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.