Course Renewal and Revitalization in the First-Year Seminar

1. Course Renewal and Revitalization in the First-Year Seminar Jeffrey Knapp Florida International University (Please note that slides were used as prompts for discussion.)

2. For Example, FIU • Changes in Institutional Missions • Changes in Role of Higher Education • Changes in Demographics and Preparedness of Students

3. Things Have Changed: Our Students • 75% of HS graduates continue post-secondary studies within 2 years of graduation • 90% of HS seniors expect to attend • Minorities comprise 28% (c. 68% FIU) • 57% of 2000 grads women; 40% in 1961 • Growing numbers over 25 AAC&U Greater Expectations: A New Vision for Learning as a Nation Goes to College (2002)

4. 47% HS grads college prep curricula • 40% in 4-yr institutions take remedial courses—53% overall • Greater the need for remediation, lower the prospect for graduation Source: AAC&U

5. Systemic Factors • “Continuum” • Florida is late 40s in per capita funding for K-12 • 50th in per capita funding for higher education • Secondary curricula out of sync with higher ed • Underprepared faculty greet underprepared students • Research v. Teaching • Increased Siloization • Economies of Scale/Depersonalization

6. From “Looking at the Past, Shaping the Future: Getting to Know Our Students for the Past 40 Years”(2007 NASPA conference presentation by Sylvia Hurtado and John H. Pryor, UCLA Higher Education Research Institute) • Unprecedented increase in enrollment • Baccalaureate degree as a minimum and essential credential for many employers • Enrollment predicted to increase through 2015 • Women’s movement and civil rights movement sought to decrease inequities and enhance diversity Source: National Center for Education Statistics (USDOE)

7. Why Go To College • Greatest Changes • To make more money • 49.9% in 1976 • 64.9% in 1985 • 69.0% in 2006 • To prepare for graduate/professional school • 34.9% in 1971 • 57.7% in 2006 From Hurtado and Pryor Source: National Center for Education Statistics USDOE

8. Cooperative Institutional Research ProgramFreshman Survey Trends From Hurtado and Pryor, Source: National Center for Education Statistics USDOE

9. FYS as Meaningful Response to National Shifts in Higher Ed:Outcomes • Developing skills and gaining knowledge to support academic achievement • Understanding the complex issues and choices confronting a college student • Managing the university environment in ways that lead to timely completion of an academic degree • Using the resources and services available on campus

10. Course Objectives and Credit Hours First-Year Initiative Benchmarking Survey of 72 Colleges and Universities reports • 1 contact hour: Orientation to Services • 2 contact hour: Study Strategies • 3 contact hour: Academic Skills, Critical Thinking (“Overachieving” 1 credit, “underachieving” 3) Source: Randy Swing, “Achieving Our Dreams for Student Success: Building on a Strong Foundation,“ Southampton, UK, 2005, citing First-Year Initiative Benchmarking Survey, Educational Benchmarking, Inc.

11. However, Engaging pedagogies surpass credit hour in determining outcomes: • Varied teaching methods • Meaningful class discussions • Challenging assignments • Productive use of classroom time • Encouragement to speak in class • Encouragement for students to work together • Meaningful homework Source: Swing

12. Types of FYS2006 National Survey on First-Year Seminarsn=968 (36.6 response rate; 821 of n offer FYS) • 57.9% Extended orientation • 28.1% Academic, uniform • 25.7% Academic, variable • 21.6% Basic study skills • 20.3% Other • 14.9% Pre-professional • 4.4% Other

13. Instructors • 90% Faculty • 45.2% Student affairs • 26.8 Other campus professionals • 7.7% Undergrads • 5.2% Grad students Source: NRC

14. Course ObjectivesRespondents selected three most important • 64% Develop academic skills • 52.9% Orient to campus resources and services • 36% Encourage self-exploration/personal development • 35.9% Create common FYE • 32.3% Develop support network/friendships

15. So, Where to Begin? • Where does anything in a university begin? • With a committee!

16. Focus groups • Instructors • Students • Peer Mentors • Shaping curriculum • Mapping textbook • “Dividing work”

17. Textbook/Curriculum

18. Back to NRC’s 206 Nat’l SurveyImportant Course Topics (each picked 5) • 40.8% Study skills • 40.6% Critical thinking • 38.1% Campus resources • 36.7% Academic planning/ advising • 28.6% Time management

20. Suggestion for better cover photograph.

23. More NRC’s 2006 Survey Findings: • 60.2% Conducted formal program evaluation since 2003 • 47.8% FYS for over 10 years And Trends: • Academic seminars continue to gain popularity • Faculty most common instructors • Majority limit class size to 25 • % offered for gen-ed credit continues to grow

26. How Should Colleges Assess And Improve Student Learning? Employers’ Views On The Accountability Challenge A Survey Of Employers Conducted On Behalf Of: The Association Of American Colleges And Universities By Peter D. Hart Research Associates, Inc. January 9, 2008 http://www.aacu.org/advocacy/leap/documents/2008_Business_Leader_Poll.pdf. 301 employers whose companies have at least 25 employees and report that 25% or more of their new hires hold at least a bachelor’s degree from a four-year college.

27. Employers are satisfied that the majority of college graduates who apply for positions at their companies possess a range of skills that prepare them for success in entry-level positions, but they are notably less confident that graduates are prepared for advancement or promotion. While recent graduates are seen to demonstrate solid skills in the areas of teamwork, ethical judgment, and intercultural skills, employers are less convinced of their preparedness in terms of global knowledge, self-direction, and writing. Employers’ impressions of graduates’ preparedness in 12 areas of learning suggest room for improvement across the board, however.

28. Employers Evaluate College Graduates’Preparedness In Key Areas