Who Are My Students? A Snapshot of 1 st -year Students

Who Are My Students? A Snapshot of 1st-year Students Becky Jordan,

Associate Dean of Students

Karin Ann Lewis,Assistant Provost for Retention Services

Director of UK Academic Enhancement

Who Are My Students? A Snapshot of 1st-year Students Transition Issues Student Data Student Characteristics Students’ Frame of Mind New Perspectives Intentional Pedagogies

Transition Issues-Aug.HomesicknessRoommate conflicts Initial adjustment to academic

environment Initial adjustment to college lifeValues exploration

Transition Issues-Aug./Sept.New social life adjustments Initial social rejectionsCampus familiarizationLong-distance relationshipsFinancial adjustments

Transition Issues–Sept.HomesicknessRoommate conflictsDisenchantment with schoolAdjusting to new study habits Dating anxietiesFamily problemsTime management frustrations

Transition Issues-Oct.Dating/non-dating relationships Increased time management conflicts

between social and academicAcademic stress of mid-term exams Financial strain “Freshman 15” weight gain

Transition Issues–Nov./Dec. “Holiday” homesicknessFinal exams: preparing for the unknownRealization of poor study habits; crammingSleep deprivation IllnessDepression

UK 1st-Year Students, Fall 2010Institutional Research Office

Total number of first-year students 4329 ACT Mean 25.2 Out-of-State 23.4% Female 51.3%; Male 48.7% First-Generation Students 24% High School GPA median 3.64 Average 1st semester UK GPA 2.89 Retention Rate (first year to sophomore year for 2009

cohort) 81.8%

High School ExperienceFall ’10 Survey of First-Year Students, Institutional Research Office

50.9% reported that high school senior year “somewhat challenging” or “not at all challenging.”

79.2% rated academic ability as above average or highest 10% of class. (Nat’l 71.2%)

65.6% reported spending 5 hours or less on studying/homework during typical week as high school seniors. (Nat’l 62.7%)

From their perspective…IR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

33% felt their high school preparation was ineffective or very ineffective.

71% found their first year at UK challenging or very challenging.

Yet 50% stated they were often or very often

“bored” in class.

UK Study TimeIR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

62% reported studying 10 hours or less per week at UK.28% reported spending 5 hours or less on studying/homework in typical week at UK.

More than 80% stated that being a good student is an important part of who they are.

Only 8% reported studying over 20 hours per week at UK.

UK Class Experience, 1st YearIR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

Came to class without completing readings or assignments: *** sometimes 61% often/very often 20%

Turned in course assignments late: sometimes 33% often/very often 5%

UK Experience, 1st YearIR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

Skipped/missed class: *** sometimes 70% often/very often 10%

“Few of the faculty that I have had contact with are generally interested in students.” 31% agree/strongly agree 29% not sure

Unsuccessful in establishing meaningful connections with faculty: 30% agree/strongly agree 29% not sure

UK Experience, 1st YearIR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

“My non-classroom interactions with *** faculty have had a positive influence on my personal growth, values, & attitudes.” 47.3% agree/strongly agree 36.6% not sure 16.1% disagree/strongly disagree

“… on my career goals and aspirations.” 54.2% agree/strongly agree 31.2% not sure 14.6% disagree/strongly disagree

UK ExperienceIR Spring 2010 Survey of First-Year Experiences, Fall 2009 Cohort

“Since entering UK, how successful have you been in utilizing campus services available to students?” *** 62.6% successful/very successful 22.1% not sure 15.3% unsuccessful/very unsuccessful

Student CharacteristicsDr. Mark Taylor, UK guest speaker for Office of Assessment

Students often turn to parents as first, safe, problem-solving strategy. Students accustomed to being watched, directed and

feeling good about themselves.

One result: Helicopter parents In high school, time was constantly programmed for

students.

On average, students contact parents 13 times/week Hofer, B. K. (2008). The electronic tether: Parental regulation, self-

regulation, and the role of technology in college transitions. Journal of the First-year Experience & Students In Transition, 20(2), 9-24

Student Characteristics

Self-esteem built without accompanying expectations of competence

Value own opinion and peers Overrate own skills ***

Get a “C” on paper, that’s just one professor’s opinion—paper really better than C

The Consumer Student Sense of entitlement Customer service expectations Want immediate service; impatient

Student Characteristics2009 New York Times, “Student Expectations Seen as Causing Grade Disputes,” by Max Roosevelt

Study at University of California, Irvine *** 1/3 of students surveyed said they expected B’s

just for attending lectures 40% said they deserved a B for completing required

reading 2/3 thought if prof knew they were trying hard,

effort should be reflected in grade. Professors interviewed think students

confuse level of effort with quality of work. Students think if they work hard, deserve high grade.

Karin Ann LewisAssistant Provost for Retention Services,Director of UK Academic Enhancement

The Study3rd Floor CommonsSouth Campus

When I asked my students to create a Powerpoint presentation,this is what my students created…

Few in your class know how to write in cursive, and penmanship has never been a class in school.

Taking notes and writing by hand…they write by word processing on computers, laptops, text messaging. Students “hate” to hand write Typing notes during class on laptops/iPads

introduces temptation to multitask, and the distraction is right in front of them

They have grown up with bottled water, mobile phones, personal computers.

Contemporary Students

New Audiences“members of this fall’s entering

college class of 2014 have emerged as a post-email generation for whom the digital world is routine and technology is just too slow.”

~http://www.beloit.edu/mindset/2014.php

http://www.youtube.com/watch?v=IhM4L2NStQk

New Perspectives

“They will be armed with iPhones and BlackBerries, on which making a phone call will be only one of many, many functions... They will now be awash with a computerized technology that will not distinguish information and knowledge.”

http://www.beloit.edu/mindset/2014.php

Research? They Google it.

Results of“Your First College Year” Survey Less than 1/2 felt“completely successful”

in understanding instructors’ academic expectations

Less than 1/3 were completely successful at utilizing campus services, developing effective study skills, managing their time effectively, or getting to know faculty

New Considerations “So it will be up to their professors to

help them.  A generation accustomed to instant access will need to acquire the patience of scholarship.”

http://www.beloit.edu/mindset/2014.php

CareIt only takes one person.

What an Instructor“Caring” Looks Like to Students: Organized Clear expectations Show up to class early & stay after Learn names, recognize students out of class Respond to emails, calls Available Listen Timely feedback that is meaningful, purposeful,

constructive

Remember…. You are the adult at the front of the room You are not like them-developmentally, academically Do not assume students know what you are talking

about

University jargon: TA, GA, PTI, Lecturer, Faculty, Professor, Chair, Dean, etc. Colleges, divisions, academic affairs/student affairs, Syllabus, Assignment vs. HW, common hour exams Ombud, Provost Bb course shell, text, article, ejournal, transcript, GPA,

APEX,

Also consider… One in four young people under 18 have

at least one immigrant parent.. they don’t have issues with immigration…

~http://www.beloit.edu/mindset/2014.php

Again, do not assume…

World views They get much more information from

Jon Stewart and Stephen Colbert than from the newspaper.

Having hundreds of cable channels but nothing to watch has always been routine. 

~http://www.beloit.edu/mindset/2014.php

Remember:

If they are first year students, typically, all they know is high school; that is their frame of reference

If they are veterans, they know military training

If they are upper classmen, all they know is what they have experienced at UK…good, bad, and ugly.

Arthur Chickering’s Theory of College Student Development 1. Achieving Competence2. Managing Emotions3. Developing Autonomy4. Establishing Identity5. Interpersonal Relationships6. Developing Purpose7. Developing Integrity

Regardless of technological tools (and toys), students are working through developmental issues as they endeavor to learn the content of our courses and navigate the program of study.

YOU can make a difference!

Intellectual,social and interpersonal relations Classroom Activities that Promote Competence

Reflective thought Active listening Constructive feedback Public speaking Interviewing Role playing Reflective writing and discussion Participation through multiple venues

Asynchronous participation Checking in electronically

Classroom Activity that Promotes the Development of Autonomy Empower learners through:

Modeling problem-solving Providing opportunities for peer to peer group construction of

knowledge Structured interdependence

Emphasize academic relationships with… inspiration openness Compassion

Include authentic life stories in class discussion Include global perspectives in your course by giving

examples of what or how other cultures teach or use concepts particular to your subject area.

Allow students to participate in complex group projects; consider "contracting" for grades and work done.

Use Analogies and real life examples

Class Activities that Help to Develop Identity

eJournals, blogs, eportfolios Authentic, relatable case studies Examples of varied role models in your area of

expertise Solicit opinions and discussions regarding the

content of material learned, guest speakers, presentations, projects, outside experiences, etc.

Identify role models and mentors Opportunities to rehearse a role Experiential and service learning Cross-cultural experiences (even electronically) Internships, shadowing

Key Attributes of Effective Teaching

Well-organized lessons, course, program of study Clear expectations Transparent learning objectives and assessment Provide consistency and structure Model what you want from them Active listening Demonstrate and incorporate varied learning styles Strategic questioning: Why/How (higher order

cognition) Teachers who remain interested in learning inspire

learning Teachers who are open to acknowledging,

understanding, and trying new approaches inspire students to do the same

Encourage use of co-curricular resources that support academic success

Learning requires repeated exposures over time

Scaffold instruction and link new content to prior knowledge Vary instructional activity, venues and materials Become intentionally recursive with instruction Vary opportunities to demonstrate mastery in a range of

media Vary assignment types that address various learning styles Utilize peer to peer interaction and social construction of

knowledge Develop and utilize rubrics (be transparent about

expectations) Build questions and assignments through hierarchy of

cognition (Bloom’s Taxonomy)

Blooms Taxonomy Evaluation. Making judgments about the merits of ideas,

materials, or phenomena (higher-order critical thinking) Appraise, critique, judge, weigh, evaluate, select, differentiate,

defend, argue Synthesis. Putting parts together to form a new and integrated

whole Create, design, plan, organize, generate, compose, construct,

formulate Analysis. Breaking down a whole into component parts

dissect, contrast, distinguish, discriminate, compare, assess Application. Using abstractions in concrete situations

Determine, chart, map, implement, prepare, solve, use, develop, build

Comprehension. Explaining the meaning of information Describe, explain, generalize, paraphrase, summarize, estimate,

elaborate Knowledge. Remembering information (lower-order

memorization) Define, identify, label, state, list, match, select, state

Questions?Thank you for your attention!