Transcript Slide 1
Creating a Supportive but Challenging Educational Experience First Year Students at ISU • • • • • • 53% female 30% domestic minority 3.04 average high school gpa 50% are Pell-funded 20% are 21st Century Scholars 64% are first-generation college students First Year Students at ISU • Approximately 12% are conditionally admitted • Survey of Indiana high school students found that students reported studying, on average, fewer than 5 hours per week • Approximately 78% of college students work, and on average, students work about 30 hours per week • About 25% of full-time college students work full time Generation “Y” OR Millennials • • • • • Birth Yrs: 1982 to 2002 70 to 95 Million 30% of U.S. population 34% Minority “Digital Natives” Influences Sheltered and Special Generation “Y” OR Millennials • Team oriented • Enjoy strong connections with parents and friends • Earlier focus on college, jobs, and salary • Multi-taskers • 20-25% of students who visit a University health clinic for cold symptoms turn out to be depressed • Negotiators What does this mean for how we teach Millenials? • Created by Michael Wesch • Conducted with 200 students at Kansas State University Best Practices for Student Learning & Student Success • • • • • Level of academic challenge Active and collaborative learning Student interactions with faculty Enriching educational experiences Supportive campus environment * George Kuh (2005). Student Success in College: Creating Conditions that Matter. Best Practices for Student Learning & Student Success • Active involvement • Social integration (collaboration and formation of personal relationships) • Personal reflection • Personal meaning • Personal validation Cuseo, J. (2007, July). “Seven Central Principles of Student Success: Key Processes Associated with Positive Student Outcomes.” Building Rapport • Initial rapport built with students can set the tone for the course – Get to know your students, and allow them to get to know you – Maintain and share your sense of humor – Use personal examples – Make appointments to meet with students outside of class – Learn names Express Interest … about students’ well-being … about students’ experience in college … in students’ perceptions of the course Provide time before and after class to talk with students informally Reserve some class time for “open forums” Relevance • Connecting course content to students’ lives and experiences • Especially important for minority students and first generation students The MAP-Works Process Information Collected Profile Information – – – – – Gender and race/ethnicity Entrance exam scores # credit hours enrolled Cumulative GPA Credit Hours Earned Self-Assessment – – – – – – Communication Skills Analytical Skills Self-Discipline Time Management Health and Wellness Financial Issues Academic Integration – – – – Academic Self-Efficacy Basic Academic Behaviors Advanced Academic Behaviors Commitment to Education Social Integration – Homesickness – Peer Connections – Living Environment (on/off campus) – Roommate Relationships – Campus Involvement Identifying Who is at Risk Faculty Roles Direct Connects Alert Input Only