Category Archives: Academic Affairs

Untapped Resource for First-Generation, Low-Income Students

You send a notice to faculty and staff who you think are more aware of who the first-generation low-income students are on campus. You ask them to please let students know that there will be an opportunity for first-generation and low-income students to have a conversation about their college experience with a visitor to campus who has a special interest in this population of students, and, of course, there will be refreshments.

The demographics represented at the meeting include White, Latinx, African American, and Asian. As the students introduce themselves, it seems that half the students are neither first-generation nor low-income. As part of their introduction, some of their responses about why they chose to come to this conversation include the following:

“I’m not first-gen or low-income. I came because I want to hear about the experiences of first-generation students in order to find out what I might be able to do to make the campus more welcoming and inclusive.”

“I’m not first-gen or low-income. I want to learn more about first-generation students because I plan to teach and work with students who may be first-generation students, and I want to learn as much as I can.”

“I’m a first-generation college student and I came in order to meet other first-generation students and to learn more about the university from their perspective.”

“I’m not first-generation low-income but it has been extremely challenging for me to find other people of color for my friend group. I had to ask people and hunt for people of color.”

“I’m not first-generation and I’ve never had to worry about money for college, but I want to know where to put my efforts as a gay White man. I want to share my voice and perspective and I’m wondering how that might play out in class and on campus.”

“I’m a first-generation low-income student and I came to encourage other first-gen students to join a new group I’m forming that will be a First-Generation Student Union or Club.”

“I’m White and I can’t imagine how it must be for students who are not White. I want to learn about their experience.”

“I’m a first-generation low-income student, and I came to the meeting to open up to other people about my background and my experience at the University.”

When we have the spotlight on first-generation college students, we may tend to think about the many degrees of separation possible between them and their more privileged peers. We may need to facilitate their coming together to discover shared connections such as valuing equity and social justice.

Colleges and universities are making progress in understanding that it’s not just first-generation students who need to adapt to the college; the institution must adapt to students, as well. Creating a climate that fosters a sense of belonging for all students is the responsibility of all within the community, and special programs for first-generation, low-income students cannot be successful without collaboration on goals across the institution.

First-generation, low-income students tell us that they want faculty to reach out to them and not place the entire burden on students to become involved and engaged. Who else should reach out? A source that might not be tapped is those students who are not first-generation, low-income students, but have a desire to be active in creating a more welcoming and inclusive campus but don’t know how they can have an impact.

When a diverse group of students from widely varying backgrounds and college experiences can come together to share their stories and experiences, we may want to add this to our inventory of ways to reduce intangible institutional barriers to the academic success and positive college experience for first-generation, low-income students.

 

 

Understanding how students learn in order to be more effective educators

All I want to say is thank goodness for Jane Fried!

Of Education Fishbowls and Rabbit Holes book cover with fishbowl

I just read her book titled Of Education, Fishbowls, and Rabbit Holes-Rethinking Teaching and Liberal Education for an Interconnected World. Don’t let the long title deter you from this compact gem at just 100 pages. I am thankful for Jane Fried because she has discovered what my personal experience and the science of learning indicate is the truth about how real and deep learning occurs and, most importantly, she is determined to help the rest of us understand it.

Though the book would be a resource for all in higher education, she spoke directly to student affairs professionals in 1995 when she and associates edited the ground-breaking book Shifting Paradigms in Student Affairs, Culture, Context, Teaching, and Learning. Prominent among purposes of the book was to emphasize that student development was part of the mission of colleges and universities, and student affairs practitioners were educators.

Fried located the concepts of the educative role of student development and student affairs in the different and interrelated cultures encountered in higher education in the United States and, indeed, the world. These different cultures were being aggregated under the term diversity in U.S. higher education and the best approach to seeing diversity as a resource rather than a problem was to see with new lenses or shift paradigms about learning. This paradigm shift is relevant today as students are creating their own laboratories for learning through their activism.

In Shifting Paradigms, Fried suggests that educators understand and accept the fact that sometimes the “student is the expert and the student affairs professional learns a great deal.” (112) She also points out that the role of the student affairs professional becomes one of understanding that students are learning from their experiences and the role of the professional is to help students reflect on that experience. (213) Those who desire to truly educate will need to help students reflect from the perspective that “cultural experience, historical experience and personal experience” all matter. (230)

As an original thought leader and contributing author of Learning Reconsidered-A Campus-wide Focus on the Student Experience, published by NASPA and ACPA in 2004, Fried championed the idea of the interconnectedness of learning where all of the processes and relationships a student encounters must be recognized as learning sites that students could use to make meaning of their lives. Therefore, each site must see itself as part of the learning community. In other words, learning occurs both inside and outside of the classroom.

I keep her 2012 book titled Transformative Learning through Engagement-Student Affairs Practice as Experiential Pedagogy close at hand for quotes for my various essays and speeches. It is rich with information about the psychology and biology of learning, and it reinforces what I think is the major take-away from Learning Reconsidered, mentioned above, and Learning Reconsidered 2, published in 2006: The most important factor is that transformative learning always occurs in the active context of students’ lives.

The most recent book speaks to faculty directly about their assumptions based on how they were taught and learned and how their world view influences how they see students and how they teach. By another name, Jane Fried is still working to help educators understand that there has to be a paradigm shift. She makes concrete recommendations about how faculty who teach undergraduates can do so more effectively. True to how we learn, throughout the book, she asks the reader to stop reading to do some exercises and reflections in order to move beyond learning “about” teaching effectively and to begin to understand how learning occurs through their own experience and reflection.

I will continue to read whatever Fried writes because it takes a while to unlearn what and how we have been taught and to shift our perspective in how we see the world.

Thank you, Jane, for continuing to move classroom faculty and student affairs professionals toward understanding how students learn in order to be more effective educators.

References

Fried, J., & Associates. (1995). Shifting paradigms in student affairs: Culture, context, teaching and learning. Alexandria, VA: American College Personnel Association; Lanham, MD: University Press of America.

Fried, J. (2012). Transformative learning through engagement: Student Affairs practice as experiential pedagogy. Sterling, VA: Stylus.

Fried, J. (2016). Of Education, Fishbowls, and Rabbit Holes-Rethinking Teaching and Liberal Education for an Interconnected World. Sterling, VA: Stylus.

Keeling, R. (Ed.) (2004). Learning Reconsidered-A campus-wide focus on the student experience. Washington, DC: American College Personnel Association and National Association of Student Personnel Administrators.

Finding the right time…

It was a decision that had to be made.  In my comment following this excellent presentation, do I only reference the parts of what I heard about the vision for IT at our College or do I also attempt to help everyone who is not in student affairs understand that IT can also play an important role in improving the educational experience of students by supporting the work of counselors and advisers who want to use technology to be more efficient and effective in their work with students?

Why did I have this dilemma?

The CIO made a most impressive presentation introducing concepts of the hype cycle, the trough of disillusionment, the slope of enlightenment and the plateau of productivity. He talked about the history of technology, where the College has been in its use of technology, where we are going, and various faculty and student initiatives in regard to instruction.

The bottom line is I loved the presentation! Yet, something really bothered me.

During the presentation, the CIO was quite specific in outlining how what he was proposing would work with the “academic areas.” Following the presentation when the administrators were making comments, the academic vice president framed his remarks with the words “on the academic side.”

I was surprised to hear this clear delineation of what was academic and, by inference, what was not, especially at a critical time when the entire College has been restructured to insure that advising is done by everyone to some degree.

To insure consistency, accuracy, continuity and a developmental model for advising, counseling faculty in student services are encouraging the use of a system where advisers are encouraged to place notes about their work with students so if a student changes a major or decides on a major after being advised as an undecided students, the next adviser has some prior information about the student.

The system also allows students to select the same adviser by scheduling their own appointments. The system will insure that students are on a pathway towards a degree or certificate, and data can be collected from the system to gauge the impact of interventions to help students succeed in their courses.

A wealth of information can be collected and shared among students, faculty, and administrators with a system that is technology dependent. Why the CIO and the vice president for academic affairs found it necessary to carve out the “academic side” in talking about the future of technology at the College was a puzzlement to me.

I chose not to attempt to enlighten my colleagues at this presentation because there is a time and place for everything, and my attempt at enlightenment following an outstanding presentation would have been seen as negatively disruptive, and no one can hear our message if there is the noise of negative disruption.

I will find other times and occasions to talk about holistic learning, the value of advising, and the fact that all of our work with students is “academic.”

Bridges – literal and otherwise – for student success

I had an opportunity to welcome new faculty today and I told them that giving the obligatory “Welcome” before the main event was one of my designated roles in life it seems.

I guess it was because I could not sing solo and I didn’t have other discernible talents that I was always selected to give the “Welcome Address” when visiting choirs and other groups came to our church. I made the welcome something special. I made banners that said “WELCOME” with glitter and hung the banners across the pulpit, and I put a lot of thought and practice into what I planned to say. The visitors seemed to appreciate the effort.

When I welcomed new faculty at Montgomery College recently, I did not hang a banner, but I did ask something of them. I told them about when I first worked at a community college as a counseling faculty member. There was a bridge or walk across from the Student Services building and the building where classes were taught. Back then when faculty smoked cigarettes, some of them would take a smoke break on the bridge; others would come out between classes to grab a few rays. I made a habit of walking across the bridge to go from one building to the next just so I could run into academic faculty.

It was on that bridge between buildings that academic or classroom faculty and I discussed students who were obviously talented and bright, but their writing seemed to tell another story. Particularly disturbing was their inability to spell. We did research and discovered that there was something called dyslexia. This discovery led to a collaboration to get support for students who had learning  disabilities.

It was on this bridge that academic faculty talked with counseling faculty about the veterans who could benefit from having someone to talk with, but who were reluctant to come to the Counseling Office. This led to the creation of a peer counseling program where some of the peer counselors were veterans. They were able to have the initial conversations with veterans and get to a point in their relationship where they could refer the veterans to the professional counselors.

A lot of work was done on that bridge between buildings for Student Services and Academic Affairs, and a lot of friendships were forged.

I asked the new faculty to see it as their responsibility to build a bridge between academic faculty and counseling faculty in Student Services in order to reduce barriers to student success.

What does welcome look like? Expectations of a multicultural campus

Demographic diversity does not define a multicultural campus.

Different cultures living in the same space do not make a multicultural campus.

A multicultural campus has expectations of members of the academic community. These expectations include all members – especially students – contributing to a welcoming and supportive environment.

Members of the academic community are not always aware of what welcome looks and feels like, and they often do not know that they are responsible for it.

I have been on many campuses this fall and, on one campus, I was looking out of a window just above where a student orientation leader or student adviser was giving remarks before beginning a campus tour. All the students taking the tour were white except for one black student with long braids who stood to the extreme right of the group on the front row.

During this beginning part of the tour, the guide never looked toward the black student. The tour guide had long hair that covered or shielded the right side of her face, and she never turned her head to see around the hair, therefore blocking off all vision of those on the extreme right where the one black student happened to be standing.

The black student might not have been welcomed and the student might not have felt welcome. The guide might not have been aware of how it might seem when she never looked toward this student.

This is why it’s necessary to make all members of the academic community who represent the college aware of what welcome looks and feels like. Something as simple as a student tour guide making eye contact with everyone could make the difference in whether or not a prospective or new student feels welcome and whether or not the guide is contributing to the culture of a multicultural campus.