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 21 st 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 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 * George Kuh (2005). Student Success in College: Creating Conditions that Matter. Level of academic challenge Active and collaborative learning Student interactions with faculty Enriching educational experiences Supportive campus environment

Best Practices for Student Learning & Student Success Cuseo, J. (2007, July). “Seven Central Principles of Student Success: Key Processes Associated with Positive Student Outcomes.” Active involvement Social integration (collaboration and formation of personal relationships) Personal reflection Personal meaning Personal validation

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 Academic Integration –Academic Self-Efficacy –Basic Academic Behaviors –Advanced Academic Behaviors –Commitment to Education Academic Integration –Academic Self-Efficacy –Basic Academic Behaviors –Advanced Academic Behaviors –Commitment to Education Self-Assessment –Communication Skills –Analytical Skills –Self-Discipline –Time Management –Health and Wellness –Financial Issues Self-Assessment –Communication Skills –Analytical Skills –Self-Discipline –Time Management –Health and Wellness –Financial Issues Profile Information –Gender and race/ethnicity –Entrance exam scores –# credit hours enrolled –Cumulative GPA –Credit Hours Earned Profile Information –Gender and race/ethnicity –Entrance exam scores –# credit hours enrolled –Cumulative GPA –Credit Hours Earned Social Integration –Homesickness –Peer Connections –Living Environment (on/off campus) –Roommate Relationships –Campus Involvement Social Integration –Homesickness –Peer Connections –Living Environment (on/off campus) –Roommate Relationships –Campus Involvement

Identifying Who is at Risk

Faculty Roles