Post on 28-Mar-2015
transcript
Creating an Effective First Year: Moving from Analysis to Improvement
Betsy Barefoot, EdD
Presentation Conference on the First Year of Study at StirlingApril 21, 2006
Where the Policy Center is located
BREVARD, NC
The Bargain of Low Expectations“Don’t expect too much of us (the
institution), and we won’t expect too much of you (the students).”
Does this bargain operate at Stirling?
Innovations on the Margins
Discrete, peripheral programs Help campuses avoid fundamental changes
First-year programs: Necessary but not sufficient
The First-Year Experience
Everything that happens to new students
The common components – what are they?
Everyone’s responsibility
Foundations of Excellence® in the First College Year Nine principles (Foundational Dimensions®) Broad, non-prescriptive
Purpose/philosophy All Students
Organization Diversity
Learning Roles & Purposes
Transition Improvement
Faculty
Link with retention?
#1. Purpose/philosophy
Is there a collective sense of purpose or a philosophy for the first year?
#2. Organization
How is the first year organized?
Does it work well? Does it need to be improved?
#3. Learning
Learning outcomes for first-year students? Institution-wide or program-specific?
How are first-year classes being taught? Do methods of teaching and testing result in OU’s
articulated learning goals?
Possible Learning Goals
Engagement Relationship to perceived relevance
Critical thinking What does it mean to faculty? What does it mean to students?
Staging learning goals for the first year Role of student support
#4. Facilitating Student Transitions When does the transition to college begin?
How does it involve secondary schools, families, other support groups?
What about those “helicopter parents”?
Expectations
Communication to students and families
Academic expectations
Expectations about working off campus
Out-of-class expectations – what are they? What’s too much involvement?
#5. Encouraging a Culture of Instructor Responsibility
The importance of out-of-class interaction between instructors and students
A need for understanding
Instructor rewards
#6. Serving All Admitted Students The best and brightest? Academically challenged? Learning disabled? Students whose first language is not English?
And – the “average” student
Meeting students’ needs for physical and psychological safety
#7. Diversity in and Beyond the College Environment Appreciation of diversity
What does diversity mean in your context?
Beyond racial and ethnic diversity to diversity of religion, politics, socioeconomic status, world view, etc.
#8. Addressing Higher Education’s Roles and Purposes More than “to get a job”
Knowledge acquisition
Leadership development
Citizenship
#9. Continuous Improvement
The essential first step to informed change
We can’t get better unless we subject ourselves to periodic review and
evaluation!
Applying this Model Beyond the First Year
Undergraduate education
Faculties and other units
What We Have Learned
Many admirable first-year bits and pieces
Ideally we would start with the vision
Realistically we start where we are
Reconsidering what to add, what to retain, what to scrap
The Payoff
Greater ability to increase student learning More efficiencies More collaboration and coherence Better communication More clarity of purpose Maybe even transformation to a more
engaging campus Improved retention ???
Taking Risks, Changing, Transforming
What we ask our students to do – we must also be willing
to do ourselves.
Contact Information
Betsy Barefoot, EdDCo-Director & Senior ScholarPolicy Center on the First Year of College
barefoot@fyfoundations.orgwww.fyfoundations.org
Copyright, 2006.
Artwork by Steve Tansley – Scottsdale, Arizona