transition to kean twentieth anniversary john n. gardner executive director, policy center on the...
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Transition to Kean Twentieth Anniversary
John N. Gardner
Executive Director, Policy Center on the First Year of College
Kean University of New Jersey
April 7, 2006
Some Observations on the Remarkable History of First-Year Improvement Efforts at Kean
started in the 1970’s with first push from Student Affairs
early and long history of SA/AA partnership
early and long history of senior faculty investment
early history of involving faculty in assessment of impact
seminar led Kean to learn more about what new students needed and respond accordingly
1985 leads to establishment of the Freshman Center
in high rent space, the Library, to set the tone
note name: FreshMAN
lesson from the Center: make it inviting and students will come
1986 seminar established 1987 added peer leaders=established
Kean as an early adopter 1995 renamed Center for NEW
Students 1995 10th anniversary celebration think about importance of establishing
traditions and commemorating with rituals
1997 designated classroom
1998 developed and published own text 1999 cited by The Times note role of national newspapers 2000 text translated into Spanish 2002 renamed center and course for
“First-Year” 2005 New Jersey Assoc for New Student
Advocates established 2006 20th anniversary
The Big Picture: New Jersey and the Nation: What have we accomplished?
first year taken more seriously FYE in the lexicon CAO's leading the charge widespread adoption of
“programs” birth of a new profession A focus of many organizations
Press coverage A new language FYE conferences and Centers
have flourished Other providers emerge
What have we accomplished?
A new field of scholarly research and dissemination
A marriage with shameless commerce
Moving beyond to other "transitions"
A newer focus on engagement
What have we Accomplished? A marriage with accountability
movement and reaccreditation (http://www.ncahlc.org/index.php?%20option=com_content&task=view&%20id=97&Itemid=86)
A set of aspirational standards developed (www.fyfoundations.org)
Becomes an international movement
What’s Missing? Insufficient engagement High rate DWFI courses Still too much attrition Tenuous nature of FYE programs
and leadership "Program" nature of response vs
comprehensive institutional
What’s Missing?
Under resourced--still the cash cow model
A mantra that is not academically compelling (retention)
Competition for resources in an indifferent culture
Getting the students' attention
Looking towards the next 25 years: my three big bets:
Continue to strengthen USC’s National Resource Center and Policy Center’s setting of the reform agenda
Campus wide self studies for planning and action (www.fyfoundations.org)
Linking with reaccredidation (http://www.ncahlc.org/index.php?%20option=com_content&task=view&%20id=97&Itemid=86)
What else would I like to see?
Reducing our tolerance for failure
Declaring war on math failure Taking more responsibility for
student learning vs blaming the victim
Redesign introductory courses
What else would I like to see?
Special attention to high DWFI rate courses
Focus on the students we have instead of "better" students
Intentional actions to develop the next generation of leaders
Tackle the problem of quality in the first-year seminar
Trends in FYE Programming
The Changing Demographics of First-Year Students’ Impact on the First-Year Experience
central challenge remains adapting the college experience to those for whom it was not designed
cost pressures may mean fewer FTIC’s and more transfers, thus meaning the FYE has been outsourced to the cc’s
as college costs increase and financial aid falls further behind, will be more difficult to attend full time
part-time students less likely to get involved; thus, more necessary for the faculty to provide support
II. The First-Year Seminar vs the “First-Year Experience”
terms used interchangeably but they aren’t the same thing we have tried to improve the FYE
by the first-year seminar and we have had significant
impact but to move forward have to now
focus on the total FYE
need to examine FYE as unit of analysis
FYE means the totality of beginning college experience
this is also a way to improve the seminar
seminar needs to be connected to the rest of the FYE
III. Impact of Budget Cuts on Programs: What Can Go?
is a question of values what does the institution value? this is why “advocacy” is so
important clues to what may happen lie in
what has happened in last round of cuts whereby most likely to go were:
1) programs least related to student learning
2) those in Student Affairs vs Academic Affairs
3) programs deemed less central to institutional mission
4) high cost vs low enrollment5) programs with little or no
assessment data
6) programs where those in power wanted to “whack” the unit head
many of these are Sophie’s choices what can go? Well depends on whom
you ask one criteria might be: what is most
essential for student success? By this criteria, how does math stack up vs first-year seminar?
IV. Assessment
”Assessment free zones” vs: those elements most likely to be assessed, which are: the newer the least powerful the most controversial
those that have been too pushy in seeking additional resources
those where the administrative leadership is most genuinely interested in educational improvement and using assessment as means to achieve that
those on campuses with less than satisfactory levels of retention, student satisfaction, performance on licensure exams
those in campuses under most pressure from regional accreditors
I believe the real action today is in linking FYE to reaccreditation
Remember, the first year is the base line for assessment
V. Programs for Sophomores and Seniors
applying what we have learned from FYE to other transitions
is the second year when toughest decisions have to be made about commitment
critical role of advising and career planning
key is transition from central support units to local academic units=a true cottage industry
what about the curriculum beyond the first year and general ed?
how does the curriculum introduce students to the major and when?
senior year needs transition courses and capstone experiences
VI. Do All Populations Need a FYE Course? Is the First-Year Seminar for Everyone?
all students are in transition all need some support, even the
most able question may assume one size fits
all but all students and all seminars
not the same
may be a life boat exercise—if can’t provide a seminar for all, then who should receive? Options, same as in society:
1) take care of the wealthy2) the great unwashed middle3) the bottom tier (can argue they
need it the most, but may benefit the least)
DE version of the seminar may be the kiss of death
may be safer to focus on the middle to gain political support
VI. Learning Communities may be the best thing since sliced bread,
but there are some detractors gaining momentum to rival first-year
seminar achieving greater faculty involvement
and ownership work in all kinds of institutions, all kinds
of students Recommend you go visit Lehman College
of the Bronx
beware of silo effect; need alliances with:first-year seminar (most commonly linked) first-year composition residence life service learning faculty development student support services registrar and space czar
VII. Where Does the FYE Course Belong? the Golden Rule: wherever it will get the
most attention, support and respect (but aren’t always one and the same!)
where is it housed? Academic Affairs, Student Affairs, traditional academic departments, and DE
differences on two vs four-year campuses
important partnerships between academic and student affairs
faculty involvement is key to longevity and credit
Now what else would YOU like to talk about?
