First-Year Experience « The Student Affairs Collaborative

First-Year Experience

Joe

“Please Complain.”

That line is something that every syllabus should include in its first few lines. Not in the context of, “This is too hard.” or “This is too much work.” but rather in the context of “you aren’t challenging/stimulating/engaging me.”

In any classroom the facilitator should be engaging the participants in the learning, as opposed to lecturing and breathlessly spraying knowledge into the air. The latter is akin to throwing spaghetti against the wall, hoping some of the noodles stick. To take the analogy further, lecturers will show off the noodles that stick (A’s for those who learn by listening) while brushing the ones that don’t stick (C’s for those who learn better by doing) under the rug.

What brought me to this topic is a perfect storm of an insightful Seth Godin blog post (also titled, “Please complain”) and a blog post by one of my students who innocently touted, “My classes are way too easy… They are kinda pathetic in a way.” Upon approaching the student, I encouraged her to complain and let me (as one of her educators) know that the classroom that I’m running isn’t challenging, engaging, or stimulating her thinking. I’m not sure if she was more stunned by the fact that someone was actually reading what she was putting on the internet or by the fact that I was empowering her and encouraging her to follow through on her willingness to be challenged. In any case, we’ll see if she follows through.

My point is this, in a higher education environment that is increasingly focusing on costs, revenues, returns-on-investments, and customer satisfaction – who are we to not encourage and empower our students to complain if they are unhappy with their academic or co-curricular experiences? We are here to facilitate their learning, to create safe environments for their self discovery through successes and failures, and to ask questions such as “how would you make it better?”

In the end however, it’s up to us. We can either challenge, support, and engage or we can keep throwing spaghetti at the wall and hope enough of it sticks to make a difference in the appetites of our hungry learners. Seth Godin says it best:

“Acquiring and processing user feedback is a choice. If you want people to speak up, be clear and mean it. If you don’t, don’t pretend.”

Is this a mentality of higher education becoming consumer focused? Is this the mentality of a generation feeling entitled enough to tell an educator when they are teaching in ways that are no longer efficient or applicable?

I hope you feel challenged, engaged, and stimulated enough to comment and continue the discussion.

Tom

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#sachat / Conferences / First-Year Experience / Professional Organizations — 2 Comments
18
Aug 11

Weak Ties vs Strong Ties

James Fowler’s keynote address at the #ACUI11 conference this year stirred up quite a discussion after he made the claim that online relationships had little influence over behavior. As expected, our friends in the #SAchat community quickly expressed concern for the statement through the Twitter backchannel and afterwards in the hotel lobby as they’ve experienced a great deal of influence exchange through #SAchat. In talking over the keynote with Jeff Lail from UNCG that night, he brought up the idea of weak ties verses strong ties within relationships. In-person connections are more likely to build strong ties whereas online connections are more likely to result in weak ties.

Over the past year, it’s been interesting to watch this concept play out within the micro world of Student Affairs. The #SAchat community on Twitter is the most active hashtag for Student Affairs professionals to connect, learn, and grow from each other. However, within #SAchat there are many sub cultures such as Residence Life, Orientation Leaders, First Year Experience, etc. These subcultures have tried, several times, to create and maintain a hashtag to connect their members together. But most of the hashtags have faded away. Why?

Let’s start with #SAchat. The original group of people who started #SAchat knew each other in the real world. There were strong ties within the inner core. This meant that if no one else participated in the conversation, there would still be a longer term commitment to the conversation between the people in the inner core because they shared strong ties. As it happened, other people did join the conversation and over time it grew. If it were a dance floor, the total number of people on the dance floor increased through weak ties, but the number of people with strong ties in the center of the dance floor stayed the same. The critical shift in the community happened last year during conference season when #SAchat members hosted meetups at each conference. They wanted to meet their weak tie online friends IRL (in real life) and thus turn them into strong tie friends. The results were amazing, the #SAchat community grew exponentially. Back to the dance floor, not only did the overall number of people on the dance floor increase, but the number of people in the center of the dance floor increased as many of the weak ties were converted into strong ties. Each meetup repeats this process.

During conference season this year, I made it a point to connect with as many #SAchat people as possible IRL because not only did I want to get to know them better, but I also know how strong ties are what keep people engaged in the community longer.

On the flip side is #FYEchat. I started the #FYEchat community to mimic the success of the #SAchat community. But it has never quite worked [yet] even though I see the value it could provide to First Year Experience professionals. The difference is I started the community on a foundation of weak ties so the commitment to keep the conversation going wasn’t there. So it fades in and out.

Another example is the #WLsalt community. The community started online with a collection of weak ties but has since grown to a dedicated group. The critical difference between #WLsalt and #FYEchat was that soon after a collection of weak ties were created online, they hosted a meetup for the community at a conference to convert those weak ties into strong ties. The strong ties thus formed the inner core of their dance floor.

In terms of weak ties and strong ties, there are two options to creating and maintaing an online community. Either start with an inner core built on strong ties that are dedicated, or convert your weak ties into strong ties quickly. Once the inner core is established, and the community norm of inclusion is practiced, you’ll watch your community grow with little effort from you. Weak ties won’t have as much influence over you as strong ties whether online or offline.

Tyler

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Campus Issues / Collaborative Learning / Creativity / Diversity / First-Year Experience / Freshman / Games / Leadership Training / Low Cost Programming / Resident Life / University — No Comments
18
Jul 11

Build This House: An activity for discussing first-generation students with student leaders

Explaining the experience of first-generation college students is a task that many of us quickly deflect if at all possible. Just because a subject can be classified as “well, every situation is so different” does not mean that we cannot try. A few years back, a hall director I worked for needed me to come up with a first-generation college student (FGCS) program for her resident assistant staff. After some thought, I came up with the following, relatively quick program:

Materials needed:

Two (or more) sheets of paper

Pencils (preferably the stencil pencil kind)

Or use a whiteboard/chalkboard

(Groups should be 5 or less/group)

Preparation:

1. Design two like house outlines (basic blueprints with basic room options)

2. On back of each, list:

Rooms needed:

Kitchen

Bathroom

Living room

Master bedroom

Spare bedroom

Upstairs bathroom (shared between the two bedrooms)

Appliances needed:

Oven, fridge, sink, pantry, island, counters, cupboards, dishwasher

Sofa, couch, TV, coffee table, plants (x3)

Soap and towels

Bed, armoire (x2), treasure chest, nightstand (x2)

Repeat for spare bedroom (add a desk)

Rules:

Designate 2 “parents”

Divide group into (two) equal halves

Parent 1 = you know the ins-and-outs of home building. Feel free to help with all aspects of the basic design. Give pointers but allow for choices!

Parent 2 = you try to help with basic design but have no prior experience. Accidentally, you give the group bad advice and misguided direction. Five minutes into the activity, you get frustrated and leave.

Allow for 15-20 minutes for groups to finalize their houses.

Once completed, ask the following questions (plus your own):

How did the “parents” help/hurt?
What were the difficult decisions?
Why did you place/label each room where/what?
What are the differences between groups?
How does this relate to first generation college students?
1. Parents who can help/ parents who are inexperienced
2. Some decisions are made without understanding
3. Communication between student-home is stressed
4. Transitioning as a freshman becomes immediately more difficult
5. Does FGCS correlate with low socio-economic status (SES)*?

Treat this as a basic start to get the discussion/training session started. The point of the project is to metaphorically show students that matriculating through a successful college career is similar to building an efficient house— it helps to have an experienced architect. However, it takes student leaders and student affairs professionals to make sure that each student who does not have an experienced parental architect is aware of the plethora of resources offered by their university.

Remember, first-generation college students (FGCS) and students of low socioeconomic status (SES) are not necessarily correlated and should be understood as separate but equally important variables when further understanding our student populations.

Tyler Martin recently completed his M.Ed. in Higher Education and is seeking a position in Student Affairs.

Debra

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#sachat / First-Year Experience / Orientation — 5 Comments
23
Aug 10

Laws of Physics and College Transition

There is an amusement park near my home that has one of those lose your lunch inducing rides that spin faster and faster until the floor drops out. It leaves you stuck to the wall until the ride slows and you gradually resume your footing on solid ground. The science of this phenomenon is centrifugal inertial force.

My university is welcoming 4,356 new students to campus as we begin the fall semester; colleges across the country are welcoming thousands more over the next few weeks. Imagine the inertial force as these students navigate classes, new roommates, and campus cultures that are frequently in contrast to their personal experiences.

Now, imagine your campus as a giant spinning disk with a student planted firmly in place by centripetal force, moving along the curved path of the disk, going with the flow. All is fine as the student survives residence move-in, deciphers a schedule, and maneuvers the dining center. But soon the campus disk is spinning faster and the centrifugal inertial force can become greater than the centripetal friction force holding the student in place. A failing quiz grade, roommate argument, financial difficulties or homesickness can all be triggers to send our students flying right off the college ride.

As we in student affairs greet our new students and those who are returning, it is important that we keep these laws of physics in mind. Know what resources you have available to address student concerns. Advocate for your students when university networks are difficult to follow. Listen carefully for clues that a student may be struggling.

Understanding F = mv²/r may just save a student.

Debra

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#sachat / First-Year Experience / Orientation — No Comments
15
Jul 10

Tornado Watch: Assessments for Student Retention

As a resident of tornado alley, there is a summer tradition of dusting off the Twister DVD while scanning the afternoon skies for possible wall clouds. The film takes place in Oklahoma, but was filmed near my current home in central Iowa. The story follows a team of meteorological students and scientists as they attempt to place weather sensors in the path of a tornado to measure readings inside of the storm. After many failed attempts, injuries, and even fatalities, our protagonists successfully launch the sensors and save humanity. Err, save their research. As the flick can also be caught at least three times a week on cable during the summer, I catch up on all of my favorite lines.

Jo: [cow flies by in the storm) Cow.

[cow flies by in the storm]

Jo: ‘Nother cow.

Bill: Actually, I think it was the same one.

Watching the segment as the sensors rise into the F-5 tornado and begin generating data, I am reminded of our students, particularly those in the first-year. If we could read their minds and extrapolate the whirlwind of thoughts and emotions, surely we could develop better methods for student success and retention. Fortunately, there are a variety of assessments to assist in this process.

The College Student Inventory™ (CSI) from Noel-Levitz allows students to answer questions regarding their strengths and challenges before they even arrive on campus. I ask my incoming students to complete this assessment after summer orientation and use the information to frame our beginning of the year 1:1 appointments. The student and advisor reports are handy for discussion and the group summary reports provide great information for planning our first-year seminar course and programming topics.

MAP-Works® offers a similar tool to discover student transition issues early in the semester. Students develop a personal profile based on their initial campus experience that is measured for potential barriers to success. A web-based report is generated immediately for students and faculty or staff advisors that compares with all first-year students on our campus. Campus resource services are suggested where needed.

The Myers-Briggs Type Indicator® (MBTI®) helps demonstrate theory that there are distinct patterns to individual psychological types even though persons exhibit these patterns in different ways. Helping students to understand their type preferences and how they affect personal learning styles provides a common ground for understanding differences and the transition to college. I provide an MBTI learning styles assessment for each student in our first-year seminar each fall. Students do not always grasp the type concept, but do find meaning from discussion of the transition to university style learning.

It is common knowledge among student affairs practitioners that students enter the college or university with varying degrees of emotional intelligence. Additionally, those familiar with retention issues will cite non-academic challenges as the frequent impetus for student attrition. Assessing emotional intelligence using the EQ-i® allows students to see potential areas for growth that may enhance adaptation and coping skills leading to academic achievement. I find the EQ-i particularly helpful for students seeking direction in their academic or life plan.

While no assessment tool can foresee every difficulty faced by our students on the path to graduation, I have found these tools to be helpful for communication, planning, and advising. Not a certified MBTI or EQ-i user? Check with your human resources office for recommendations.

Have you tried these assessments? Other tools you suggest?

Enjoyed Twister and need a good summer read? Check out The Stormchasers.

Debra

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#sachat / First-Year Experience / Orientation — No Comments
1
Feb 10

Digital Storytelling: Adventures in the First-Year Experience

Like many institutions, my university participates in the National Survey of Student Engagement (NSSE) to measure programs and activities that enhance student learning and personal development. The purpose of NSSE is to help identify areas to improve the undergraduate experience in and out of the classroom.

The scholarship program that I coordinate hosts a first-year seminar course each fall for the 100 recipients of the award. The course is loosely based on the University 101 model framed by John Gardner when he was at the University of South Carolina. It follows an orientation and transition format and includes community-building activities for our program. We have a large group lecture for one hour each week and students meet in recitation groups of a dozen students for a second hour weekly.

In the NSSE spirit of enhancing the course experience and engaging our students, we try to integrate fun and a bit of technology for student projects. Our latest adventure was digital storytelling. Staff and peer mentors selected random movie genres, and a student from each recitation section drew from the genre options. We shared examples of digital storytelling and creating storyboards. We suggested task assignments such as videographer, actor, writer, and film editing to help the project go more smoothly. We made certain to review campus computer labs for the appropriate editing software in advance and provided this information to students. Finally, we stocked up on sale priced Flip Camcorders and gave this assignment to students:

Create a media project that embodies the transition to college and your first semester experience.
Final Project: No longer than 5 minutes and must include a flash mob.

The final productions were screened during our class “Film Festival” complete with popcorn and soda. Students were encouraged to vote for “Best Picture” and create award categories to fit the projects. Winning productions were featured on our student-run cable news channel.

There were a few bumpy roads throughout the ten-week project, but overall the response and student evaluations of the project assured us that students were engaged and most importantly, community was achieved. On an unexpected side note, our first semester grade point average rose to the highest level in five years, with no change in entering student academic profile. Of course we already look forward to repeating the project with our next student cohort.

Check out the final productions and let me know what you think.

Crime/Gangster Part I and Part II

Zombie

VaNessa Thompson

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Campus Issues / Diversity / First-Year Experience / Freshman / University — 1 Comment
5
Oct 09

If the room is a-rockin’ …

Working in Residence Life I have seen this scenario play out numerous times. The roommate A comes in and sees roommate B doing the nasty or Roommate B is sleeping while Roommate A is getting her kicks. It happens. However, now Tufts has placed a policy ban of sex while your roommate is in the room. Is this going too far?

The Tufts University policy is as follows:

Host Responsibilities:

Any resident student who will be hosting an overnight guest must adhere to the following expectations:

You must obtain permission from your roommate(s) before your guest arrives to campus.
If you live in a staffed residence hall you must obtain an Overnight Guest Registration Form from your Resident Assistant…
You may not allow your guest (whether Tufts affiliated or not) to occupy your room without your presence or give your room key or building fob to your guest(s) under any circumstances.
You are responsible for the behavior of your guests at all times and are liable for any damages incurred to your room or the residence hall as a result of your guest's behavior/actions.
You may not engage in sexual activity while your roommate is present in the room. Any sexual activity within your assigned room should not ever deprive your roommate(s) of privacy, study, or sleep time.

Many times it is hard for roommates to have these and other tough conversations; they are coming from home with their own room and now they have to share a space with someone. In Residence Life, we want to be able to give the residents skills that will help them in the future. I know when many of my residents had to have these conversations, it was probably the hardest thing to do; but it gave them conflict management and other skills that have helped them out in the future.

(Wayne State)

And thinking like a typical resident, what would be considered as "sexual activity?" Making out? Hugging? In today's society, that is ambiguous; it's not necessarily the actions, but the motivation behind them (in my opinion). If you are going to tell them not to do it, then I believe then you should define what that is for them. I can see how this could lead into some potential problems. And if a resident was to engage in this type of an activity and the roommate was present, what would happen? Would they get kicked out of the room? It's their room too and they have a right to use it as they see fit. With that said I like MSU's residence hall policy; it splits it between primary and secondary rights.

Michigan State's residence hall policy is that as a resident your primary rights are to read and study without interference, sleep and have access to belongings, and the right file grievance in your room. Any secondary rights, like having guests or having sex, cannot override those primary rights. Yeah there are some grey areas, but that allows the roommates to set the tone in their room for themselves, not the college or university. You could also do things like Wayne State's Roommate Agreement, where there is a list of questions and answers that help facilitate those conversations.

(My roommate and I at MSU in 2003)

For more articles related to Tufts' Policy, click here!

Shaun McCracken

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First-Year Experience — No Comments
7
Sep 09

Advising By Numbers

Every week, our office has staff training– we talk about new policies, new staff members, and any issues the “deans” want us to address in the week ahead. This past week, we were asked to review our caseload of new first-year students. We had been sent information about each student, including high school gpa, SAT scores, and other pertinent facts about the incoming freshman class. My boss warned us to pay particular attention to the students with lower high school gpas or SAT scores as these students were the most at risk for low retention. And yes, statistically, that’s true. But if all student affairs professionals used that rubric, I would never have made it to my freshman year of college, much less been marked for any kind of advising/retention watch list.

Despite an above average IQ (or perhaps because of it) I was bored by high school. I put almost no effort in to my studies and I was a notoriously poor standardized test-taker. My combined SAT score was only 1000. I only put forth effort in the subjects I enjoyed (English and Theatre). So when I set out to do the college application process, I wasn’t the “ideal” candidate.

I know the realities now. I was an under-performing, upper-middleclass student, applying to a private school. I was used to fulfill a quota that year–I was part of a percentage of students who could (technically) afford to pay the full tuition rate.

But my first semester of college I was on Dean’s List and I graduated college with honors. I simply needed someone to look beyond the “numbers” of who I was as a student…and look at me as a person.

All of us in student affairs, from admissions to advising, tend to get lost in the sheer volume of students we see. We turn to a numbers-based approach simply because it lets us make more sense of more students. But as our new class of freshman arrives on campus, take a second to look beyond the “numbers” of each student. Find out their stories…there may be a future colleague in the group.

Daniel W. Murphy

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Diversity / First-Year Experience / Freshman / Orientation — 1 Comment
1
Sep 09

Welcome Week Casserole

A few weeks ago I was sitting at my computer working through some details for a Welcome Week program when I started toggling back and forth between my excel spreadsheet and my Twitter feed. I found the usual – some website links skilled in the art of enabling procrastination, breaking news from five different sources (all with slightly different details, of course), and one-sided shout outs to people I will never follow.

With our Welcome Week right around the corner I figured I would give it a shot and a “Find People” search for “Welcome Week” resulted in over two-dozen profiles. I perused the list to find a handful of very active profiles, some schools where I had friends working and a good number of schools you could tell were just testing the waters on this “Twitter thing.” By the time I decided I needed some dinner, I had added about a dozen schools to the list of people that I follow. These schools; from all over the United States and Canada, representing public and private institutions, large and small student bodies, and variations in orientation program designs have been an absolute joy to follow.

It wasn’t until the middle of this most recent Welcome Week on my campus that I noticed a trend. Each of those 12 schools, plus the three that I have worked at, had the same essential elements that make up the core of their programming schedule. I realized that it’s a lot like a potluck dinner with friends. You were assigned to bring dessert and spend all afternoon whipping up an apple pie from your secret family recipe. You arrive at the potluck ready to show off your culinary aptitude when you realize there are two other apple pies already on the table. Even though they all contain the same essential ingredients, you find through tasting a sample of each that the three pies offer a distinct and unique experience for your palette.

Likewise, the Welcome Week experience is unique to each campus community. Inspired by my new friends that I have been following on Twitter for the past two weeks and the dutiful encouragement by my mother to learn to cook for myself, I would like to share with you my recipe for Welcome Week Casserole:

Start with your main ingredients; Move-In Day, some academic programming, and a healthy helping of student volunteers.

These ingredients create the base of your program. A semi-captive audience now resides on-campus that has survived (arguably) the first rite of passage on campus – carrying boxes to the (insert number that is actually one higher than the number of floors in your tallest residence hall) floor, maneuvering around the predictably broken elevator, and managing to avoid a parking ticket.

The academic programs are usually easy to identify… they contain the word “Academic” in the title and are usually frontloaded into the first full day of Welcome Week.

The student volunteers are often just as easy to identify — they are dressed alike and may be carrying large brightly colored objects (to be used in icebreakers). These students are often ridiculed by their peers on campus for being “too energetic,” “too happy,” or just downright “annoying.” Even though their motivation is sometimes in question (early move-in, the influence, recruiting for student organizations, building a social network, etc), I respect them more than almost anyone that works in Student Affairs. They are the front line of our programs, often being asked to fulfill expectations far beyond what would be imaginable for 18-21 year olds in a volunteer position.

Next, add one serving of a formal welcome program.

This program is usually designed as a way for administration and faculty to welcome new students to their community. Placed near the beginning of the week and with the pomp and circumstance associated with a commencement ceremony, these students officially become members of the academy. More than anything, this is a wonderful opportunity to involve campus partners in the orientation experience. (I think that campus spam blockers have been upgraded to weed out any emails with the words “invite,” “welcome week,” and “late night” in them.)

Now, gently fold in some diversity programming.

Probably the most unique of all Welcome Week components, I can think of nothing else more responsive to the make-up of the student body, campus and local social values, political influences and comfort level of orientation staff/committee members. It is worthy of graduate school case studies discussing the balance between challenge and support.

For some spice, a pinch of University Athletics will do.

If you have a marching/pep band, it is a must. Be careful though, there is a high probability that it will not go as you planned with the Athletic Director or Athletics Event Coordinator. Coaches are paid the big bucks to make game time decisions. In front of the new students, filled with a lot of energy, and in an effort to increase attendance and support for all of the athletic teams on the roster – there are plenty of opportunities for “game time decisions.”

Finally, the secret ingredient…

I can’t tell you what that is because it’s a secret! But, you know what I’m talking about. It’s the pink elephant on the campus. Every campus has one… it can take the form of large unsanctioned parties off campus, student groups hosting events in hopes of recruiting new students, or alternative “orientation programs” presented by jaded upperclass students. You won’t find it on the Welcome Week schedule, but if you ask any current student they can tell you when it happens. You may find something on the schedule for that day and time… it was probably put there because of the secret ingredient.

Mix it all together and place in an oven at 90 to 100 degrees for three to five days, or until ready.

My favorite part is putting it all in the oven. Mostly because I don’t have to do anything, but also because now it just leaves me with anticipation of the deliciousness that will result. I don’t know what’s happening inside the oven, all I know is that if I’ve done everything that I’m supposed to my casserole will come out exactly as planned. We go through great lengths to plan a week of events for new students on our campuses. Within all of this, is an inherent trust that our campus community will do their part to achieve the desired result. We arm new students with the ingredients to be successful; we engaged them with information and entertainment (edutainment… if you will); we give them access to successful upperclass students, faculty and alumni; and, then we hope for the best.

I can’t think of anything more rewarding and anxiety producing all at the same time. Hopefully we’ve set the table for an incredibly meaningful college experience. Now that I’ve stepped away from the table, full and ready for a nap, it’s time to make some notes and adjust the recipe as needed. The best part of it all is that we can rest assured that none of us will be bringing the exact same dish to the next divisional potluck.

Meghan Oster

Original post

First-Year Experience / Freshman — 2 Comments
23
Aug 09

Tomorrow

"Fifteen hundred years ago everybody knew the Earth was the center of
the universe. Five hundred years ago, everybody knew the Earth was flat, and
fifteen minutes ago, you knew that humans were alone on this planet. Imagine
what you'll know tomorrow…" -Kay in Men in Black (1997).

Imagine what I'll know tomorrow as I start my official
journey in Higher Education and Student Affairs at Baylor
University. I am anxious and excited to go to class and begin my new
apprenticeship. I can't image what I will know to tomorrow and in the
next two years. I feel as if I am a freshman once again the night before
college begins. I wonder what classes will be like and how this journey
will shape my future career. As a new member to this blog, I plan on writing
about "hot topics" that come up in class as well as issues pertaining
to my apprenticeship. Also, I will comment on life as a graduate student
in this area.

I decided to pursue this degree and eventually a career
in student affairs because I wanted to impact students' lives outside of the
classroom. College is an extremely important time for many students and
experiences outside of the classroom are just as important as experiences
within the classroom. Many students attending college don't realize that
some of the most important knowledge that they will gain won't come within the
four walls of a lecture hall but rather the four walls of a dorm room.
Our job as current and future administrators is to make sure that this
knowledge does not fall on deaf ears.

So, I can't help to think about the first year students
getting ready to start their undergraduate education. What will they know
tomorrow… a week from now, a month from and even four years from now? Will
they learn from their mistakes? Their world of knowledge is going to explode
and they probably don't even know it yet. Will they be willing to engage
in this atmosphere and truly experience everything college has to offer?
Honestly, I wish I could go back to my first year of college just to have that
experience again of feeling so small in a giant world but at the same time,
knowing that this journey will make this giant world a little bit smaller and a
little bit more manageable. As administrators, it is important to
remember that the future is in these students' hands and that they have a lot to
learn in a very short amount of time.

Imagine what I'll know tomorrow but more importantly…what they will
know… tomorrow.

The Student Affairs Collaborative

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