Roundtable Discussions
The emerging First-Year Experience (FYE) initiative is intended to provide a context for addressing critical issues that faculty and staff identify as central to improving the experiences and success of students in their initial year at the college. The table discussions held during professional development week raised many ideas toward the creation of a meaningful, ongoing first year program. We are posting a summary of the main points made at each table; you may also click on individual links to read the complete notes. As a next step, we hope that you will respond to the range of issues presented here and offer suggestions for this collaborative work.
Thank you for your participation.
Susan Tobia, Elizabeth Cantafio, Joan Johnson
Basically success was defined as students meeting their established goals. Many thought that there should be a mandatory orientation seminar. Some seminars should be specific to sub-populations such as Latino males, adult students, or workforce students. Other options are English 108 open to all and the Master Student workshops at more varied times. Orientation to college (face-to-face or virtual) should be mandatory. Students should experience appropriate advising. Study groups (diverse) should be encouraged. There should be evening and weekend enrollment services for part-time students. Make known the real and long-term value of MyCCP.
From day one, provide clear expectations and a positive and supportive environment but balance supportiveness with student self-reliance. Set exit criteria at the beginning of each class. Teachers should show passion for their discipline. Provide electronic office hours. Lots of one-on-one. Establish peer networks, especially for ESL students. Provide ESL workshops for faculty. FY students probably not the best candidates for Distance Education. Make sure students taking online courses are contacted prior to first class meeting. Include time management. Provide more PD activities, especially for adjuncts. Faculty members check each other on good teaching standards. A useful website (compliments of Dena Sukol) for lots of good teaching ideas is here.
More faulty should be involved in new student orientation. Establish a more interdisciplinary focus. Connect students in curricular interest areas. Share policy changes throughout the College in a timely fashion. Establish a "college communicator."
Provide a clean environment. Practice sensitivity and show respect at all levels of the College. Designate a resource person in each department. Faculty can make announcements in class to update students on policies such as book vouchers and critical dates on key events such as financial aid and registration deadlines. Improve system of dropping classes so students are not caught at the last minute without a class. Keep offices open during evenings and weekends. Provide information kiosks. Make greater use of student ambassadors. Faculty, staff and administrators take a workshop on college resources.
Expectations for learning for each class should be clear and in writing. Students should be aware of course outcomes. Focus on a learning-centered environment. Enhance PD for faculty. Provide workshops on teaching to students with a wide range of capabilities and interests. Everything should be related to our mission. Faculty should model participation in intellectual pursuits.
Provide a uniform list of policies and expectations for students in developmental education courses. Go to the worksites of our workforce students. Use online "Commons" of WebStudy to accommodate sharing among students. Orchestrate peer collaboration via study groups. With regard to academic guidance, we sometimes need to "get in their way."
Provide more class-based learning communities. Provide more informal open houses with student and faculty involvement. Advertise College resources on faculty websites. Utilize co-curricular activities. Set up student buddy systems. Offer faculty mentors.
Responses focused on 4 areas: