people using drugs? • How can you know what you’re doing? • What are some ways to be safe when doing something unsafe? • What happens if you get busted? Where can you get help? Journal: Tip and Story Have your students share the most surprising thing they’ve experienced, seen, heard, or smelled regarding drug use in college. Based on this experience, what tip would they offer themselves or other students? Classroom Visitor Invite a student who has become a drug educator to share tips, stories, and resources available on campus. Have the peer mentor share his or her story and the choices that students have when it comes to using drugs (both legal and illegal). Also have the visitor share resources and information for help and support on campus and in the community when it comes to drug awareness and education.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 12: Money, Laundry, and Cheap Eats

#88 L oans, Grants, Scholarships, and Loose Change (page 417)

#89 Y our Financial Aid Advisor: MONEY, MONEY, MONEY, MONNNEEEEY (page 421)

#90 P art-Time Jobs, Big-Time Benefits (page 424)

#91 T he Credit Card and the $600 Candy Bar (page 428)

#92 Bad Checks, Bad Credit, and Bad Ideas (page 432)

#93 CHECKING OUT THE COLLEGE CHECKING ACCOUNT (page 435)

#94 S orry, This Book is Now “Used” (page 438)

#95 C heap Strategies for Eating (or barely eating) (page 442)

#96 L aundry Tips: This Page Is Not Fabric Softener (page 445)

• Tip #88: Do grants have to be repaid?

ANSWER: No (unless you have a federal grant and then get a drug conviction).

• Tip #88: Do scholarships have to be repaid?

ANSWER: No (assuming you meet the qualifications).

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Tip #89: What are work-study programs?

ANSWER: Part-time jobs offered as part of financial aid packages.

• Tip #89: TRUE OR FALSE: It’s a good idea to take out extra loans to buy extra stuff for your room and go on fancy spring break trips.

ANSWER: False.

• Tip #89: What is a FAFSA form?

ANSWER: It stands for Free Application for Federal Student Aid, the government forms you need to fill out to apply for financial aid.

• Tip #89: According to Harlan, what should you do if you’re not happy with your financial aid package?

ANSWER: Walk into the office, be polite, smile, and plead your case with the director.

• Tip #90: According to the sophomore from the University of Texas in the tip and story, what can be some of the best perks of working as an RA on campus?

ANSWERS: Possible free room and board. A stipend (small salary). Meeting a diverse group of people. Getting to know campus.

• Tip #90: In this tip, Harlan suggests students looking for a job find one that can help them make money and do what?

ANSWER: Figure out what you want to do with your life. (Example: if you want to go to law school, work at a local law firm or in the law school).

• Tip #91: According to the story and tip from the student attending Savannah College of Art and Design, what did he do wrong when the credit card bill arrived? What was the end result?

168 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. ANSWER: He skipped out on the bills. The result was ruined credit, and he ended up with more than $600 in fees.

• Tip #91: In the example in the tip, how many years would it take to pay off spring break, books, food, and clothing if paying only the minimum? How much interest will be paid?

ANSWER: 7.5 years and $1,600 in interest

• Tip #92: Why is a credit score important?

ANSWER: A credit score predicts how creditworthy you are—how likely it is that you will repay a loan and make the payments when due. In other words, it determines if you can get a loan to buy a car, rent an apartment, or be considered able to make other large purchases.

• Tip #94: According to Harlan’s advice in this tip, when it comes to nonacademic books, what’s one way to avoid buying the book?

ANSWER: Call the local or college library and see if you can check it out (borrow it).

• Tip #95: Where did the student from Xavier University shop to save a great deal of money on food?

ANSWER: Save-A-Lot.

• Tip #95: According to Harlan’s suggestions in this tip, what are three strategies to eat for less?

ANSWERS: 1. Get a part-time job where you get paid and can eat well for free.

2. Get a few friends together and shop at a warehouse club.

3. Always use coupons.

the naked roommate book 169

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 4. Get meals to go from the dining hall.

5. Take a little bit of food with you from the cafeteria.

6. Bring food from home.

7. Go to campus functions where there is food.

8. Sign up at www.NakedRoommate.com.

• Tip #96: According to Harlan’s laundry advice, what are three tips to keep your whites white and your darks dark and help you have the best time doing laundry?

ANSWERS: 1. Don’t wash dark and light colors together.

2. Check out concentrated laundry detergent.

3. Investigate a laundromat near campus.

4. Avoid shrinkage—read labels carefully.

5. Never leave clothes in the dryer unattended.

6. Do laundry at slow times—not on weekends.

7. Don’t overstuff machines.

8. Quarters are gold; save quarters.

9. Start conversations while doing laundry. Classroom Discussion • Do you find the costs of college stressful? If not, why? If so, why? • How do you deal with money stress? • What’s the best part-time job for college students? • What’s the most helpful strategy for managing money? • How has your financial aid advisor helped you? • How have you helped yourself pay for college?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Do you know your credit score? What are you doing to build you credit? • Do you have a credit card? What’s the stupidest thing you’ve ever bought with your credit card? What’s the most helpful thing you’ve bought? • What are your strategy and tips for doing laundry on campus? • What’s been your biggest laundry mishap, and what have you learned from it? Journal: Tip and Story Have your students share one thing they wish they had known about managing money, spending money, or making money in college. Have them share a story and offer a tip based on the story shared. Classroom Visitor Have financial aid advisors come to the classroom and share a couple of stories. One should be the story of the biggest mistake a student has made that caused the student to miss out on huge financial awards. What’s the story of the best thing a student has done that helped that student pay for college? Another option: have a land- lord, car dealer, or mortgage broker share a tip and story about how important it is to establish good credit in college.

the naked roommate book 171

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 13: Things Not Mentioned in the College Brochure #97 The Freshman 15...OR, UM, 45 (page 455)

#98 The Student Body Image (page 458)

#99 Exposing the College Eating Disorder (page 462)

#100 Depression AND Other Major MENTAL HEALTH ISSUES (page 468)

#101 Sexual Assault (page 478)

#102 To Transfer or Not to Transfer (page 481)

#103 Safe, Schmafe (page 486)

#104 Commuting? Words to Take with You (page 491)

Tip #104.1 COMMUNITY COLLEGE: A SMART AND LESS EXPENSIVE ROAD (page 494)

#105 Diversity: Sexual, Religious, Racial—IT’S ALL GOOD (page 498)

• Tip #97: According to Harlan, what happened to his freshman 15?

ANSWER: He lost it and now keeps it in a jar in his freezer.

• Tip #97: TRUE OR FALSE: Eating breadsticks, wings, pizza, and drinking an occasional beverage at three a.m. and then going to sleep can result in weight gain.

ANSWER: True.

• Tip #98: According to Harlan’s advice, what should we put on when looking at our reflection in the mirror, and what should we do?

172 the naked roommate instructor’s guide

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. ANSWER: Put on a thong. Embrace the things hanging out of your thong or work to change them in a healthy way.

• Tip #98: FILL IN THE BLANK: “No matter the size of your ______line, someone will want it.”

ANSWER: Bottom.

• Tip #99: According to the tip from the student attending the University of Missouri, what should you do if you spot someone with an eating disorder?

ANSWER: Help; don’t look the other way or make comments.

• Tip #99: According to Harlan’s advice, what makes for a “dangerous recipe” that can contribute to a college eating disorder?

ANSWER: Lack of control, constant pressure to look a certain way, and an abundance of high-calorie foods.

• Tip #100: According to the tip from the Bowling Green State University student, is getting help for depression a sign of weakness or a sign of strength?

ANSWER: A sign of strength.

• Tip #100: List three symptoms of depression listed in this tip.

ANSWERS: 1. Sadness, anxiety, or empty feelings.

2. Decreased energy, fatigue, being “slowed down.”

3. Loss of interest or pleasure in usual activities.

4. Sleep disturbances.

5. Appetite and weight changes (either loss or gain).

6. Feelings of hopelessness, guilt, and worthlessness.

7. Thoughts of death or suicide.

the naked roommate book 173

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. 8. Difficulty concentrating, making decisions, or remembering.

9. Irritability or excessive crying.

10. Chronic aches and pains not explained by a physical condition.

• Tip #100: According to the bottom line, what’s the happiest part about depression?

ANSWER: Help is available.

• Tip #101: If someone should suspect he or she is a survivor of rape after being passed out or unconscious, what should he or she do?

ANSWER: Go to the hospital and get examined. Getting examined doesn’t mean you need to press charges. It just means you have the option.

• Tip #101: What is the RAINN hotline number? What’s the website? What can it be used for?

ANSWER: 1-800-656-HOPE; www.rainn.org; it provides help and support to survivors of sexual assault.

• Tip #102: According to the bottom line, when transferring schools, why is it so important to know exactly why you are transferring?

ANSWER: You might transfer the problem to another campus, because the problem might be you.

• Tip #103: Assuming you were crazy, why would a college campus be a good place to catch people off guard?

ANSWER: People walk around with a false sense of security and reduced level of alertness.

• Tip #103: TRUE OR FALSE: Walking alone at night while wearing headphones in the darkest part of campus is a good idea.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. ANSWER: False.

• Tip #103: TRUE OR FALSE: It never happens to people like you, but it can happen to someone like you.

ANSWER: True.

• Tip #104: What time does the commuter student from Mesa State College arrive on campus and leave to help him feel more connected to campus?

ANSWER: Arrival time: 7:30 a.m., departure time: 4:00 p.m.

• Tip #104: According to Harlan’s advice, what’s one way for commuters to feel connected on campus?

ANSWER: Seek out other commuters. Find the commuter club or organization.

• Tip #105: In the tip and story, the student from Southern Indiana University met someone in her interpersonal communication class. What was the person’s ethnic background?

ANSWER: Indian.

• Tip #105: According to Harlan’s advice in the bottom line, when something makes you want to run, what should you do?

ANSWER: Ask yourself what you’re running from.

Classroom Discussion • Do you think most college students are comfortable with their bodies? If so, explain. If not, explain. • What lengths have you seen people go to, in order to maintain the perfect body? • What is an ideal weight in college? • What’s the best way to stay fit in college? • What are some of the signs of an eating disorder? • How do other people’s comments regarding body image affect you? • How safe do you feel on campus? • How common do you think sexual assault is on campus?

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. • Should you ever be a survivor of sexual assault, would you know a place to contact? • How common is depression? • What are some of the warning signs of depression? • How can you help a depressed friend or roommate? • What are some ways to help manage depression on campus? • What are some strategies to be a commuter and stay connected to campus? Journal: Tip and Story What has been your most challenging experience in college? What do you wish you could have told yourself? Share the tip and story. Classroom Visitor Invite a student who has managed an eating disorder, dealt with depression, or survived sexual assault. Have the peer mentor share his or her story and the resources available on campus. Health educators can be powerful resources.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Chapter 14: College: A Higher Education

#106 The U of No Regrets (page 507)

#107 Your Tip Goes Here (page 509)

• Tip #106: In the tip and story written by the student from Suffolk County Community College, what would he do differently?

ANSWER: Nothing.

• Tip #107: Looking back at this class, what is the most valuable thing you will take away and apply to your college experience?

ANSWER: All answers are correct.

Classroom Discussion • What is your biggest regret so far in college? • What do you wish you had known that would have helped you avoid regret? • How could you use this experience to move forward and fuel future success? Journal: Tip and Story Have your students share one thing they wish they had known about the college experience before stepping foot on campus and starting life in college. Have them share a tip and the story behind the tip. Classroom Visitor Have a CEO, president, or an alumnus who has achieved success against the odds share a tip and story sharing his or her best moment and worst moment in college and how these experiences shaped his or her future success.

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Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

Closing Thoughts You’ve Reached the End of the Guide...

I know, you want more guide. We hear you. But you’ve now reached the last page (well, almost the last page...). While the guide has ended, we hope this will be the beginning of a relationship with you and your institutions. We invite you to visit NakedRoommate. com and The Naked Roommate Instructor’s Facebook group to share your thoughts and ideas. We are always working on ways to make this guide, the workbook, and book more valuable for you and your students. Please reach out to us via email or through the websites, so that we can keep you up-to-date as the latest develop- ments, revisions, and tools become available. We are working on several new initiatives that will use technology to create an even more compelling and interactive First Year Experience inside and outside the classroom. We’ll keep you posted! We wish you and your students the most memorable, rewarding, and successful First Year Experience ever!

Thank you!

Sincerely, Harlan & Cynthia

closing thoughts 179

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

About the Author: Harlan Cohen

Harlan Cohen is the author of four books, a professional speaker, a musician, and one of the most widely read and respected male syndicated advice columnists in the country. Harlan is the bestselling author of the books The Naked Roommate: For Parents Only (Sourcebooks), Dad’s Expecting Too! (Sourcebooks), The Naked Roommate: And 107 Other Issues You Might Run Into in College (Sourcebooks), and Campus Life Exposed: Advice from the Inside (Peterson’s). Harlan has been featured as an expert offering advice in the New York Times, Wall Street Journal Classroom Edition, Real Simple, Seventeen, Psychology Today, and hundreds of other newspapers and publications. King Features Syndicate distributes Harlan’s Help Me, Harlan! advice column worldwide. Harlan is a frequent guest on television programs across the country and has been a guest on hundreds of radio programs. Harlan is a professional speaker who has visited over four hundred college campuses. He is an expert who addresses teen issues, college life, parenting, pregnancy, dating, relationships, sex/no sex, rejection, risk taking, leadership, women’s issues, and a variety of other topics. Harlan is the founder of the websites NakedRoommateforParents.com, NakedRoommate.com, and HelpMeHarlan.com. He is the producer, lead singer, and musician on his album Fortunate Accidents. He is also the founder and president of Risk/Rejection Awareness Week (February 7–14 annually) and the International Risk-Taking Project. He lives in Chicago, Illinois, with his wife and two young children. In his spare time he enjoys completing exercises from the workbook on an endless loop.

about the author: harlan cohen 181

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

About the Author: Cynthia Jenkins

Cynthia Jenkins PhD is currently the Assistant Vice President for Student Affairs as well as the coordinator for the First Year Experience course at the University of Texas at Dallas. She earned her Bachelor of Science Degree in Psychology from Arizona State University and her Doctorate in Human Development and Communication Sciences from UT Dallas. She holds a clinical assistant professorship in the School of Behavioral and Brain Sciences and takes an Introductory Psychology class to Peru each spring break. She previously served as Director of Undergraduate Advising and Associate Dean of Students, and lives in Plano with her two future college freshmen.

about the author: cynthia jenkins 183

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

The Naked Authors Online

Connect with Harlan:

• Website: www.HelpMeHarlan.com • Facebook: www.Facebook.com/HelpMeHarlan • Twitter: www.Twitter.com/HarlanCohen • YouTube: www.YouTube.com/HarlanCohendotcom • Email: [email protected]

Connect with Cynthia:

• Email: [email protected]

the naked authors online 185

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. Author Speaking Events

Keynotes, Workshops, AND Live Events Harlan Cohen is a nationally recognized speaker who has presented on hundreds of campuses across the country. Harlan delivers keynotes, facilitates workshops, and can be found participating in a wide variety of events. He can host your:

• College night event • Conference keynote • Graduation keynote • Parent programs (high school and college) • High school programs (sophomores, juniors, and seniors) • Professional development workshop (for high school and college professionals)

For more information on Harlan’s keynotes, workshops, and events, visit:

www.HelpMeHarlan.com/speak.html

www.HarlanCohen.com

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The Naked Roommate First Year Experience Program

With the bestselling The Naked Roommate book, a student workbook complete with activities and exercises, and an online instructor’s guide with a framework for classroom implementation, the world’s #1 going-to-college book is now the premier First Year Experience program.

• The Most Effective • Covers subjects critical to success and retention • Ideal for first generation students • The Most Student Friendly • From one of college life’s most effective and trusted voices • Covers topics important to students • The Most Affordable • A fraction of the cost of most programs

For more information on The Naked Roommate First Year Experience Program, visit

www.NakedRoommate.com www.sourcebooks.com/nakedroommate or email [email protected].

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. The NAKED Suite of Products

The Naked Roommate

The Naked Roommate First Year Survival Workbook

The Naked Roommate planner

The Naked Roommate boxed calendar

The Naked Roommate instructor’s guide

The Naked Roommate speaking tour

The Naked Roommate professional training (live seminar for instructors using the book as a First Year Experience text)

For more information on the NAKED suite of products, visit www.NakedRoommate.com

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc. A Book for Parents of College Students by Harlan Cohen

Check out Harlan’s book for parents. Think of it as “The Naked Parent” but with a title more acceptable to their eyes. Harlan delivers the latest facts, stats, tips, and stories from parents, students, and experts from across the country to equip parents with everything they need to know to help their children (and themselves) have the very best college experience.

For more information on The Naked Roommate: For parents Only visit www.NakedRoommateForparents.com www.Facebook.com/TNRforparents www.Twitter.com/TNRforparents

Copyright © 2013 by Harlan Cohen and Cynthia Jenkins. All rights reserved. Published by Sourcebooks, Inc.

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