First Year Students

 

To understand the first-year student (and typically sophomores) one needs to acknowledge some fundamental assumptions: 1) Their experience is very different than your experience, even if it was only 4-5 years ago (see Beloit College website below); 2) Their experience is significantly different from that of your peer graduate students; 3) There is not a single definition which completely describes the freshman experience, but there are some common elements.

 

Who are these students and what are they like?

Perhaps the best word to describe the first-year experience is “transition”. Almost all aspects of their lives are in some state of transition – their educational experience, self-confidence; sense of identity; relationships with family and friends; perception of faculty; understanding of what constitutes knowledge; what is expected of them in the classroom. Often they are unaware of some of these transitions, and their reaction may range from extreme hesitancy to brash overconfidence beyond actual ability or knowledge.

You might consider examining the demographics of new students at MU. Information is updated in late September, but information on the students from the previous fall is at the Registrar website and Office of Institutional Research website. Some highlights from the entering class of 2003 include:

• 17.1% of MU’s first-year students were out of state (most of whom came from Illinois, Kansas and Texas)
• Not surprisingly, most of the in-state students came from Kansas City, St. Louis, and Boone County; however, it is worth noting that many of our students come from rural areas where the size of the town is smaller than the class size of many of the students’ courses.
• The average ACT Composite score was 25.4
• 85.7% were white, 6.5% African American, 2.9% Asian, and 1.6% Hispanic
• 52.8% were women, 47.2% were men

Another way to view today’s students is through a generational lens. Generational theory is one way of understanding the beliefs, values, and culture of today’s students. Perhaps the best known resource on this topic is Millennials Rising: The Next Great Generation (2000) by Neil Howe and William Strauss. Neil and Strauss define this generation as people born from 1982-2000. They assert that this generation, which began entering college in 2000, is quite different from the previous generation. Compared to the previous generation, today’s students are:

Special - "From precious-baby movies of the early 80’s to the effusive rhetoric surrounding the high school class of 2000, older generations have inculcated in the Millennials the sense that they are, collectively, vital to the nation and to their parents’ sense of purpose.” (Howe & Strauss, p. 43). These students are used to being entertained, and catered to (both by their parents and businesses who value their spending power) and being the center of attention. The traditional “sage on the stage” lecture method is frequently the least effective with this group.

Tip: As noted below by Magolda, “validate” them as learners and involve them actively in the learning process through discussion, in-class presentations, peer review/evaluation and other “active learning” techniques.

 

Sheltered – “Starting with the early-‘80’s child abuse frenzy, continuing through the explosion of kid safety rules and devices, and now climaxing with a post-Columbine lockdown of public schools, Millennials are the focus of the most sweeping youth safety movement in American history” (p. 43). Over-involved parents unwilling or unable to “let go” have given rise to the term “helicopter parents” as they are always nearby, hovering to the point you can expect parents to be involved in classroom issues.

Tip: Develop your own philosophy, perhaps consulting with colleagues/mentors, in how to address parental concerns, but you should minimally become familiar with the “do’s and don’ts” of the Federal Educational Rights and Privacy Act (FERPA) in order to prepare for such phone calls or office visits. For more information, see this handout on FERPA.

 

Confident – “With high levels of trust and optimism—and a newly felt connection to parents and future—Millennial teens are beginning to equate good news for themselves with good news for their country. They often boast about their generation’s power and potential.” (p. 44). Often this comes across as overconfidence beyond actual ability and may result in confused or distressed students upon the receipt of their first test or graded assignment that is less than an “A”. Tip: While encouraging them to remain optimistic, particularly when it comes to resolving pressing societal issues, engage them in discussion on how to prepare for practical realities and focusing on local issues, i.e. “Think Globally, Act Locally”. Additionally encourage discussion/understanding of difference between expectations, effort, and output between high school and college (see website below).

 

Team-oriented – “From Barney to soccer to school uniforms and a new classroom emphasis on group learning, Millennials are developing strong team instincts and tight peer bonds” (p. 44). This can create wonderful opportunities for powerful peer learning but also result in vague boundaries between what constitutes group learning and cheating. Tip: While encouraging students to work/study together in groups or on projects whenever possible, it is highly recommended that you address where you define the boundaries are between group learning/collaboration and cheating for your class.

 

Achieving – “With accountability and higher school standards rising to the very top of America’s political agenda, Millennials are on track to become the best-educated and best-behaved adults in the nation’s history” (p. 44). The average ACT score for MU’s entering freshman has been rising for almost a decade. Your students, by and large, have the potential for high achievement, but as always, it is often a challenge to have them put forth the effort to reach it. A growing number of MU students express that they expected to be challenged more in their classes than they actually experience. Tip: Don’t be hesitant to expect more from your students, but be prepared to assess their understanding. “One minute papers” or other quick feedback measures can help you ascertain whether they are “getting it” or not. Consider having additional challenges for students whose ability/understanding may exceed most of the other students in the class.

 

Pressured – “Pushed to study hard, avoid personal risks, and take full advantage of the collective opportunities adults are offering them, Millennials feel a ‘trophy kid’ pressure to excel” (p. 44). These students are often unaccustomed to achieving anything but A’s but may not have yet made the transition to higher levels of studying, educational output or critical thinking required at MU. You may see evidence of this in negotiating for extra points/credit, or re-taking of tests to achieve a better grade. Parents who equate GPA to admission to professional schools and higher starting salaries compound this problem. Tip: Having objective grading criteria established early, or an easily understood rubric may help avoid negotiations later on. If contacted by parents, keep directing them to have the STUDENT discuss issues with you. Be aware of resources available to students to help them w/ tutoring or stress reduction (e.g. Student Success Center; Counseling Center, below)

 

Conventional – “Taking pride in their improving behavior and more comfortable with their parents’ values than any other generation in living memory, Millennials support convention—the idea that societal rules can help” (p. 44). You may find them unwilling to challenge conventional thinking, or commonly held beliefs, in spite of clear, convincing evidence to the contrary. Additionally, today’s students will want to know your expectations, often in great detail. They want to know the rules for the class. This includes what will be covered on the test, the degree in which they can work in groups, and the manner in which they will be graded. Ambiguity or vagueness will be at best uncomfortable for them, and at worst, interpreted in a manner that best suits them and not necessarily you or your course objectives. Helping first-year students learn to deal with ambiguity is important. Tip: Be patient when advancing ideas which challenge their traditional thinking/viewpoints, and encourage “baby steps” before giant cognitive leaps. Be as explicit as possible about expectations in syllabus and assignments.

 

Academic Transitions

First-year students are often unaware or unprepared for the different expectations, pace of learning, and methods of teaching expected in college, and therefore have not established the habits or behaviors they need to succeed. The joke goes “In high school, when the teacher said, ‘Good morning,’ you mumbled back. In college, when the professor says, ‘Good morning,’ you write it down.”

Students’ experiences in high school were often characterized by weekly exams giving them frequent feedback; mandatory attendance with immediate consequences for missing class; ample opportunities for extra credit to improve grades, and frequent interaction with instructors, often initiated by the instructor. By contrast, college requires much more self-direction. The majority of responsibility for learning is placed on the student. Feedback is infrequent (unfortunately), attendance is typically optional, and there is generally no “extra credit” in college. The type of learning required is typically different as well. College professors expect students to comprehend the meaning behind concepts, to think critically and not just simply memorize facts.

A good resource for differences between high school and college can be found at a website listed below. As an instructor, you should not be afraid to discuss these differences with your students. While it may seem intuitive to you, it is important to remember that many of your students’ expectations regarding college come from depictions of college life in the movies and television.

In terms of their study habits, MU’s students seem to be following a national trend of spending little time outside of class on their coursework. Two surveys were administered at MU in 2003 and both found similar results. A survey of Freshman Interest Groups (FIGs) students found that 72% of them studied alone 10 or fewer hours per week (although these students tend to study slightly more in groups than other students). Another survey found similar results—56% of students (including both under and upper-classmen) surveyed study less than 11 hours per week. Regardless of the exact number of hours studied per week, the national trends have demonstrated over the past decade a student body that studies much less than students from a decade ago.

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Social and Personal Transitions

It is impossible to briefly summarize in a page the social transitions that students face their first-year. What should be noted is that the social transitions vary by many factors. With the cost of higher education continuing to rise, many students face financial issues which may include having to work 20 or more hours per week, dropping out for a semester to save enough money for the next semester, or acquiring massive debt. Additionally, students continue to face social pressures to meet new friends and form intimate relationships, often distorted by perceptions of what defines “typical” behavior by the popular media or their own subculture. This pressure can lead to poor decisions regarding alcohol/drug use, sexual behavior, etc. Finally, many students are coming to college with diagnosed mental illnesses, eating disorders, as well as diagnosed learning disabilities. It is fairly common for students to openly discuss these issues with instructors, often spurred by either classroom discussions or poor performance on tests/assignments. If you need advice in how to handle a situation, there are several resources on campus, each which have information regarding services available on their website:

The MU Counseling Center

Wellness Resource Center

Disability Services

If you are unaware which office to contact, begin with the Vice Chancellor for Student Affairs

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How they Learn

Alexander Astin has been conducting research on college students for more than 25 years (What matters in college? Four critical years revisited. 1993) including the characteristics of entering freshman classes. His research has demonstrated that student outcomes (learning, retention, graduation, etc.) are a function of their entering characteristics (SES, academic ability, gender, commitment level/motivation, etc.) and the environment/experiences (classes, work, clubs, programs, etc.) they encounter during college. The first set of variables is beyond our control, but the second set is something we can positively influence.

The more "involved" in the college experience a student is, the higher the likelihood they will be successful. Thus, courses should be designed so as to maximize involvement; for example, in-class discussions, small group projects, homework. The single most important environmental influence on student development is the peer group.

Points to Remember:

• The more your class fosters/requires student involvement, the more they are likely to learn.
• Peer-to-peer learning is a very powerful tool that can be used in a variety of ways (small group projects, study groups, discussion sections, etc.)

Marcia Baxter-Magolda has been researching how students learn for over a decade, and endorses a model of “active learning” as the most effective (Engaging students in active learning. In G. S. Blimling & E.J. Whitt (Eds.), Good practice in Student Affairs: Principles to foster student learning. (pp. 21-44) San Francisco: Jossey Bass. (1999). She reports that college students, particularly new students, learn best through a process that has the following four components:

1. Experiencing something (an experience, a reading, a lecture, etc.)
2. Reflecting on that both internally and through dialogue with others
3. Integrating the new knowledge into their prior knowledge
4. Applying/testing that knowledge (which becomes an experience)

Magolda therefore suggests that instructors validate the student as "a knower" (i.e. reinforcing that what they know, think, & believe is legitimate, even if it is not “correct”). She also indicates that learning is best fostered when it is situated within the students' own experience (a concept advocated early in the 20 th century by John Dewey). By remaining/becoming familiar with students’ lives, values, and subculture you can more effectively utilize relevant examples that have meaning for students, but you should be careful not to use outdated popular culture references (see Beloit College list website below). Lastly, knowledge is socially constructed, and thus learning is a communal act which requires a continual cycle of discussion, disagreement, and consensus of what has been experienced and what that means (also reinforced by Kenneth Bruffee and Parker Palmer).

Points to Remember:

• Create opportunities for students to apply experiences/knowledge from outside-of-class and/or other classes to the subject being dealt with in class. Seek to build on students’ current knowledge and help them connect new material to what they already know.
• Seek to create dialogue among students in a way that allows for free and civil expression.

One example of applying Magolda’s Active Learning model with first-year students:

• Begin a class or portion of a class by asking students to briefly (30-60 seconds) write down what they already know about the next topic (or what they predict will happen in an in-class experiment, etc.).
• Present the material (lecture, view film, conduct experiment, hold class discussion, etc.)
• Give students 1-2 minutes to re-read what they previously written down (their prediction, what they already knew/believed, etc.) and compare that to what they just experienced.
• Have students then get into small groups (or just turn to a neighbor) and discuss with each other what they learned and how that compared to what they already knew.

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Web Resources

Each fall since 1998 faculty at Beloit College (WI) have developed a list of items to help their colleagues try to understand the mindset of the class of entering freshman. The list for 2004 (class of 2008) can be found at:http://www.beloit.edu/%7Epubaff/releases/mindset_2008.htm

A chart listing the differences between high school and college can be found at:
http://www.smu.edu/alec/transition.html.

 

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Submitted by Frankie Minor, Director of Residential Life; John Purdie, Assistant Director of Academic Residential Programs; and Andrew Beckett, Coordinator of Freshman and Transfer Interest Groups