A Fresh Perspective on College Freshmen

1. A �Fresh� Perspective on College Freshmen that there is a clear shift in kind and degree of differences between former students and the present ones: "the sense that most faculty share that today's freshmen are different from their predecessors, more disengaged, and more difficult to reach and teach, Although there are exceptions, the evidence supports teachers' suspicions that students are less prepared and less committed to academic pursuits than they were twenty years ago. However, "Students are not responsible for their culture" (5); they are victims of it, just as are the high schools from which they graduate. Several factors indicate that students are entering college with reduced academic training: (1) graduation requirements often allow students to enter their senior year with few remaining required courses; (2) students are often allowed to replace more rigorous academic courses with electives and personal service courses; and (3) sometimes the academic courses themselves are not standardized or adequate for college preparation. Moreover, several factors combine to make students enter college freshmen courses with a decided lack of commitment: negative experiences with these courses in high school, a similarity of titles in the high school and college courses that leads students to think they already know this material, and the idea that in college one should be able to pursue courses related to one's career goals. that there is a clear shift in kind and degree of differences between former students and the present ones: "the sense that most faculty share that today's freshmen are different from their predecessors, more disengaged, and more difficult to reach and teach, Although there are exceptions, the evidence supports teachers' suspicions that students are less prepared and less committed to academic pursuits than they were twenty years ago. However, "Students are not responsible for their culture" (5); they are victims of it, just as are the high schools from which they graduate. Several factors indicate that students are entering college with reduced academic training: (1) graduation requirements often allow students to enter their senior year with few remaining required courses; (2) students are often allowed to replace more rigorous academic courses with electives and personal service courses; and (3) sometimes the academic courses themselves are not standardized or adequate for college preparation. Moreover, several factors combine to make students enter college freshmen courses with a decided lack of commitment: negative experiences with these courses in high school, a similarity of titles in the high school and college courses that leads students to think they already know this material, and the idea that in college one should be able to pursue courses related to one's career goals.

3. National Norms for Fall 2007 Cooperative Institutional Research Program (CIRP) Freshman Survey administered by the Higher Education Research Institute at UCLA. Conducted for 42 years; Over 13 million student participants Over 1900 schools Published each year in �The American Freshman� 2007 data based on responses of 272,036 students at 356 4-year colleges and universities Examines characteristics and expectations of incoming students before starting college http://www.gseis.ucla.edu/heri/index.php

4. Most Frequent Habits of Mind Students were asked to identify how likely they were to engage in each of the following over the last year: Support opinions with a logical argument - 58.2% Ask questions in class - 54.4% Revise your papers to improve your writing - 46.8% Seek feedback on your academic work - 43.9% Evaluate reliability of info you received - 35.0% Explore topics on your own - 29.0% (even though it was not required for class) Look up scientific research articles and resources- 21.2%

5. Parental Involvement Survey assessed students� perceptions of parental involvement with college-related activities. Latino students were more likely to report �too little� parental involvement. Activity White Latino Choosing college activities 16.1% 43.3% Choosing college courses 18.6% 43.5% Dealings with officials at college 12.1% 32.2% Application to college 11.9% 27.3% Decision to go to college 4.2% 11.5% Note: Indicates percentage who reported �too little� parental involvement for each activity.

6. Social Networking Sites According to the HERI website, 94% of first year college students use them. 49% reported spending 1-5 hours per week on sites 32% reported spending none to less than 1 hour 19% reported 6 hours or more Women were more likely than men to use them Doesn�t appear to take time away from studying (51% reported spending 1-5 hours per week on HW/studying) Those with high use do report less confidence in study skills and time management

7. Additional Findings Research indicated an increase in overall importance of diversity issues. Slight increase in the importance of environmental issues (although not as high as it was in early 90s). When asked about reasons for selecting a college/university, results indicated slight increases in the following factors: Academic Reputation Job Outlook for Graduates Graduate School Admissions National Rankings Cost/Affordability

8. FIU�s CIRP Data In 2007 FIU participated in the CIRP survey 2114 FIU first-year students participated The following data offers comparison between responses and perceptions of FIU students and their national counterparts.

9. FIU�s CIRP Data Demographics Ethnicity FIU* National White 20.7% 86.7% African Am./Black 8.9% 6.8% Latino/Hispanic 71.6% 5.3% Asian Am./Asian 5.2% 3.8% Pacific Islander/Hawaii 0.5% 0.8% Other 6.0% 2.5% English is Native Language 61.9% 96.7% *Note: This reflects data from only those students who completed the survey

10. FIU�s CIRP Data High School Information HS Type FIU* National Public 60.1% 82.1% Public (charter/magnet) 20.4% 3.3% Private religious 15.6% 9.9% Mostly white 23.1% 59.3% Mostly non-white 42.6% 7.4% *Note: This reflects data from only those students who completed the survey

11. FIU�s CIRP Data Parental Information/Background Income Info FIU* National Income = $100,000 25.0% 38.5% College Degree FIU* National Father 45.1% 52.6% Mother 44.7% 52.8% *Note: This reflects data from only those students who completed the survey

12. FIU freshman spent more time than their national counterparts: Socializing with someone of another racial/ethnic group Using the internet for research or homework Volunteering Working more than 20 hours per week Tutoring another student Studying with other students Reading for pleasure

13. FIU freshman spent less time than their national counterparts: Smoking cigarettes Talking with teachers outside of class Discussing politics Being bored in class Drinking beer/wine/liquor Feeling depressed Feeling overwhelmed by all they had to do

14. Millennial Students/Helicopter Parents Born between approximately 1978 - 1995 When these students were growing up, they were highly scheduled and highly sheltered by their parents. There are strong bonds between these students and their parents and they tend to stay connected. They are expected to excel. If they do not excel and their parents have the financial means, they are provided tutors and coaches. Parents expect that individual attention, extra help, and other institutional resources will be provided. They expect us to protect and educate their students. Boomer parents have been carting these kids in minivans to ballet lessons, soccer games, violin, piano, swimming. They are used to being told what to do. They are used to someone else deciding what's best. Most minutes of every day are planned and filled by parents. "There is a whole consumer customer mode with parents. 'I'm paying for this, and I want this.' Parents get in the middle of roommate squabbles. They call for anything, financial, roommates, academics." Millennials think of the world as scheduled and that someone must have the agenda, says Carter. "It comes from being over-scheduled; they go where they are told to go. They don't know how to entertain themselves; they don't have the wherewithal to think for themselves, they don't realize that it�s a possibility. They are very insulated and naive. They find themselves frustrated without a menu... [T]hey don't really know what they want." Boomer parents have been carting these kids in minivans to ballet lessons, soccer games, violin, piano, swimming. They are used to being told what to do. They are used to someone else deciding what's best. Most minutes of every day are planned and filled by parents. "There is a whole consumer customer mode with parents. 'I'm paying for this, and I want this.' Parents get in the middle of roommate squabbles. They call for anything, financial, roommates, academics." Millennials think of the world as scheduled and that someone must have the agenda, says Carter. "It comes from being over-scheduled; they go where they are told to go. They don't know how to entertain themselves; they don't have the wherewithal to think for themselves, they don't realize that it�s a possibility. They are very insulated and naive. They find themselves frustrated without a menu... [T]hey don't really know what they want."

15. The Millennials: Also called Generation Y, Net Generation, Digital Generation, Baby Busters Techno-savvy; always connected Self-confident, optimistic, hopeful, goal-oriented, and success-driven They are diverse and inclusive More global, civic, and community-minded than Generation X Entrepreneurial Approach learning from a collaborative approach Believe that education is a good thing Thrive on flexibility and space to explore Value guidance and partner well with mentors

16. High School Experience Their days were rigidly controlled They often had a personal relationship with a teacher which helped to motivate them Assigned reading was discussed thoroughly in class Students were tested frequently covering short spans of material Their view of learning was often memorizing a collection of facts Their view of teaching was transmission of knowledge from teacher to student Many had strong support systems of family and friends to turn to for advice, help or comfort

17. Their First Year sharing a room for the first time writing a check for the first time finding their way around a new place learning a new set of rules and procedures adapting to living away from home learning to manage their own time interacting with people with diverse backgrounds and values adapting to different classroom norms learning how to learn altering or developing study habits exploring their sexuality thinking about their future feeling like a small fish in a big pond First-year students are not only developing academically and intellectually, they are also establishing and maintaining personal relationships, developing an identity, deciding about career and lifestyle, maintaining personal health and wellness, and developing an integrated philosophy of life. What this means, in concrete terms, is that many of the students are doing things which may seem minor many years later, but can be quite daunting when they are new. For example, many students are: First-year students are not only developing academically and intellectually, they are also establishing and maintaining personal relationships, developing an identity, deciding about career and lifestyle, maintaining personal health and wellness, and developing an integrated philosophy of life. What this means, in concrete terms, is that many of the students are doing things which may seem minor many years later, but can be quite daunting when they are new. For example, many students are:

18. Student Development Theory Astin�s Involvement Theory Challenge and Support � Sanford Identity Development Theories (racial, ethnic, GLBT, gender) Schlossberg�s Transition Theory Kohlberg � Moral Development Chickering � Vectors of Identity Perry � Intellectual Development

19. Chickering�s 7 Vectors of  Identity Development k

21. What Can We Do? Realize that entering freshmen were high school students three months earlier. Be explicit about your expectations and the type of learning expected in your course. Communicate directly the importance of attending class. Teach students how to prepare for college assignments and exams. Provide assessment and feedback often. Ask students questions during class. Encourage students to ask questions or seek assistance as a normal part of the learning process Maximize active, experiential, problem-based learning; minimize lecturing. Use cooperative (team-based) learning extensively, both in and out of class. Highlight major points at the beginning of the lecture. Summarize periodically during each class and at the end of a lecture. Design course in terms of learning outcomes, instead of course objectives. High school students: Many high school students are mature, thoughtful, and industrious, but those are probably not the first three adjectives that come to mind if you are trying to describe the species collectively. A sizeable percentage of high school students lack the sound judgment, sense of responsibility, and work ethic needed to do well in a University curriculum and they're not likely to magically acquire these things in the summer between high school and college. Expectations:For example, explain to first-year students how many hours of work they should plan for a 9 unit course. Especially in large classes, be very clear about course policies (e.g. when assignments are due, to what extent collaboration is encouraged, how missed exams will be handled) both in your syllabus and in class. Learning: because some students' high school teachers may have defined learning as memorizing, not analysis, synthesis, or evaluation. You might explain to students that problems won't always map directly from the ones they've seen before because one of the goals of learning is to be able to use concepts and principles in new situations. When you design assignments which include complex problems or questions, you can tell students how it prepares them for similar challenges on exams and later in life Preparing for exams: Besides teaching content, we need to provide suggestions on how to master material and help our students to develop the general learning skills they need now and in the rest of their careers. For example, faculty members might make available prior exams so students can see what to expect and test themselves as they study. Or, faculty might explicitly discuss and model the various stages in the writing process. Many faculty put sample exams and papers on the Web Ask questions/seek help: Let them know that many students spend a great deal of time "spinning their wheels" needlessly and that challenging assignments may require both advance planning and willingness to ask questions. Faculty and TAs can point out the advantages of starting assignments early enough to be able to seek assistance with major obstacles they encounter. Also, reminders about office hours and other resources can make it easier for reluctant students to seek help early. Self- monitoring: For example, periodically ask students to track how much time they are spending on their assignments and advise students whose strategies may need some improvement. If taking notes is important in your lecture, you might want to demonstrate effective note-taking by providing copies of notes from the first two or three lectures taken by an "expert note taker" (e.g. one of your TAs). Students can then compare their notes to the "expert notes" and adjust their strategy. Maximize active, experiential, problem-based learning; minimize lecturing Use cooperative (team-based) learning extensively, both in and out of class. Highlight: A skeletal outline of the day's agenda reveals the structure of the topic and prepares students to listen effectively. Ideally, this outline will have 3 or 4 segments which reflect the 3 or 4 major concepts you will cover Summarize: These summaries reinforce main points and, in addition, enable students to monitor their comprehension and create natural points for asking questions Attendance: Structure your course in a way that makes students accountable for attendance. Some faculty give regular assignments to turn in and/or short quizzes to assure attendance (some as short as one multiple choice question). Questions: Ask students lots of questions during class. In addition to increasing active engagement in learning, the answers provide you with vital information about the range of student knowledge and ongoing comprehension. High school students: Many high school students are mature, thoughtful, and industrious, but those are probably not the first three adjectives that come to mind if you are trying to describe the species collectively. A sizeable percentage of high school students lack the sound judgment, sense of responsibility, and work ethic needed to do well in a University curriculum and they're not likely to magically acquire these things in the summer between high school and college. Expectations:For example, explain to first-year students how many hours of work they should plan for a 9 unit course. Especially in large classes, be very clear about course policies (e.g. when assignments are due, to what extent collaboration is encouraged, how missed exams will be handled) both in your syllabus and in class. Learning: because some students' high school teachers may have defined learning as memorizing, not analysis, synthesis, or evaluation. You might explain to students that problems won't always map directly from the ones they've seen before because one of the goals of learning is to be able to use concepts and principles in new situations. When you design assignments which include complex problems or questions, you can tell students how it prepares them for similar challenges on exams and later in life Preparing for exams: Besides teaching content, we need to provide suggestions on how to master material and help our students to develop the general learning skills they need now and in the rest of their careers. For example, faculty members might make available prior exams so students can see what to expect and test themselves as they study. Or, faculty might explicitly discuss and model the various stages in the writing process. Many faculty put sample exams and papers on the Web Ask questions/seek help: Let them know that many students spend a great deal of time "spinning their wheels" needlessly and that challenging assignments may require both advance planning and willingness to ask questions. Faculty and TAs can point out the advantages of starting assignments early enough to be able to seek assistance with major obstacles they encounter. Also, reminders about office hours and other resources can make it easier for reluctant students to seek help early. Self- monitoring: For example, periodically ask students to track how much time they are spending on their assignments and advise students whose strategies may need some improvement. If taking notes is important in your lecture, you might want to demonstrate effective note-taking by providing copies of notes from the first two or three lectures taken by an "expert note taker" (e.g. one of your TAs). Students can then compare their notes to the "expert notes" and adjust their strategy. Maximize active, experiential, problem-based learning; minimize lecturing Use cooperative (team-based) learning extensively, both in and out of class. Highlight: A skeletal outline of the day's agenda reveals the structure of the topic and prepares students to listen effectively. Ideally, this outline will have 3 or 4 segments which reflect the 3 or 4 major concepts you will cover Summarize: These summaries reinforce main points and, in addition, enable students to monitor their comprehension and create natural points for asking questions Attendance: Structure your course in a way that makes students accountable for attendance. Some faculty give regular assignments to turn in and/or short quizzes to assure attendance (some as short as one multiple choice question). Questions: Ask students lots of questions during class. In addition to increasing active engagement in learning, the answers provide you with vital information about the range of student knowledge and ongoing comprehension.

22. WHY? Our task as educators of freshmen students involves far more than teaching the content of our courses. We need to teach these students how to become effective life-long learners.

23. Charlie Andrews Director, Academic Advising Center Undergraduate Studies � University Park www.fiu.edu/~advising andrewsc@fiu.edu 305-348-2892