1. The document discusses using required out-of-class experiential activities in first-year experience (FYE) courses to promote student knowledge, engagement, and empowerment.
2. It describes models used at Central Michigan University that require students to participate in campus activities and reflect on the experiences.
3. Assessment results found that students found the activities most valuable for gaining self-awareness, trying new things, and learning about the campus and community. Instructors and mentors also saw benefits for student engagement and learning.
1. The Potential of Required Out-of-Class Experiential Activities in FYE: Promoting Knowledge, Engagement, and Empowerment Central Michigan University Phame Camarena, PhD Janice Lung, Ed.D. Andy Saltarelli Karstin Hartoon Kathy Smith 23 rd Annual Conference on the First-Year Experience Addison, Texas February 2004
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3. Significance for Higher Education Student Learning in Higher Education (Joint Task Force on Student Learning, 1998) Learning is enhanced by taking place in the context of a compelling situation. Learning is grounded in particular contexts and individual experiences. Much learning takes place informally and incidentally. Learning is fundamentally about making and maintaining connections. Learning is developmental, a cumulative process involving the whole person. Learning is strongly affected by the educational climate in which it takes place. Learning is an active search for meaning by the learner.
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7. Categories & Activities HD FYE Infusion College as a Context for Development EXPLORE THE ARTS (e.g., campus sponsored concert, play, dance, or artist exhibition) EMBRACE DIVERSITY (e.g., diversity sponsored film, presentation, dance, pow-wow) BUILD CONNECTIONS (e.g., Greek tour, visit club, audition, run for hall council) MEET THE FACULTY (e.g., visit during office hours, invite to lunch, social outing) Forces that Shape Personal Development STRETCH PHYSICAL / COGNITIVE BOUNDARIES (e.g., wall climb, intro to yoga) INCREASE SELF KNOWLDEGE (e.g., interview parent about childhood, research family tree, e-mail 10 people to get honest feedback on strengths/weaknesses) ALTER HABITUAL SELF (e.g., physical make-over, go vegetarian for month) CHANGE CONTEXTS (e.g. visit different churches, no TV/Video games for month) Other healthy, legal, and safe activities with permission - but STRETCH!
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9. Assessment Results (HD FYE Infused) Question #2 “What one activity would you say was the most valuable?” 161 Responses (Inter-rater Reliability 90%)
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11. Sample Categories/Activities for FYE 101 MEET THE FACULTY (e.g., visit professor in office / invite instructor to lunch) AFFIRM DIVERSITY (e.g., attend campus pow-wow / MA workshop) BUILD CONNECTIONS ( e.g., attend campus club / run for hall council / audition ) CELEBRATE THE ARTS (e.g., attend campus performance / opening artist exhibition ) PLAN FOR ACADEMIC SUCCESS ( e.g., time management activity / visit writing center ) CREATE A BRIGHT FUTURE ( e.g., meet with career counselor / possible major advisor ) SERVE THE COMMUNITY ( e.g., register with volunteer center / alternative weekend ) ENGAGE INTELLECTUALLY ( e.g., attend speaker series / faculty presentation ) BUILD PHYSICAL/MENTAL HEALTH ( e.g., attend FYE wall climb / intro. to Yoga class ) EMBRACE MORATORIUM (e.g., change physical appearance, try new churches… - any healthy/legal/safe activity approved by instructor that forces exploration of self)
12. Assessment Results (FYE 101) Question #1 The most valuable thing about this class was ______ ? N = 392 (Inter-rater Reliability 94.64%) How frequently was activity project mentioned? – The MOST common response!
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Editor's Notes
Linda Switalski
Introduction – Phame Traditional FYE thru -- Janice