230 likes | 544 Views
Objectives for Program Session. Problem statement and purpose of studyOverview of FIGs program at MUOverview of what the research already tells us about FIGsOverview of studyResultsDiscussion. The Problem . Undergraduate persistence and retention rates must improve if higher education is going to meet the needs of our nation and the worldKuh et al., 2005.
E N D
1. Freshman Interest Groups: Sophomore Students Reflect on Their FIG Experience Ronald W. Laue
Frankie D. Minor
University of Missouri – Columbia
ACPA Annual Conference
March 20, 2006
3. The Problem
Undergraduate persistence and retention rates must improve if higher education is going to meet the needs of our nation and the world
Kuh et al., 2005
4. Where Should Efforts be Focused?
There is overwhelming evidence that student success is largely determined by student experiences during the first year of college
-Upcraft, et.al., 2005
5. Freshman Interest Groups
One of many first-year initiatives to further enhance student success
6. FIGs at MU Cohort of 15-20 first-year students
Emphasis on particular major or interest
Co-enrolled in up to three common courses
Live in same residence hall (with few exceptions)
Attend weekly one credit hour seminar, facilitated by a Peer Advisor
Faculty/Staff Co-Facilitator involvement
7. 5 Goals of FIG Program at MU Enhance entering students’ transition to college
Make the campus psychologically small by creating peer reference groups
Encourage group identity development
Provide an integrated learning experience for freshman by connecting faculty, students, disciplines, and campus experiences in a purposeful, coherent, and seamless fashion
Enhance student’s academic and social success
8. What we already know about FIGs from quantitative research Higher retention rates
Greater academic success
Students report significantly higher levels of involvement in campus activities
Students indicate a greater openness to diversity
Pike, 2002
9. Purpose of Study
To understand the lived experience of successful students who participated in a FIG
The lived experience of students undergraduate first-year students is a complex phenomenon made up of abstract social interactions that affect student motivation and behavior
10. Student Success Defined
Many dimensions of Student Success
However…most colleges and universities verify Student Success as completing the required number of academic credits with a minimally acceptable GPA. If done, students are awarded a degree.
Upcraft et al., 2005
11. Reason for qualitative approach The lived experience of undergraduate first-year students is a complex phenomenon made up of abstract social interactions that affect student motivation and behavior
A qualitative research method was chosen as a way to understand the whole experience of students, and gain more insight on why college students behave and think the way they do
Brown, et al, 2002
12. Criteria for Participants:
Completed at least 24 credit hours
Minimum GPA of 2.0
Continued enrollment into second year
Participated in FIG with a journalism emphasis in the fall or 2004
13. Participants (260 met criteria) 17 interviews of sophomores in fall 2005
12 women
5 men
11 Caucasian
3 African American
2 Mexican American
1 Mexican/Iranian American
14. Interview questions
What was it like being in a FIG?
Were there FIG experiences that helped you become academically successful as a student?
Were there FIG experiences that you did not find helpful?
15. Themes Emerging from Interviews Social Influence
Unclear Connection with Academic Success
Peer Advisor Influence
Linking Students to their Major Department
Unclear Mission of FIG Seminar
16. 1. Social Influence of FIG All seventeen students discussed the social influence of the FIG. Social influences relates to experiences of seeing, being around, talking with, studying with, living with, and taking classes with, specific peers in their FIG.
All seventeen participants talked about friendships made
17. 2. Unclear Connection with Academic Success Students often appeared confused, as to whether FIG was supposed to influence academic success
Internal motivation
Study groups
Peer influence/motivation
18. 3. Peer Advisor Influence Participants discussed in detail the influence of their Peer Advisor
Importance of peer mentor who has “been through it before”
Approachability of PA
19. 4. Linking Students to their Major Department Participants discussed benefit of linking to School of Journalism by:
Meeting faculty
Learning about various sequences
Getting perspective on how to focus their energies
20. 5. Unclear Mission of FIG Seminar Is it a study group?
Is it a class?
How does it relate to our other classes?
21. Points to Consider The emphasis on the social
Finding where academic success fits in
Finding the right people
Relationship of FIGs to retention
Mission and goal of FIG Seminar
22. Questions and Discussion
23. References Brown, S.C., Stevens, R.A., Troiano, P.F., & Schneider, M.K., (2002). Exploring complex phenomena: Grounded theory in student affairs research. Journal of College Student Development, 43(2), 173-183
Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.
Pike, G.R. (2002). The differential effect of on- and off- campus living arrangements of student’s openness to diversity. NASPA Journal, 39, 283-299
Upcraft, M.L, Gardner, J.N., & Barefoot (2005). Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.