March, 2010

Joan
Original post
FYS / fyechat / technology — 8 Comments
22
Mar 10

LMS, FYS, going green and other fun things

Almost two weeks ago I presented at the NASPA conference on Infusing Technology into Student Affairs.  While the presentation focused on developing strategic partnerships to utilize your Learning Management System (LMS), we also discussed tapping into free technology solutions such as big huge labs, creating word art, and googledocs to create learner centered classrooms.   I love big huge labs in particular as they allow you to make successories style posters, among other cool things.  It is a great tool to engage your students around copyright, creative commons and other ethical/legal issues.

In any case, I was reading Wesley Fryer’s Speed of Creativity blog the other day and he featured edmodo.com, a social network for the classroom.  You can check out his great instructive blog post here: http://tinyurl.com/ykfbr4f

This fit in well with what we discussed during the NASPA presentation. Edmodo.com can make your First Year Seminar class paperless and develop some online community, almost like a cross between Ning.com and a Learning Management System.   Because I use Blackboard, my institution’s Learning Management System, I haven’t tried out Edmodo.com yet, but I am intrigued by the possibility and may be using it for some upcoming Orientation staff training.

At my institution, we decided to move the First Year Seminar to our Learning Management System for a variety of reasons.   The largest reason was philosophical.  Many of our major classes use Blackboard in the first semester to post lecture notes, syllabi and tests or quizzes.  Therefore, it made sense that the First Year Seminar acclimate students to using our LMS.  We built one of the first seminars around accessing and gaining familiarity with the most commonly used tools Blackboard.  The rest of the seminar then used Blackboard as a supplement to the face to face classes, allowing students to gain a tremendous comfort level with the platform before they took their first test or quiz.

The other main benefit is that the LMS, like edmodo.com, is web-based.   This allows both instructors and students to access the course from anywhere.  For students, we posted a helpful resources folder that contained a guide to Boston as well as links to time management tools and other helpful items.  Students could access this folder from anywhere they had an internet connection.  Instructors could prep their classes at home without lugging binders around.  Using an LMS facilitated an easier connection to the course as well as allowed us to go “paperless” and live up to the commitment to be more environmentally responsible.

The best part about moving to an LMS was that it was free.  We ended up with a more environmentally friendly class that gave students the opportunity to practice a vital skill needed for success at our institution.  To boot, we ended up with easier facilitation of the class for instructors and a more mobile version for the students.  It was a win-win for us.

Chances are very good that you already have an LMS on your campus.  Find the instructional designers or academic technology people in the phone directory and call them up (or email them).  Find out what they have and whether or not you can tap into it.  Start collaborating across the digital divide.  If you run into roadblocks, trying checking out edmodo.com as an option.

Bryce
Original post
Change / Design / fyechat / learning from business / paradoxes / ritual — 2 Comments
19
Mar 10

Managing Transitions: What FYE can learn from the corporate world

Recently I have been reading a book from business literature called Managing Transitions.  In it the author (William Bridges) describes a philosophy and accompanying set of strategies that organizations can employ to successfully navigate difficult transitions (e.g. a merger, downsizing, closing, etc.).  The premise of the book is that transitions, while filled with anxiety and the sometimes debilitating potential for failure, present tremendous opportunities for growth and innovation.

This has been interesting reading for me because my area on campus is in the midst of a fairly dramatic transition.  But, as I read another chapter this afternoon it occurred to me that some of Bridges ideas could be applied to my work in first-year experience.  New freshmen on college campuses look, in some ways, a lot like a mid-level manager trying to grapple with changes in her organization.  Both are anxious and somewhat frightened of the uncertainty that lies ahead, both are probably questioning their ability to succeed in their new environment, and both are likely to brush up against experiences that expose weaknesses and deficiencies.
So, what can those of us in FYE learn from corporate America about managing transitions? 
Bridges’ identifies three fluid stages–(1)Letting Go, (2) the Neutral Zone, and (3) The New Beginning (see image below).
 It’s important to note that these are not three static phases that are moved through in sequential order (like walking through three separate doors).  Rather, we find ourselves in all three phases at any given point within a transition.  The concept of a new beginning was not new to me–it is where we focus most of our efforts as we design orientations, first-year programs, etc.  However, my sense in talking with colleagues on other campuses is that most of us haven’t spent much time thinking about the letting go and neutral zone elements of students’ transitions onto our campuses.  That’s where I’ll focus the rest of this post.
Letting Go.  Among other things, Bridges recommends that those assisting individuals in transition pay attention to what is being lost by those experiencing the change.  What are they giving up?  What are they likely to long for in the new situation?  etc.  The first implication here is that we both expect and accept the fact that most if not all new students will experience some sort of “grieving” during their first year on campus.  For some it will come in the first few weeks and in other cases it could come much later (e.g. after Thanksgiving or Christmas vacations).  But, we shouldn’t be surprised or discouraged when we see students struggling with the “I wish I was at home” sorts of feelings.  In fact, recognizing and addressing those feelings is necessary for students to eventually become integrated into our campuses.  At times, those of us who interact with new students (faculty, advisors, residence hall staff, etc.) might be guilty of trying to skip to the “new beginning” without ever allowing students to let go.  One way that this might happen would be to mark the ending in a very public or visible way.  Could something happen during new student Convocation or another part of orientation that ritualizes the ending (this could also more effectively signal the new beginning we hope students engage in)?  Also, could students be invited to discuss with one another or with a peer mentor/advisor the sorts of things they are giving up as they transition into college (e.g. old study habits, friendships, their own room, etc.)?  This could help lead to a conversation about the many things that we provide on our campuses to compensate for these losses–student organizations, academic help centers, residence hall advisors, and more.
The Neutral Zone.  The neutral zone is that place between the ending and the beginning where we are trying to find our place, reframe our identity, and figure out how to make it in our new situation.  It’s in the neutral zone where we see students anxious, stressed, ambiguous, and questioning their ability to make it.  And, in some ways, our programs are intended to move students through this uncomfortable place as quickly as possible.  The interesting idea presented in Managing Transitions is that the neutral zone isn’t necessarily something that we should try to rush people through because of the opportunities for growth and innovation that it presents.   A quote from the book (p. 52) captures this idea very well:
“The key to succeeding in these efforts [the efforts to help individuals navigate the neutral zone] is to look at the neutral zone as a chance to do something new and interesting–and to pursue that goal with energy and courage.”

I like that thought because it shifts the responsibility for success on to the individual and essentially asks “what can you do during this time of transition to grow, change, be creative, etc”  That seems like a liberating thought and one that should be shared with students.  In addition, Bridges recommends that the neutral zone be “normalized” such that it becomes clearly understood by students and others on campus that the transition to college won’t happen overnight and won’t happen without some growing pains.  Carol Dweck’s ideas in Mindset seem like they would have particular application here; in a nutshell she discusses the idea of a “growth mindset” wherein individuals view intelligence and success as malleable and responsive to hard work and practice.  This sort of attitude can help students reframe the way they view failures and help them use the neutral zone and its “failures” as learning experiences that lead to eventual growth and success.  
So, the take home for me was that for FYE professionals to really help students “begin” their college experience, we need to pay a bit more attention to the other two elements involved in the transition to college.  Thoughts?  How are you helping students let go or navigate the neutral zone?
 
Mike
Original post
Uncategorized — 1 Comment
16
Mar 10

Hall Government Programs

I would like to talk about Residence Hall Government and how it helps to further First Year development.   Residence Hall Government groups are known by many names on campuses around the country such as, RHA, RHC, IRHA, RSA, RSO, IRHC and many more.   A common structure is one where hall government programs work on a campus level and with individual in-hall councils.  Hall Governments have the opportunity to work with a regional/national organization called NACURH, Inc or the National Association of College and University Residence Halls.  NACURH is an organization very similar to ACUHO-I.  NACURH is also split into 8 regions that cover the US, Mexico, and Canada.

Now how does this relate to first year experience?  I think that hall councils have the ability to be huge leadership growth tool for first year students.  The hall councils I have worked with work with students within a hall being elected to exec board and representative positions within the first couple weeks of the school year.  In a first year building this means that students are taking on this role in the first couple weeks of college.  What other organizations on a college campus recruits students to be leaders so early?  Add in the fact that the hall government programs can implement leadership and position training early on, with ongoing training throughout the year, you have the potential to see very well developed student leaders by the end of the first semester.

On my current campus we have a 65% first year population, and 5 buildings that have first year students with a hall council in each. The campus hall government body has 2 retreats a year (they call them advancements) and have a leadership topic presentation each week at their general body meetings.  We have 850 first year students on campus and 70 of them participate actively in hall council.  We do see some drop off as the year goes on and we do have some students that participate out of popularity, however overall we have had a great success with the program here in its first four years.

Some benefits we have seen from our first year hall council groups;

  • Increase in number of first year RA applicants
  • Increase in programming initiatives in residence halls
  • Increase in hall pride
  • Increase in suggested improvements from residential  students
  • Decrease in residence hall damage
  • Leaders branching out to participate in other campus organizations

Creating a residence hall government program can be beneficial in the creation of a successful first year residential experience program.  The key is getting student buy in.  My suggestion is to try to get your students to attend a regional or state conference.  Check out this link to find your regional information.  If that is not possible to attend a conference, connect with some advisors that are out there.  I am willing to help you or put you in contact with advisors that I know that have worked with starting a hall government program.   There are also some guidebooks here that may help in your creation journey.

I would love to hear your expereniences with Hall Government.

Please get in touch if you have any thoughts or questions!

Joan
Original post
Uncategorized / fyechat — 1 Comment
9
Mar 10

conferencing…

I am here at the NASPA2010 annual conference in the great city of Chicago. While the weather has left something to be desired, the conference so far has been great.  I spent some time exploring Universal Design principles, thought critically about how my institution engages commuter and adult students and listened to a fantastic group of educators explain how they expanded their common reading program into a full fledged experience.  The most thought provoking part of my day was the keynote speech with Condoleezza Rice, former Secretary of State under George W. Bush.   I confess I arrived at the session ambivalent and not really sure what to expect.  To my surprise, she was funny, relevant and engaging.  Dr. Rice shared personal stories about higher education based on her experiences as a student, professor and provost.   She told poignant stories about a crisis of confidence that caused her to change her major, the value of education in her family and her father’s legacy as a student affairs professional.

As intellectually stimulating as this day was, my key take away from the day had nothing to do with the sessions I attended.  For some reason, as I was making my way to the 8:30 AM session with Dr. Rice, I found the conference venue incredibly difficult to navigate. I felt like I was surrounded by people I did not know, who all seemed to know each other.   I felt stressed that if I didn’t arrive on time, I would be embarrassed to walk in late to the session.  I got annoyed that there weren’t very good signs pointing the way.  I almost gave up trying to find the session.

As I was on the verge of retreating back to my hotel room, I realized this was the first time in years I had been immersed in something completely foreign and new.  If you were at the conference you might have seen the light bulb go on over my head as I stood there with a dumbfounded look on my face.  That was me blocking the escalator (sorry!). I was viscerally  experiencing some of the feelings that my first year students experience on their first days on campus.  Don’t get me wrong, I try new things, especially technological things, in my job all the time.  I try new food, new restaurants, new work outs and new routes to work.  However, all of those things have an element of familiarity to them.  This was different as I was completely encompassed, completely in this new, foreign experience.   I may start a new project at work, but I am comfortable in my job.  I may try a new restaurant, but with old friends.  Very rarely am I in a new environment surrounded by unfamiliar faces trying to find my way.

As I literally struggled to find my way  through the conference, I pledged to remember this feeling as I work through the craziness that is August in Student Affairs.  I also decided to make sure I get completely immersed in something new and foreign every once in awhile.  It is a powerful reminder of the experience of our new students

Bryce
Original post
Design / collaborative learning / engaged learning / fyechat — 2 Comments
5
Mar 10

A “Third Place” on campus: What would an academic town hall for freshmen look like?

I just returned from a meeting with a group of librarians on my campus (as an aside, whatever stereotypical illusions I held about librarians being socially awkward book worms were destoryed in the 90 minutes I spent with them).  Our conversation centered on (1) their desire to create a third place space within the library that students can come to when they aren’t at home and aren’t in class and (2) my department’s desire to create a space where freshman students and their mentors can build relationships, work collaboratively, and engage in meaningful dialogue.  The concept of third place was pioneered by Ray Oldenburg and, in short, describes a public space where members of a community can come together to dialogue and form bonds.  

During the meeting my mind wandered a bit (who hasn’t had that happen in an administrative meeting) and I began to think about a recent blog post by Gary Daynes in which he drew connections between universities and cities.  In his post Gary describes a number of ways in which cities and universities are similar including power systems, food distribution, and police forces.  One element of cities or towns that I see missing from my University (and I would imagine a large number of institutions across the country) is the town square or commons area where members of the community congregate to do what I see as the real work of a city (e.g. share opinions about the health or malaise of the community, make suggestions for improvement, and showcase local products and creations).  I’ve oftened wished I lived in small town USA where this sort of thing happened more regularly.
So, this left me wondering about what an “academic town square,” particularly one targeted at first-year students, might look like.  My initial thoughts are that those desigining a space like this would need to keep a few things in mind:
1.  Comfort.  This needs to be a place where students would choose to go when they don’t have anything better to do.  Part of this is attending to physical comfort–it needs to include comfortable places to sit and to work and should “homey”–but, social comfort would be critical as well.  Care needs to be taken in encouraging social equality wherein a diversity of people and ideas are welcome.  And, a place to buy inexpensive, high-quality food (think coffe shop/cafe) would help as well.
2.  Invitations to collaborate.  The physical layout and objects placed in the space need to signal to those who enter it that this is a place where dialogue and group work are not only allowed but expected.    That means no desks, very little fixed furniture, and lots of studio-like space where people and congregate and engage in “messy” learning.  
3.  Opportunities for students to make the space their own.  The initial design needs to leave room for students to “move-in” and make it their own.  I’m not exactly sure what this would look like, but the space should be living and dynamic such that students can make their mark and create a sense of identity or sense of place there (for an example of what I mean, see this blog post from last summer).  This might include showcasing of student work (e.g. art, film, music, writing) and not just course projects or assignments.  
4.  Central and visible.  By definition the town square is the hub of the community, both physically and conceptually.  An academic town square needs to be accessible to students and should be highly visible so that students know where it is and can see the work that goes on there even if they don’t actively participate.  A “lab” tucked away in the basement of a building or the corner of the library will fall flat on its face. 
5.  Commonly accepted “house rules.”  Some sort of expectations as to what constitutes appropriate use of the space would need to be developed.  I’m not suggesting a placard of rules at the entry to the space like what you find at the neighborhood pool.  To be effective the code would need to be developed by those that use the space, not a university committee (or even a committee of students for that matter).  I’m not sure what the process would be here, but it seems important (anyone with ideas or suggestions for how this could be organized in an organic, grassroots way?).
Part of me thinks I’ve outlined an expensive plan for replicating the student union building.  But, the other part of me thinks that there is a need for a new space that is different from the student union in critical ways:  academic dialogue and deep learning experiences, but in an environment that feels like a student lounge.  As I walk through the student center on my campus I see lots of activity and energy but it happens in microbursts–a short conversation in the Taco Bell line, a hurried lunch with friends, stopping in to the Career Center to pick up a brochure, etc.    What’s missing are sustained dialogues about what students are learning in classes, informal conversations about the recent campus forum, or students arguing about healthcare and pulling up C-SPAN interviews online to illustrate their points.  
Am I crazy?  Could a space like the one I’ve described work on a college campus?  And, what would it look like if the target population was college freshmen?