Gregory (Greg) L. Heileman currently serves as the Associate Provost for Student & Academic Life at the University of Kentucky. From 2011 until 2017, he served as the Associate Provost for Curriculum and then as the Vice Provost for Teaching, Learning and Innovation at the University of New Mexico (UNM). During that time he led campus-wide student academic success initiatives, and worked with key stakeholders on campus, to produce all-time record retention and graduation rates. In 1990 he joined the Department of Electrical and Computer Engineering (ECE) at UNM where he advanced through the academic ranks to Professor. From 2005-2011 he served as Associate Chair (Director of Undergraduate Programs), and led the department through two ABET accreditation visits. In 2011 he became an ABET program evaluator. In 2009 he was also awarded the IEEE Albuquerque Section Outstanding Educator Award. He was the recipient of ECE’s Lawton-Ellis Award for combined excellence in teaching, research, and student/community involvement in 2001 and again 2009. He held ECE’s Gardner Zemke Professorship from 2005-08. He received the School of Engineering’s Teaching Excellence award in 1995, and the ECE Department Distinguished Teacher Award in 2000. During 1998 he held a research fellowship at the Universidad Carlos III de Madrid, and in 2005 he held a similar position at the Universidad Politénica de Madrid. He earned the BA degree in Biology from Wake Forest University in 1982, the MS degree in Biomedical Engineering and Mathematics from the University of North Carolina-Chapel Hill in 1986, and the PhD degree in Computer Engineering from the University of Central Florida in 1989.
Gardner Institute Advisor Peterson-Veatch Named Vice President for Academic Affairs and Dean at Southwestern College
May 17, 2017
Southwestern College President Brad Andrews has announced that Ross Peterson-Veatch will be the next vice president for academic affairs and dean of the college. Dr. Peterson-Veatch will begin his duties July 1.
The new vice president will have responsibility for the academic vision and execution of academic programs at the college, including both the main campus and Professional Studies. During the past year’s national search to fill the position these duties have been performed by Tracy Frederick, interim provost, after former provost Andy Sheppard accepted a college presidency in Georgia.
“I am so pleased to be chosen as Southwestern’s new vice president for academic affairs,” Peterson-Veatch says. “I am excited to join the Moundbuilder community and I look forward to working with faculty and administrators to continue Southwestern’s strong traditions of student engagement and academic excellence.”
Peterson-Veatch has served as interim vice president for academic affairs and academic dean at Goshen College (Ind.) since 2015. In that role he was responsible for providing leadership and oversight for all academic and student life programs and departments. He served Goshen previously as associate vice president for academic affairs, primarily focused on adult and graduate programs. Before that, as associate academic dean, his duties included service on the college team developing strategic academic priorities.
Prior to his tenure at Goshen, Peterson-Veatch was a faculty member at Indiana University in the liberal arts and management program, and has also held faculty appointments at Earlham College, Goucher College, and Indiana University-Purdue University Indianapolis. From 2001 to 2007 he served Indiana University’s Kelley School of Business as an instructional consultant focused on improvement of classroom teaching practice.
“Southwestern is a college with a clear focus on students and their success and a commitment to developing students as leaders. I am honored and humbled to be able to be a part of those efforts and to help extend them to a growing student body both in Winfield and beyond,” Peterson-Veatch adds.
Peterson-Veatch received his bachelor’s degree from Earlham College in Spanish and sociology/anthropology and holds master’s and doctorate degrees in folklore from Indiana University. He has published numerous articles and book chapters on professional learning communities and other topics.
His academic interests include leadership studies, folklore, history of ethnography and Colonial Latin American literature.
“I look forward to partnering with him and am excited about the leadership and service he will provide Southwestern in the years to come,” Andrews says.
Peterson-Veatch has been involved in college pedagogy initiatives since 1992 and served on the program committee for the 2009 annual meeting of the International Society for the Scholarship of Teaching and Learning. He is a member of the International Leadership Association, the International Society for the Scholarship of Teaching and Learning, the Professional and Organizational Development Network in Higher Education, the American Conference of Academic Deans, and the American Folklore Society.
Peterson-Veatch and his wife, Erika, plan to move to Winfield this summer along with their sons, Oscar and Arthur.
UHD Honored with UHS Board of Regents Academic Excellence Award for Faculty Work on Improving Student Success in Gateway Courses
UHD Honored with UHS Board of Regents Academic Excellence Awardfor Faculty Work on Improving Student Success in Gateway Courses
Undergraduate success in higher education is often dependent on a student’s performance in gateway courses – or those required entry-level classes that provide the academic foundations for selected majors.
Recognizing the importance of gateway courses to students’ long-term academic success, faculty at the University of Houston-Downtown (UHD) began efforts to improve student performance in these courses nearly two decades ago. This multiyear initiative has addressed numerous gateway courses on campus and is yielding positive results. The ongoing efforts in recent years have been housed in the Center for Teaching and Learning Excellence (CTLE) as part of a program called the Course Innovation Initiative (CI2).
For its efforts in helping students succeed in these necessary classes, UHD was awarded the University of Houston-System Board of Regents Academic Excellence Award. UHD was formally recognized with this honor during the Board’s May 18 meeting on the University of Houston campus.
“This award is a validation of UHD’s commitment to its students,” said UHD President Dr. Juan Sánchez Muñoz. “Success in gateway courses is essential to a student’s progression in a university setting. Too often, those who transition from high school to an institution of higher learning are challenged by a new academic standard and new ways of learning. Our faculty and staff have worked diligently to help students overcome these challenges and stay on the right path toward finishing UHD strong.”
Examples of strategies used by faculty in gateway courses include:
- Reading guides or interactive online video lectures that help students prepare prior to attending class.
- Team environments in which students collaborate with each other and supplemental instruction leaders (peer tutors).
- Classroom problem solving activities.
Improved student engagement and learning was the primary goal of course redesign efforts. This was measured in a variety of ways, but is reflected most prominently by the percentage of students earning a C or better in selected courses. At the conclusion of the fall 2016 semester, students’ grades in gateway courses had improved significantly.
Some of the most marked improvements included scores in College Algebra with 64 percent of students earning A’s, B’s or C’s. Previously, 42 percent earned a C or better in this course.
Another leap was made in General Biology. By the conclusion of fall 2016, 65 percent of students earned A’s, B’s or C’s. Prior to that semester, 38 percent of students scored a C or higher.
Additional program outcomes are detailed in this chart:
|Course Name||2016/17 Enrollment||Baseline % ABC||Current % ABC|
|English Composition I||1050||54||74|
|English Composition II||1044||56||69|
|Integrated Reading & Writing||213||70||83|
|US History I||1294||52||71|
|College Math for Liberal Arts||246||53||65|
|General Biology I||390||38||65|
|General Chemistry I||385||44||56|
These impressive academic results have helped students overcome trepidations regarding the leap from high school classrooms to university learning spaces. Faculty confidence also was bolstered as professors collaborated together on course design strategies and observed positive outcomes in the classroom.
“I began seeing a level of engagement I had never seen before in any of my other classes,” said Dr. Lisa Morano, professor of biology and microbiology. “I began to realize that influence from peers was an incredibly motivating factor for students.”
Faculty efforts to improve student success in gateway courses through the support of the CTLE are complemented by other initiatives aimed at supporting First Time in College students (FITCs). These include Supplemental Instruction, freshman seminar courses, Gator Gateway, an expanded orientation program for freshmen, faculty mentoring, and Gator Ready, which is aimed at simplifying the registration process for FTICs.
A video titled Active Learning and Gateway Courses was created to document faculty and staff efforts to improve student learning in gateway courses at UHD. The video, featuring faculty and student testimonials, can be viewed here.
About The University of Houston-Downtown
The University of Houston-Downtown (UHD)—the second largest university in Houston—has served the educational needs of the nation’s fourth-largest city since 1974. UHD is one of four distinct public universities within the University of Houston System. As a comprehensive four-year university, UHD —led by Dr. Juan Sánchez Muñoz —offers 44 bachelor’s and eight master’s degree programs within five colleges (Business; Humanities and Social Science; Public Service, Sciences and Technology; and University College). Annually, UHD educates more than 14,000 students; boasts over 44,000 alumni and is noted nationally as both a Hispanic-Serving Institution and a Minority-Serving Institution. For more on the University of Houston-Downtown, visit www.uhd.edu.
What a Difference the First Year of College Can Make
I have devoted most of my exactly fifty-year career to trying the make the first year of American higher education a more positive experience for our students—in terms of their learning, personal growth, maturation, satisfaction, retention, self-esteem, and more. But I never stop asking what more/else can we do? And I keep looking for illustrations of what we do accomplish.
The traditional end of the conventional academic year for full-time college students is a good time to be reflecting on a question like this. So, what did we accomplish for our first-year students this particular year? And what a year it was! The year of Donald Trump’s election, deep national divide, and great disaffection, despair and anger on the part of students who rightfully believe that others do not think their “lives matter.”
Of course, we are all profoundly shaped by our own life experiences, from the past of long ago and the very immediate present. Hopefully, experiences in both and all domains give us college educators more empathy to understand our students, and in this case, what difference does the first year make.
Just the past April, I had to give a talk in Dallas and that happens to be the city where my wife, Betsy Barefoot, has a grandchild who chose to go there for her undergraduate education. Her choice was driven by many variables including the wishes of her parents, but mainly it was for the opportunity to play college varsity volleyball. She had been an all-around outstanding high school student with stellar academic, athletic, leadership and interpersonal skills. If ever there was a kid who was prepared for college this was one.
So, I secured her willingness to have me come out to campus and pay her a brief visit. She gave me a great gift, namely about three hours of her time. This included a tour of the campus including her residence hall room and a lunch with her significant other, a young man whom she had praised in advance to me because as she put it: “He is a real gentleman; he listens to me and we talk a lot.” She was having a very successful academic year. Dean’s List for first semester and looking like she would have an encore performance for second term. Making an extremely good social adjustment. Lots of friends. Nodded, smiled, and spoke to many students as she walked me around the campus. Obviously was very at home at the place. Compatible with all three of her room mates. Enjoying the volleyball even though she had been injured and was going to have to have knee surgery. This is an incredibly cheerful, positive, open, enthusiastic young woman. She remains focused on pursuing a long held academic and career goal: becoming an elementary school teacher. She is very focused, highly motivated. She maintains regular and excellent communication with her parents, who are the foundation for a very functional family with four children.
So, I asked her if she thought college had changed her any. She paused for a long time and finally shared that she thought it had—“somewhat” …”maybe a little……” But there was a tentativeness about her response. I wondered if it was because she hadn’t really been asking herself about that. Or if it was because she just had such a fundamentally positive disposition about everything and almost everyone. I concluded that she really didn’t know. She hadn’t had enough time or detachment to make a judgement about that. She allowed as if she thought it had made her “somewhat” or “slightly” more “independent.” I have known this student since she was born, for 18 years, and if there were any changes as a result of the first year, they were very subtle and not discernible to my well-trained eye.
And it was inevitable that I would compare her to my own first year, what I had been like at the start, and where I found myself at the end of that year.
I think she arrived at college well adjusted. I did not.
She made good friends immediately. I did not.
She was immediately successful academically. I was not
She was on a varsity athletic team. I was on a junior varsity team (lightweight crew).
She had received an academic scholarship. I certainly did not.
She was the first child of her siblings to go to college. So was I.
She didn’t confess any initial homesickness to me. I was terribly homesick.
She had a declared major and a career orientation that is very strong, very certain. I had no major. Never did. Thank you Marietta College for not making me chose a major.
She terminated a “from back home” romantic relationship in the first year and entered a new one. I did neither. But should have.
She was very disciplined as a student. I was not.
She ended up on the Dean’s List after first semester. I ended up on academic probation.
She had fellow room mates who were also making a successful adjustment to college. I did not. My first room- mate was so homesick that he left college (and me) after the first six weeks! I didn’t know you could leave college. It wasn’t an option my father had given me! He was replaced by a second room-mate. He was a heavy drinker, often as he lay nearly prone in his bunk, from which he acquired the nickname “Bunky.” He also dropped out, flunked out, after the first year of college.
I got no sense that she had changed her views about organized religion. I changed mine, drastically, from a budding agnostic to a convinced agnostic. She had entered with a strong Christian faith, I had not. My introduction to sociology course destroyed what conventional religious notions I had left.
I finished the first year of college having rejected my parents’ political persuasion, a deep loyalty to the Republican party. I had never heard a good word about the Democrats until such came out of the mouths of some of my professors. My wife’s grandchild has two liberal Democrats for parents and I certainly caught no wind that their first-year student had changed her political persuasion.
I was not making good choices about my romantic life. She appears to be!
I had become very engaged with a number of professors. I was thriving in my relationship with my academic advisor. I visited many of my professors in their offices and some of them in their homes too. I have no sense that she has this kind of relationship with her faculty even though both of us had started at small, private colleges.
She is already planning a study abroad in the second semester of her sophomore year. I never developed any plan for study abroad. She is already way ahead of me in that regard.
She will end the first year with a much higher GPA than I did. All I can say in summary comparison on this point is that at least I managed to get off academic probation by the end of the first year.
She has a summer job lined up that is compatible with her career aspiration of being an elementary school teacher: that of a camp counselor. She has had this job lined up for a year. I had no job lined up when I went home. My father, not liking what he was seeing college do to me, thought I needed “a job where you will be in the real world and see how the other half lives!? He arranged a manual labor job for me in a factory for a company in which he was a senior executive. So, I became a unionized steelworker making beer cans in the pits of urban New Jersey.
In sum, the jury is in on me. It is still way out on this grandchild. She shows far more promise at this point than I did. But I am betting that college changed me far more than it will change her. I needed that. Maybe she doesn’t. We are very different people. I think I finished the first year more intellectually engaged, more intellectually transformed than she is. She is on her way far more to attaining her career objectives than I was at the same point. Hey, I didn’t have any career objectives. She is ending her first year happier than I, much more satisfied.
The first year of college was good for both of us. But she sure does show much more promise at the end of the first year than I did.
Let’s bring this back to you my reader: what are you trying to facilitate for your first-year students?
What do you most want for them?
What are you providing to make that happen?
What kind of priority are first-year students at your institution?
Are you trying to “transform” them in anything approaching the manner I think my college transformed me?
What kind of experiences did you have in your first year of college that serve as your experiential base of empathy for your own first-year students?
My first year of college was a case study for how a college could have done a whole lot more for me and how I could have done a whole lot better. This has profoundly influenced my work, my life, and thus many, many other lives as well. What can you say about your impact on first-year college students?
And by the way, I didn’t have a university 101, college success, first-year seminar type course. But I sure could have benefited from one. My alma mater has one now, for sure! And I am part of the reason for that.
When I was a very homesick, unsure, unfocused first-year student, failing most of my courses, one day my political science professor, R.S. Hill, asked me after class “Mr. Gardner, would you like to be a good student?” He really caught me by surprise, that he would ask me anything at all and what specifically he asked me. I stopped and thought about his question and answered that I would, silently acknowledging to myself I had no idea what I would have to do to become a “good student.” His answer astounds me to this day, some 56 years later. He said: “Well, for starters you would start reading a good newspaper.”
John: “And how would I go about doing that; what is a good newspaper?”
Professor Hill: “Well, of course, The New York Times. There is no other like it. You should read The Times because then you won’t need anyone, including me, to tell you what some politician or judge said or wrote. You will be able to read the full text of what was said or written and then you can decide for yourself what the meaning and the importance of the message.”
John: “Ok, sir, well how would I go about doing this?” (I truly didn’t know because I had grown up in a staunch Republican household where my father thought—and said—that The Times was a “communist newspaper” and he wouldn’t allow it in the house.” So, I knew that to read such a paper would be an act of sedition defying my father who was paying to send me to this college where this professor was giving me such advice.
Professor Hill: “Come with me, Mr. Gardner, and we will walk right now two blocks to “People’s News” where if you don’t want to read the daily copy in the College library you can have your own personal copy. The Times comes in every morning on the 11.22 Greyhound from Pittsburgh (the bus terminal being one block from the news store) and it will be available to you every day by noon. The Greyhound is never late (I had never thought of the Greyhound bus as an agent of civilization and an intellectual lifeline to the rural American heartland in southern Appalachia in Ohio and no one today would extend such a compliment to any airline).
And that’s how I started reading the daily Times, which I still do quite faithfully, in the paper edition, even though I also have a subscription for the on-line edition which I read when I am traveling.
And all because a professor introduced me to an adult habit. He explained also to me that “Mr. Gardner, you should know that in addition to you, the other most influential people in the world will be reading that same paper on the same day and will know then what you will know.” And fifty-six years later I still want to know what the most influential people in the world are reading each morning. And I know one who lives during the week at 1600 Pennsylvania who doesn’t like what he reads in The Times.
A few weeks later in the term, I had an appointment with my academic advisor, a professor of speech, one Dr. Thomas Fernandez. He reviewed my mid-term grades and made this pronouncement: “Mr. Gardner, you are the stupidest kid I have ever advised!” I left his office and removed the dagger he had inserted in my self-concept. I didn’t quite know if what he said could be true. I knew I wasn’t doing well, failing most everything. But was I really the “stupidest kid” the guy had ever advised? But I made a decision anyway: to get another advisor. I was pleased it was easy to actually switch advisors, something many of our students probably ought to consider doing. And my successor advisor became one of the keys to my eventual success in college, Professor Kermit Gatten. He really embraced me and I began to flourish. He and his wife had me in their home for visits and meals numerous times. And his advice, which I took, served me incredibly well for the balance of my college career. I later was told that my first advisor ultimately became a college president in Texas. Wonder how many other people he labeled as “stupid?”
Two years later, in another political science course, designated as “American Political Parties”, the professor was lecturing on the legal actions leading up to the 1954 Supreme Court ruling in Brown vs Board of Education, declaring legally segregated schools both unequal and unconstitutional. One of the preceding cases he discovered was one banning the infamous southern “white primaries,” which the Court struck down in 1944 in Smith vs. Alright. The only reason I remember this now is because of what followed. I asked the professor, Eugene Murdock, what the court’s rationale for its ruling was. He replied to me: “Mr. Gardner, I do not know. How would you like to do some research and determine the answer to your own question yourself, and then report to the class what you found?” It was not a rhetorical question. I knew he meant it. I did not think he was trying to pressure me, let alone punish me for asking him a question to which he did not know the answer. I thought he was just being honest. I later realized that he was also being a wonderful role model for the professor I was going to become, but didn’t know that at the time—specifically, when a student were to ask me a question to which I did not know the answer, I would so indicate. Well, I accepted his invitation; did the research; determined the Court’s rationale; and made an oral presentation to my class on what I had learned. In my four years of undergraduate school, other than Speech 101 when I did have obligatory public speaking in class, this was the only presentation I was ever allowed to make in any course in any class. That’s right, one in four years. No wonder it really stood out in my mind and still does. I was nervous about doing this before my peers and my professor. But it went well. Professor Murdoch praised me publicly. And I soon realized that this one gesture on his part had truly given me a sense of empowerment and presence I had never experienced before.
On another occasion during college, I was studying in the Library and a professor I respected greatly walked by, stopped, and approached my study carrel and said: “Mr. Gardner, I just read your paper and it was truly excellent.” To have unsolicited praise like that from someone whom I knew was REALLY gifted intellectually (unlike me, a neophyte just beginning to learn how to be a college student) that pushed me on to a cloud nine and boosted my confidence and self-esteem.
Two weeks before I was to graduate, someone broke into my rental house and stole only my lecture notebooks, for all my courses. What a hostile act. I was in a small college and many of us students knew each other all too well. And I was known as a compulsive note taker for whom his lecture notes were a critical ingredient to his academic success. I was very active in campus politics and, obviously, had made an enemy. I went to one of my professors and asked for an incomplete for the term that would give me time to reconstruct my notes. He agreed and told me he would allow me to take a make-up, take home unproctored final exam—with the words: “Mr. Gardner, I trust you. I know you are a person of honor.” I have been trying to live up to that ever since. One by one my professors were writing the script of my adult life. I didn’t know it then. But I know it now.
How are you writing the script for your students? What are the succinct verbal, or written, messages are you sending them that they will remember for the rest of their lives, and that will shape the development of their character and self-concept profoundly?
Several months ago, my early forties son related to me his recent professional encounter with a woman in South Carolina with whom he talked about her experiences at the University of South Carolina. He asked her if she had taken University 101 as a first-year student. She said she did. Then he asked her who her professor was. She said she didn’t remember but she remembered things he said and taught her. As she shared an illustration of the professor’s advice to her my son realized that she had to be talking about his father, me. Apparently, the professor admonished the students at the end of the term in December not to make any major life decisions (such as to drop out of college or transfer, or get married or get divorced) as the end of first term of college, especially at holiday time was a very sentimental, often emotional period and not a good context for making rational decisions. She told him that she practices that advice to this very day, over 30 years later.
We have no idea what we say to our students that may really sink in at present time or later. We just have to believe that the messages we send them do matter and hence chose our words intentionally and affirmatively.
Recently I was asked by one of my publishers to complete an author survey. And one of the questions was truly impossible for me to answer as requested. It read something to the effect “what was the book that has influenced you most significantly? What I found impossible was to choose one! I found the exercise interesting and worthwhile not only because of the sheer number of books that I would so classify as having been of “most significant influence”, but what those books were and especially what time of life was I exposed to these written ideas/experiences, and how this would help form my ideas on social justice.
So, they began coming to me almost as a crescendo.
There were two books in my first-year of college, when I was doing terribly on the academic front and was lonely, homesick lovesick. And they were mandated by one of my first-term professors to read and to be the subjects of an oral examination if I wanted to raise my final grade in Speech 101 from an F to a D. Most valuable D I ever received. He had me read David Riesman’s The Lonely Crowd (1953), a book really for academics but one that sold well beyond that for laypeople. Riesman, a Harvard professor, lawyer and sociologist, one of the greatest of the 20th century, and also a scholar of the American college and university presidency. The Lonely Crowd was an argument that America produces two kinds of people: the Inner Directed Man and the Outer Directed Man (the direction being in reference to who and what are our influencers, inner vs outer oriented stimuli. My professor wanted me to examine that question for myself. What kind of person was I—was I becoming—or could become? Riesman analyzed a number of our culture’s favorite stories for children and he forced me to think about how I had been influenced by the stories I had read as a child. And nineteen years after being made to read his book, Riesman wrote me an unsolicited letter in 1980 raising some questions with me based on an article of mine he had read in the Journal of Higher Education, about one of my—and as it turns out—his favorite subjects. Riesman was also the founder of Harvard’s first-year seminar, in 1959, two years before I became a first-year student.
The other book was Escape from Freedom, by Erich Fromm, a German psychoanalyst, who escaped from the Third Reich and wrote a compelling analysis of why the German people, at the time the most literate of any of the European democracies, had voluntary given up their freedoms in 1933. The book was really about what for some of us is the burden of freedom, the challenge of making decisions on our own. And there I was, as the professor knew full well, a young man who had abused his freedom by overcutting this class, six times in fact. Why do some college students, for example, voluntarily decide to give up a number of their freedoms to join certain groups that make many of their decisions for them (such as with whom to associate), groups especially like fraternities and sororities? This book invited me to consider the uses, the choices, albeit the abuses, I was making with my freedom. And I concluded that I needed to reconsider some of those choices. And it was several years later, also while in college, that I read Fromm’s perennial best seller, The Art of Loving, which argues that before anyone can love anyone else, they have to be capable of self-love, meaning self-respect.
And then there was my reading of Plato’s Republic in the fall of my junior year, in a political philosophy class. We examined some of the most important questions that any society has to constantly be in the process of deciding: who should rule? Plato was having Socrates argue that philosophers should be kings. And the related question, that my whole adult life has been in pursuit of: what is justice? By then I was getting the idea that what was really happening to me in college is that I was learning that the questions can often be more important than the answers. To have a meaningful life you have to be asking and pursuing the right questions. In this same course, on the day of class that the professor was going to lead us through Plato’s argument about “who should rule” our class was interrupted by the shocking news of the assassination of President Kennedy on November 20th, 1963.
And then also that fall, in a course on Transcendental American writers, I was taking a very deep dive in the complete works of essays of Ralph Waldo Emerson. I have never been the same since reading Self Reliance. Thank goodness. I was really ready to receive Emerson’s call to intellectual individualism. And I was so fortunate I had a professor who knew just how to do that so skillfully. I didn’t go to college expecting that I would come to love Emersonian prose but that’s exactly what happened. The course influenced me to do a research project to ascertain what might have been the influence on Emerson of New England Unitarianism. And I thought that to understand this question and possibility even more thoroughly I should try to grapple with it experientially. I did so be joining a small handful of other congregants who attended the weekly service of the Marietta, Ohio Unitarian Church. I learned that that faith was all about what my college experience had become: a search for the truth, my truths, which were being discovered by me through reading and interaction with the interpreters of those readings, my professors. What powers they had over me. And I allowed them to help me discover my own powers for discovery, and then to influence others.
In my junior year, I took an elective biology course in a course titled “Conservation.” We were required to reach Rachel Carson’s The Silent Spring; the work that is generally credited with launching the now more than fifty-year-old “environmental” movement. Before this book, I had not given one thought to what I and my fellow men and women were doing to our environment. This work really changed me.
In my senior year, I read Joseph Heller’s first novel, Catch 22. Sadly, Heller was a one author great thinker. Try as hard as he did in a succession of following books, all of which I faithfully read, none of them did for me, let alone any of the critics, like what Catch 22 did. The first time I read Catch 22, I really didn’t get it, the “it” being the power of his satire of the insanity of bureaucratic life and thinking, as personified by Heller in the US Army of World War II. But two years later when I was on active duty in the US Air Force, and read Catch 22 again, then it hit me. He had finally showed me how bureaucracies work, often making some of their members literally crazy, by the non-rationality of some of their arbitrary rules and processes.
So, as I was recalling what I had read of greatest influence, and when I did that reading and thinking, that all these greatest influencers had come during undergraduate school. How could this be? This doesn’t mean I stopped reading upon graduating from college! Absolutely not. But I can’t think of anything that I have read since college that had the same level of formative influence on my most important understandings—of myself, my work, my culture, my role in society, human group and individual behavior—you name it. I can only conclude then that I was in a unique period of openness to new ideas, to being influenced, to self-discovery. But that openness had to be facilitated, nourished, encouraged, reinforced. And my professors and a few fellow students were the ones who did so. I was developmentally ready, hungry even. And the college experience was there for me, ready for me, able to develop me in only ways that it could. I am so thankful.
I have often asked my workshop audiences what they remember reading that had some influence during their first-year of college. Almost to a person, each group member can recall something specific. Maybe this is just because I work in the world of the academic bubble. These people liked being in college and so they have stayed in it for their adult lives. They truly were influenced. I know that once I experienced this influence I never wanted to leave it.
I have had much less success asking my students, particularly first-year students, what it is they read before college that has influenced them. They struggle with this, in part because no one has asked them this before.
In conclusion, I ask you: what were the great written works that influenced you? And what do you have your students read with the hope that this work and your guidance of them to and through it will be of significant influence? I know, it took me a long time here to get to my question. And the question for you should be much more important than the answers I have offered, just as has been the lasting impact of some of the questions I learned to ask in college, especially: what is justice? My whole adult professional life has been devoted to that question.
THE BIG DISCONNECTS
Recently I was privileged to be part of a five-person author team to both have a book published and to do a presentation on the main ideas of this book as a “featured session” at the annual meeting of the Higher Learning Commission, our nation’s largest regional higher education accreditor, in Chicago, on April 1, 2017. No joke. Not about April Fool’s Day.
The book is The Undergraduate Experience: Focusing Institutions on What Matters Most; Peter Felten, John Gardner, Leo Lambert, Charles Schroeder, and Betsy Barefoot; Jossey-Bass, 2016.
Our leaders for this project, Peter Felten and Leo Lambert, Professor of History and President, respectively, of Elon University, prepared questions for each of us authors to speak to in this session. I want to share below one of the questions that was directed to me and the answer that I prepared in advance to offer.
If the same question were put to you, I wonder what your response would be about “The Big Disconnects.”
John, our book is filled with example after example of uplifting good practices across a wide spectrum of institutions. We know what constitutes good practice. And yet we know hundreds of institutions are beset with shockingly low graduation rates, very poor retention rates, and are revolving doors of failure. You have been in this business for more than forty years. What are the big disconnects in American higher education?
THE BIG DISCONNECTS:
- Colleges not designed for students we now have.
- Faculty rewards system not designed to reward/motivate what majority of students need most—more focus on teaching and availability to students.
- Students preferred learning styles not in sync with ways majority of faculty teach.
- Focus on retention has led to focus on the margins: not the heart of the academic experience, gateway courses, where we have the greatest number of student failures.
- Faculty are viewed as source/cause of many problems rather than the solution.
- Our values are the big disconnect: we have adopted larger societal corporate values and more of our thinking is about making money than making—-Students—learn, grow, change, aspire, and lead.
- Many of us are looking for the panacea, the silver bullet. There aren’t any.
- We are often looking outside the academy to companies to sell us what they call “solutions” usually involving expensive technology.
- We need to focus on what matters most—what you think on your campus, your unit—is most likely to achieve your institutional mission:
The Beginning College Experience: What Could an Engaged Board Be Doing About This?
Note: This blog posting was written at the request of and was initially published by AGB, Th Association of Governing Boards
The blog commentary is from a former struggling first-year student who became an international authority on improving the beginning college experience, and also a twelve-year veteran college trustee! This piece will briefly examine why trustees should invest any governance time and energy considering the issue of the first-year, and then if they did, what should they know and what could they do.
Trustees should care about the first year because…
The beginning college experience relates to and is arguably the foundation for addressing many of the issues that trustees care most about, and ultimately have fiduciary responsibility for:
*student learning and satisfaction
*institutional academic and financial viability and stability
*retention/graduation rates and prestige rankings
*expectations for student behaviors in and out of the curriculum
*student abuse of alcohol
*success and behaviors of fraternity and sorority members
*the baseline for assessment of outcomes which is mandatory to maintain your institution’s regional accreditation
*and many more!
The first year of college isn’t working as well for many of our campuses now as when many trustees were first-year students themselves. This poses the challenge for trustees of empathy for and understanding of what both students and educators experience as challenges with first-year students. There are many, many factors influencing outcomes of the first year, but most notably the changing demographics of American higher education, declining family incomes coupled with rising costs, under-preparedness, and a host of other variables that interfere with student success. Bottom-line: today’s higher education institutions weren’t created for the majority of the students we now serve. We continue to struggle to adapt, but we aren’t moving fast enough. College worked well for this generation, not so well now.
Thank goodness, the success of first-year students is now a much higher priority for many campuses than it was three to four decades ago. There is now a widespread movement to enhance what is generically called “student success” especially in what has been called since the early 1980’s: “the first-year experience.” And also thankfully, there is now available a great deal of research on first-year students whose attrition rates are the highest and on interventions that purport to address these retention challenges.
So what do trustees need to know about?
You need to be continually updated on, especially:
*the characteristics of your student populations, in the aggregate and in key sub populations
*what are your trend lines in these characteristics and which students are you more/less successful with, and why?
*what actions are you undertaking not only to recruit students but to retain them (and proportionately what investments do you make related thereto—many colleges spend far more to recruit than to retain students)?
*what is your organizational structure for addressing these challenges and who is responsible?
*what are your retention and graduation rates, in the aggregate and as a function of race, gender, ethnicity, first generation status, Pell eligibility, residential versus non-residential status, athletic participation status?
*how does your institution orient students (and by whom?), generate expectations in students for performance levels?
*how is academic and career advising provided to new students and by whom?
*what evidence is there of effectiveness for first-year student focused interventions?
*what are the patterns of awarding of D,W,F,I grades for students classified as first-year, in so-called “gateway courses, and how do these grades correlate with: mode of instruction; rank/classification of instructor; demographic characteristics of students; and retention rates to the following year?
*how are faculty, academic/student affairs/student success personnel working together to address these challenges?
*how does paying more attention to first-year students connect in any ways to the rewards systems for faculty and staff?
What could trustees do about the issue of underperformance of first-year students?
This is the least complicated part of the equation. It’s very simple really. Engaged boards could and should:
- show an interest in this topic; make it a board priority; talk about it
- have this discussed in multiple standing committees: academics/enrollment management/finance/athletics
- consider having improvement in first-year student outcomes be incorporated into metrics for evaluating and compensating your CEO
- request from your administration a study of the first year with a report to the board
- participate in discussion or focus groups with first-year students and those educators who work with them
Of all the issues cited in this piece, the one you should be paying the most attention to is what I refer to as “American higher education’s best kept dirty little secret”: outcomes in high D,W,F,I grade rate “gateway” courses. When you get to the bottom of this you will know where your students are not being successful and you will have a focus for what to do about it! These courses are the REAL “first-year experience.”
The Transfer Experience Versus The First-Year Experience: How Do They Measure Up? Here is a Simple Toolkit to Answer This Question.
The Transfer Experience Versus The First-Year Experience: How Do They Measure Up? Here is a Simple Toolkit to Answer This Question.
I have just returned from a stimulating professional development experience, the 15th annual National Conference on Transfer, hosted by the NISTS, the National Institute for the Study of the Transfer Student. NISTS is located at the University of North Georgia. Founded by Dr. Bonita Jacobs, their President at UNG, this work was originally birthed when she was the chief students affairs officer at the University of North Texas. The meeting has been held each year in late January/February windows in either Dallas or Atlanta. Next year it will be in Atlanta again, February 7-9.
I am interested in the transfer student experience for multiple reasons:
- As a national higher education system, our performance with them in terms of getting them to BA degree attainment has been miserable.
- Transfer is now the normative route to the bachelor’s degree.
- My finding and contention is that transfer is still relatively low status—that is what I am writing about here.
- Earlier in my career at the University of South Carolina I founded a conference in 1995 and it is still going strong; “Students in Transition” which features a track on transfer students. The next meeting will be held in Costa Mesa, CA, October 21-23, 2017. http://sc.edu/fye/.
- The non-profit organization (http://www.jngi.org) I lead has been trying to make a dent in this low priority since we launched in 2010 our Foundations of Excellence Transfer Focus process (http://www.jngi.org/foe-program/transfer-focus/), an assessment and planning initiative to provide for institutions a comprehensive plan to improve transfer—which few campuses have and all need. We have engaged sixty institutions in this work: 24 four-year and 36 two-year colleges and universities.
- Our non-profit, Gardner Institute, is also a current recipient of a Bill and Melinda Gates Foundation planning grant to plan new work to integrate into high failure rate gateway courses taken by transfers digital learning components and pedagogies.
So all of the above lines of interest coalesced and brought me to this excellent transfer conference, February 15-17 for my second experience in this meeting.
In my work on transfer student success I have several dominant lenses in which I view the current status of transfers.
The first is that I see the level of attention and priority paid to transfer students as being about what that level of attention and priority was towards first-year students in the early 1980’s.
And second, and the subject of this posting, is that I am so struck by the inequities that are experienced by transfer students.
So just undertake with me a relatively brief and simple comparison of these two populations and especially how we in the academy go about treating them. A way to do this is to use what the Gardner Institute calls in its work a “policy analysis” …. basically an inventory of the policies that are directed towards transfer students and which can be used to compare with comparable policies for first-year students. Consider then the relative policies applying to first-year versus transfer students for:
- Application deadlines for admission
- Capacity for slots in any given academic term
- Financial aid awards—institutional monies, need versus merit based, special awards for first-year versus transfer students—amounts and eligibility guidelines
- Continued eligibility for such awards after first year of enrollment
- Eligibility for on-campus residential accommodations
- Application deadlines for housing
- Priority for allocation of available spaces in housing
- Eligibility for participation in student organizations, clubs, teams, student government, etc.
- Eligibility for leadership positions in student organizations
- Allocation for admission slots into high demand majors
- Registration priority and deadlines
- Availability of student organizations devoted to supporting this cohort
- Availability of special orientation and advising initiatives to support this cohort
- Availability of college/student success-first-year seminars for this population
- Stipulations that certain forms of student support be required versus optional for these populations
- The existence on the campus of a high level academic officer with specific responsibility for the welfare of this cohort
- In like manner, the existence of an advocate, champion at the institutional level, for the needs of this population, other than and beyond processing by Enrollment Management
- In like manner, an advocate at the academic unit in decentralized universities
- The priority for making available “High Impact Practices”
- The availability of such curricular cohorts as learning communities
- Availability of opportunities for on-campus employment
- Availability of opportunities for internships, practicum experiences and study abroad (with financial aid support)
- Internal systems of accountability for retention and graduation rates for this population
- A priority for addressing needs of this population as expressed in the institution’s strategic plan
- Being on the priority list and attention agenda for senior leaders and spokespersons
- A priority for gathering, analyzing, discussing institutional research data
And I am sure the above list is not an exhaustive inventory.
My prediction is that if you undertake such comparisons, you will find the transfer student cohort has drawn a very short stick. And that is our biggest challenge.
And as a mirror of low campus priority, and in part a cause of this lower priority, is the fact that the US Department of Education does not count transfer students in its IPEDS (Integrated Post-Secondary Educational Data System) model for measuring retention and graduation rates.
And hence the media’s ranking processes for institutional prestige, especially USNWR, also does not “count” these students.
So, if you buy my thesis and model here, what might we do to move the transfer experience further along to more closely approximate the status now of “the first-year experience?”
Ah, that calls for another blog posting, actually multiple postings, given that has been the focus of my work since the early 1980’s.
In the meantime, please try your version of the policy audit toolkit described above. And then act on your findings. Be prepared to have your notions of equity and social justice challenged when you remember just who these transfer students are when compared to first-year, first-time, full-time students.
I was not a transfer student and I’m glad I wasn’t. In my case, this was the luck of the draw as the adopted person I am. I was a second-generation college student, fully supported by affluent parents. If I had been a transfer student, I might not be where I am today given the biases then, let alone now, in our higher education system. But it doesn’t have to be this way.