second year students crystallization
TRANSCRIPT
Presented by:
Ashley Babcock, Ed.D
Second-year students = Unique set of
challenges (Gahagan and Hunter, 2006)
Bartley’s Structure Warrants Research
Longitudinal, intrinsic case study
Theoretical Framework
Chickering and Reisser’s (1993) revised seven
vectors of student development
Integrative Crystallization:
Provides multiple ways of understanding
participants’ experiences (Ellingson, 2009).
Student narratives, researcher’s reflections, poetry
2
Five Main Student Types
Traditional (ages 18-24)
Non-Traditional (age 25+)
Veteran
Commuter
Housing
Bartley’s Second-Year Differences
Student Expectations
Workload
Second-year Focus
Five Major Themes
3
Non-Traditional Campus
Anna explains the way Bartley is set-up
Compartmentalization and Fragmentation of
Majors
Kevin discusses lack of communication
Workload
Sandra highlights the fast pace and demands
For-Profit Business Model*
Julie, Samuel, and Madison reflect on faculty leaving
4
Moving from Novice to Intermediate
Julie and Mike explain developing needed skills
Prioritizing
Kevin and John reflect on learning time management
Faculty and Department Chairs*
Marcus and Denise discuss faculty’s influence
Informal Student Mentoring
Madison and Sandra highlight how mentoring helps
5
General Education vs. Studio Classes
Marcus and Javier state their views on their classes
Motivation for Joining Clubs
Julie and Anna show different experiences in clubs
Portfolios*
Madison and John stress the importance of portfolios
Internships, Freelancing, and Conventions
Sandra and Anna discuss freelancing and conventions
6
Structure Leads to Lack of Involvement
Javier and Anna show their perception of campus
Purposeful Programming*
Sandra and John suggest ways to stress involvement
Increasing Communication and Networking
Julie and Anna discuss ways to reach students
Building Camaraderie and Pride
John and Javier explain how increasing transparency
can help build morale
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Academic Resources
Marcus and Sandra discuss tutoring and the library
Computer and Specialty Labs*
Samuel and Anna highlight their lab experiences
Outdated Equipment
Javier and Julie talk about technology and gear
Business Side of Bartley
Denise and John vent about rude, unsupportive staff
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A support structure should be developed
using four common ideas:
Purposeful Programming
Programming should use the four vectors
Events for veteran, adult, and commuter students
Increased Transparency
Town Hall Meetings
Communication is crucial to increase community
Mentoring
Faculty and peer mentoring
Second-year advisors for individualized support
E-Portfolio Community
Develop student ownership through reflective
practices
9
Bartley students—divergent from the lit Gahagan and Hunter’s (2006) definition of second-year
students is problematic of Bartley population
Commuter students, veteran students, and adult
students have specific programmatic needs and their
needs to be more research on these populations
Bartley second-year students are truly the middle child
Institution specific, purposeful programming
is needed to develop the whole student
Chickering’s seven vectors should be seen as
fluid and should be used to help develop
programming and SYE support
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Contact Information:
Ashley Babcock, Ed.D
A copy of this presentation is available at:
http://www.slideshare.net/AshleyBabcockEdD
/second-year-students-crystallization