Freshman Faculty Forum- Engineering a Change A roundtable - - PowerPoint PPT Presentation

Freshman Faculty Forum- Engineering a Change

A roundtable discussion led by Professor William J. Riffe Manufacturing Engineering Kettering University wriffe@kettering.edu

With strategic and moral support from

• Dr. Kenya Ayers

Vice Provost and Associate Vice President of Academic Affairs

Organization of the Forum

Freshman Faculty Forum Math Comp Sci M E I M E Mgmt Chem E C E Comm

Vision of the Forum

The vision of the Freshman Faculty Forum is to enable students at Kettering University to be successful in their initial year and to create a foundation for academic success.

Mission of the Forum

Our mission is to improve Kettering University’s first year success rate by delineating academic expectations and employing appropriate intervention strategies for all students, whether at-risk or

• not. Our current first year retention rate is

84%, and our overall retention rate is 65%.

Uniqueness of our Challenge

 Kettering University is a five-year close- coupled cooperative education school  85+% of our students are in engineering  Engineering courses are begun in the first year  Stringent admissions criteria

Admissions criteria

Topic Minimum Preferred English 6 cr 8 cr Math 7 cr 8+ cr Science (lab) 4 cr 4+ cr Adv Stdg

• yes

ACT 26 avg SAT 1200 avg

Our Students

Because of the nature of our required cooperative education program, 95+% of

• ur student body is composed of

traditional 18-22 year old students

Uniqueness of the Forum

 The Freshman Faculty Forum is totally faculty

• driven. It was conceived by and is populated by

faculty.  It reports to the university through the Vice Provost and Associate Vice President of Academic Affairs  It operates in cooperation with the University Retention Committee – KEEP (Kettering Educators Encouraging Persistence)

Faculty concerns

Our concerns can be separated into three classifications: The student – the raw material The culture – the environment The profession – the final product

For student maturity

• They find it hard to relate to classmates, faculty and

the University

• They believe the “war stories” told by

upperclassmen

• They wait until too late to face and resolve problems
• They demonstrate increased rudeness and a lack of

respect

• They fail to take responsibility for:
• class preparation
• study skills
• on-time attendance
• funds expended on their behalf

For student attitude

• “Layaway Plan of Education”
• “I am the only one who counts and you

need to bow to my wishes”

• Don’t understand that education is a job.

If you don’t do well, you are let go!

For student preparation

• Difficulty in comprehending written material
• Need for reading for life-long learning
• Overworked high school teachers – often focused on

meeting state/national testing standards and requirements other than instructional material

• High school rigor is insufficient for many students as

university preparation for such a rigorous academic environment

• ACT and SAT are not sufficient indicators for

determining academic success – need to evaluate maturity and work ethic

For our societal culture

• TV culture is creating a short attention span –

length of class time should not exceed one hour

• Video-game culture is creating long, very focused

attention span, even hours at a time

• Effect of this culture on large and small classes is

very different

• Inability of student to follow instructions comes

from the visual learning (TV generation)

• Want to be entertained rather than educated

For our profession

• Slide-through students could create an engineering

disaster later

• Retention does not get financial backing equal to
• ther areas such as research, etc. (we have no

intercollegiate sports teams)

• Orientation programs are often more directed at

student-student and student-university but not at student-academics

• Students need better advisors and advisor training,

not just scheduling advisors

Catalysts for conversation

 The Forum is faculty driven. Have you had any similar faculty driven programs

• n your campus? Let’s discuss their

implementation and effectiveness.  What is the comparative success rate of faculty vs. administrative vs. joint programs of retention?

 How do you address the “maturity/student development” issues from a faculty perspective? We throw our students into engineering discipline studies in the first term.  In what ways is student attitude a challenge on your campus? What techniques can be used to create an action-oriented positive change?

Catalysts for conversation

 How do you organize developmental classes into a program rather than having them stand alone as a class? How do you integrate students taking developmental classes into a regular curriculum— without stigma? without long time extension to graduation? without disrupting the curriculum flow?

Catalysts for conversation

Specific academic concerns

 What is the best way to address the lack of math and reading skills demanded of college first year students? What alternatives work and what has been tried and been unsuccessful?

Some of our ideas

pre-curriculum courses within the university

• with professors
• with high school teachers on

summer leave use of community colleges

 In our highly technical university, we often believe that our responsibility is to teach the technical subjects and not the developmental ones.

HOW DO WE CHANGE THIS MIND-SET?

• r

MUST WE CHANGE IT?

Specific academic concerns

 Writing – The writing proficiency of most students, whether first year or last year, is

• terrible. Sentence grammar including

punctuation, homonym confusion and spelling has been negatively influenced by reliance on computer tools (spell checker) and the informality of the Internet.

Specific academic concerns

 How do you get students to be able to write if the curriculum is not geared to “writing across the curriculum” and if the faculty do not put forth the effort of making satisfactory corrections?

An Example – Writing (Eye can two spell)

Roses are read My computer will due it Violets are blew Sew give me a brake My spelling is prefect Aye, no eye have maid And my righting is two Knot won small miss steak I did a spell cheque And the words were awl rite The prays for this peace Should bee weigh out of site

Source unknowm

Some personal thoughts

I believe that the future of saving first year students is dependent upon the action of faculty and not on administrative dictates. If the faculty do not step up and propose new ideas, plan new programs, and take a vested interest in the first year student, we will continue to lose them at an intolerable rate.

I believe that faculty are the ones closest to the product under construction, the

• student. As such, we need to spend less

time on our own image and more time creating a good self-image for our students.

I believe that professors for first-year classes must have an inner desire and special personality to be able to: relate more than distance, understand more than judge, encourage more than condemn, and listen more than demand.

The Future?

I believe that we, as faculty and administrators on college campuses, have the future in our hands. How we shape that future is the reason we have discussed this situation. The future of our societies, both domestic and foreign, depends upon resolve to meet these concerns head-on.