FRESHMAN INITIATIVES: MEETING THE NEEDS OF THE MILLENNIAL - - PowerPoint PPT Presentation

¡ ¡ ¡ ¡ FRESHMAN INITIATIVES: MEETING THE NEEDS OF THE MILLENNIAL GENERATION ¡

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• Dr. Patrick Turner

Georgia State University Instructor – Freshman Learning Community February 9, 2015

THE CONVERSATION

Vague Answer Deflection Blame Excuses Question

WHO ARE THEY?

COLLEGE STUDENTS TODAY

MILLENNIALS

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MILLENNIAL GENERATION

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Ø Special Ø Sheltered Ø Confident Ø Achievers Ø Pressured Ø Conventional Ø Team-oriented

Born 1982-2002 Over 100 million

Largest generation Technologically Savvy

IMPRESSIONS

Ø Learning style (s) Ø Expectations (unrealistic)

§ professional and academic abilities § faculty and administrators

Ø Consumers

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡(Monaco ¡& ¡Marti, ¡2007) ¡

INFLUENCE ON INSTRUCTION

¡ Challenge traditional programs, services, and instructional strategies offered by many colleges.

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡(Elam, ¡Stratton, ¡& ¡Gibson, ¡2007; ¡Lowery, ¡2004) ¡

¡ ¡ ¡

THEN AND NOW

18 1898 20 2014 4

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“Most will survive the first-year at college and go on to graduate, but all to many drop out before the freshman year is over”

Marina, B., & McGuire, M. (2008)

But what we don’t know

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The national average of freshmen returning to the same

institution for their sophomore year in 2012-2013 was 58.2%

National Student Clearinghouse Research Center 2014

¡ FRESHMAN RETENTION BY SECTOR ¡ ¡ ¡

76.6 .6 58.5 .5 49.6 .6 78.7 .7 0.0 .0 10.0 .0 20.0 .0 30.0 .0 40.0 .0 50.0 .0 60.0 .0 70.0 .0 80.0 .0 90.0 .0 4-Year P Publi lic 2-Year P Publi lic 4-Year F For-P

• Profit

4-Year P Private

Fall 2012 Cohort- Full-Time

Retention Rate

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¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡(The ¡National ¡Student ¡Clearinghouse ¡Research ¡Center ¡2014) ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

First- ¡year ¡Retention ¡and ¡Persistence ¡

(Four-­‑Year ¡Public ¡Institution) ¡

Full-­‑Time ¡Freshman ¡Students ¡

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10 20 30 40 50 60 70 80 90 Fall 2009 Fall 2010 Fall 2011 Fall 2012 69.2 69.4 68.5 68.2 78.96 77.47 76.6 76.6 87.74 86.98 85.93 85.49 National Rate 4-Year Public Institution Persistence

THE RESEARCH QUESTION

How do freshmen, sophomores, and former freshman students (dropouts and stop-out) describe and reflect on their first-year college experience? ¡

FOUR MAJOR THEMES

First -Y

• Year

Ex Experience ce

Soci cial F Freshmen Act ctivities

Development ¡of ¡

Effective ¡Study ¡ Strategies ¡

Instruct ctor-S

• Student

Relationship Aca cademic- c- Ad Advis visement t Suppo Support rt

FRESHMEN SOPHOMORES NON-RETURNING FRESHMEN

TOTAL Social Freshmen Activities

70% 60% 70% 67%

• “I’m in a living and learning community (LLC) so we like to do different events every other day of the week. The LLC is

great for the freshmen experience and building friendships” (FM3)

• “I didn’t’ really socialize or get involved with campus stuff. I think I am an introvert. I would sit in my room most of the

time” (NRM3)

Development of Effective Study Strategies

80% 80% 40% 67%

• “I got lost during the lecture. I advise students to stay focused, develop study habits, and learn new strategies”

NRF5

• “Study groups are helpful because each group member is able to capitalize on the other student’s ideas and

knowledge.” SM6

Instructor-Student Relationship

50% 70% 50% 57%

• “You had more of a relationship with your high school teachers and then you come to college and it’s like they are just

here to do their job and leave. They should act like they care.” SF3

• “My English instructor does a great job of helping and teaching students. He set up one-on-ones” FF1

Academic Advisement- Support

80% 30% 50% 53%

• “They could be a little friendlier. I feel like they all hate their jobs.” (NRF2)
• “My advisor was great; “maybe an idea would be to get like a small profile of the students and try to suggest to them,

like point them in a certain direction.” SM6

¡ IMPLICATIONS ¡

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Engagement

Ø Social environment Ø Academic environment

§ Peers § Instructors § College administrators

Ø Experiential learning

Obstacles

Ø Poor personal study skills Ø Limited academic advisement-support Ø Instructor-student relationship

RECOMMENDATIONS

v Provide a balanced social and academic experience v Integrate freshmen workshops into classroom exercises v Promote the instructor-student relationship v Provide aggressive and intrusive student advisement v Involve student organizations v Provide in-house training for academic advisors and faculty

Ø Colleges and universities must view the first-year as a combination of

independent yet interdependent components. The four major themes functioned as critical factors that influenced the social and academic

• experience. No one theme dominated or functioned as the lynchpin for the

freshmen transition. A combined and orchestrated interaction of all the themes framed the overall experience.

Ø Millennial freshman students required ongoing academic guidance,

feedback, and interaction which helped promote a seamless transition into both the academic and social environment.

Ø First-year programs, courses, and/or initiatives should be strategically

integrated or threaded into the overall experience.

CONCLUSION

REFERENCES

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Bassey, M. (1999). Case study research in educational settings. Buckingham, England: Open University Press. Burshong, S. (2009). Freshman retention drops, except at 2-year colleges. Chronicle of Higher Education, 55(21), A17. College Board. (2011). Pay for college. Retrieved from http://www.collegeboard.com/student/pay/add-it-up/4494.html Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: The millennial students. Journal of College Admission, 195, 20-25. Hayashi, Y., Nakayama, T., Slingsby, B., Sugimori, H., Takahashi, M., & Yamazaki, H. (2009). Characteristics of qualitative studies in influential journals of general medicine: A critical

• review. BioScience Trends, 3, 202-209.

Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books. Jafee, D. (2007). Peer cohorts and the unintended consequences of freshman learning

• communities. College Teaching, 55(2), 65-71.

Monaco, M., & Martin, M. (2007). The millennial student: A new generation of learners. Athletic Training Education Journal, 2, 42-46.

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REFERENCES

National Student Clearinghouse Research Center. (2015). First-Year Persistence and Retention Rates by Starting Enrollment n: 2009-2012. http://nscresearchcenter.org/snapshotreport-persistenceretention14/ Rickes, P. C. (2009). Make way for millennials! How today's students are shaping higher education space, Planning for Higher Education, 37 (2), 7-17. The National Center for Higher Education Management Systems. (2012). Retention Rates – First-Time College Freshmen Returning Their Second Year. Retrieved from http:// www.higheredinfo.org/dbrowser/?year=2010&level=nation&mode=map&state=0&submeasure=224 Tinto, V. (2009). Taking student retention seriously: Rethinking the first year of college. Retrieved from http://faculty.soe.syr.edu/vtinto/Files/Taking%20Student%20Retention%20Seriously.pdf Williams, D. F. (2011). The impact of career workshops on freshman college students at-risk for dropout: An action research study. College Student Retention: Research, Theory & Practice, 13(1), 37-62.

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Ò Questions?

CONTACT INFORMATION

• Dr. ¡Patrick ¡Turner ¡

peturner@gsu.edu ¡ 404-­‑413-­‑7217 ¡ ¡

HAVE AN AWESOME DAY !!!!!!