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EXPANDING THE FRESHMAN EXPERIENCE
Best practices in transition from a more traditional faculty-led program to
a collaborative, non-faculty-led program serving an underrepresented
and younger student population
Chair:
Erin Santana, CIEE - Portland, ME
Presenters:
Lisa McAdam Donegan, Johnson & Wales University
Shelley Stephenson, Johnson Wales & University
Benjamin Lorch, CIEE Global Institute Berlin
John Roper, CIEE Global Institute Berlin
JWU & CIEE : Expanding the Freshman Experience
• Short History of Custom & Faculty Led Programs
• CIEE & JWU Collaboration
• Structure & Description of the JWU Expanding the Freshman
Experience Program
JWU’s previous freshman program model
• Faculty-led course based in Sweden
• 11-weeks, spring term, 4 days/week
• 28 students, each choosing 3 out of 4 courses satisfying Gen Ed
requirements
• Accompanying faculty member taught two courses and provided 24/7
student support
• Other courses delivered by local faculty using JWU syllabi
Value of the freshman program
• Recruitment tool: a differentiator for JWU
• Interdisciplinary: joint program between Colleges of Business and Arts &
Sciences
• Internationalize student body at an early stage
• Great JWU start for students
• Provides an opportunity for students from all four campuses (Providence,
Miami, Denver, Charlotte) to study together
• Contributes to JWU student excellence
Rationale for programming change
• Budget: higher than others in the JWU portfolio
• University Cabinet: could we achieve equal value with academic content
delivered elsewhere or in a different format?
• Study Abroad was asked to provide options at a 25% savings
• What variables could be changed?
Programming change options
1. Existing partner
• Shorten the program
• Partial hybrid or online course delivery
• Local teaching, but 24/7 support staff not possible
within budget
2. University exchange partners
• Not possible within budget
3. CIEE
• Met all academic, logistic & budget requirements
JWU faculty/dean concerns
Concern #1: Who would be teaching our students? Could they be entrusted to
teach our material?
Non-university partner, a new model
Concern #2: How would our students fare with no 24/7 JWU faculty
supervision?
Age, challenging group dynamics in previous years
Concern #3: Would students identify as JWU students?
Retention fears
Addressing concerns
Concern #1: Who would be teaching our students? Could they be
entrusted to teach our material?
Shared as much info as possible on likely instructors
Sent Business College representative on initial site visit
Concern #2: How would our students fare with no 24/7 JWU faculty
supervision?
Set selection criteria high, to ensure students have the maturity,
independence, and academic skills needed
Concern #3: Would students identify as JWU students?
JWU staff member visited early in the first program, to kick off the
program and provide a strong institutional presence
Inaugural program student data
24 students (33 applicants) from three campuses (Providence, Denver, Charlotte)
Female : Male :: 20 : 4
Programs represented:
o College of Arts & Sciences
Criminal Justice
o College of Business
Business Admin, Fashion Merchandising & Retail Marketing, Intl Business,
Management, Marketing, Undeclared
o College of Culinary Arts
Baking & Pastry Arts, Culinary Arts
o College of Hospitality
BPA & Food Service Mgt, Culinary Arts & Food Service Mgt, Hotel & Lodging Mgt,
Sports/Entertainment/Event Mgt, Travel/ Tourism/Hospitality Mgt
Freshman Students
Emerging Adulthood – Arnett, Abarbanel
• The Age of Instability
• The Age of Identity Exploration
• The Age of Self-Focus
• The Age of Feeling In Between
• The Age of Possibilities
There are many firsts
• First Year College Students
• Many are the first to go to college/univerity in family
• First stamp in their passport
•
„Real Cultural Age“ – Roizen
As staff (mentors, guides, diciplinarians) we look closely at our particulart roles within a
team/network of challenge & support. Identitiy Factors: gender, class, race, „home town,“ etc
Housing challenges
Decisions to be made:
Apartments vs Hostels vs Global Institute
Space, Services, Security & Support
Physiological Needs : The Base of Maslow‘s Pyramid
Food, Sleep, Water
Space Personal Space
Roommates
10-Weeks is a long time to sleep in a bunkbed
Transportation
CIEE RD & Study Center Role
Establishing & Maintaining Academic Quality
Students & Instrutors
Intercultural Communications
Health, Safety & Security
Alcohol Policy
Discipline
Introductions & Impressions of Berlin – A Metropolis
Challenge & Support – Individualized for each learner, each person
Course instructors/courses
Instructors serve not only as teachers but also as intermediaries –
everyday eyes & ears of the program
Basics of study – readin, ritin & rithmatic
Long sessions require us to break up the flow of the classroom
sessions into different activities
Use of the city as a classroom & learning to link readings to the
environment around them
Multiple learning personalities and styles
Mediating between German & American teaching & learning styles
Dealing with a tight budget
Program Budgets
• Keeping a full calendar without over-programming the students
• Relying on public institutions with little or no entry fees
• Integrating extra-curricular events into classroom teaching/learning
• Spend A Little Extra on Creating Moments of Appreciation & Ceremony
• Bringing Meaning, Clarity, Beginnings & Endings
Personal Student Budgets
• Helping students with money management
• Emergency loans
• Helping to set the right priorities (Should I travel or buy a winter coat?)
Expanding the Freshman Experience Outcomes
Two Years Experience
Participants continue to be successful and maintain G.P.A. above 3.0
Participants study abroad again
2014 & 2015 Participants taking part in JWU Global Distinction pilot program
Global involvement on campus
3 students working in JWU International Center
Study Abroad Ambassadors
International Student Orientation Leaders
Student Video
VIDEO
2015 program data
Selection
• G.P.A. requirement reduced to 3.0
• 2 Faculty recommendations
• Essay related to academic, personal and professional objectives
24 students
• 46 applicants from all four campuses (Providence, Denver, Charlotte, North Miami)
Female : Male :: 21 : 3
December 3, 2015 18
Restaurant, Food & Beverage
Mnagement (Total Students - 2)
5%
Computer Programming,
Associates (Total Students - 1)
2%
Criminal Justice (Total
Students - 5)
11%
Sports/Entertainment/Event
Management (Total Students - 4)
9%
Risk Management (Total Students
- 1)
2%Business Administration
(Total Students - 3)
7%
Hotel & Lodging
Management (Total
Students - 4)
9%
Travel, Tourism & Hospitality
Management (Total Students - 2)
5%
Management (Total Students - 2)
5%
Culinary Arts, Associates (Total
Students - 9)
20%
Advertising & Marketing
Communications (Total Students -
1)
2%
Electronics Engineering, Bachelors
(Total Students - 1)
2%
Baking & Pastry Arts,
Associates - (Total
Students - 4)
9%
Accounting (Total Students - 1)
2%
International Business (Total
Students - 2)
5%
Food Service Entrepreneurship
(Total Students - 1)
2%
Business Administration (Total
Students - 1)
2%
Expanding the Freshman Experience
Expanding the Freshman Experience Study Abroad
Program Applications by Major
2016 Program Revisions
Courses:
Addition of 4.5 credit German language class
2 Required Courses
• History: World History
• Communication: Intercultural Communication
1 Optional Course
• German: beginner or advanced beginner
• Philosophy: Ethics of Business Leadership
Housing/Accommodation:
Move into CIEE Global Institute - intended
Assessment:
JWU has launched a comprehensive Study Abroad Assessment &
Evaluation model through Terra Dotta
Future Programming
1. Expanded Course menu in Berlin
2. Additional Expanding the Freshman Experience location possibilities
• CIEE China
• CIEE South Africa
• CIEE South America
3. Early College Experience
• Expanding the Pre-Freshman Experience
This is the “How”
But . . . what about the “Why?”
What would a freshman program
bring to your college or university?
Challenges for you and your
institution?
THANK
YOU!
THANK
YOU!

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Expanding the Freshman Experience

  • 1. EXPANDING THE FRESHMAN EXPERIENCE Best practices in transition from a more traditional faculty-led program to a collaborative, non-faculty-led program serving an underrepresented and younger student population Chair: Erin Santana, CIEE - Portland, ME Presenters: Lisa McAdam Donegan, Johnson & Wales University Shelley Stephenson, Johnson Wales & University Benjamin Lorch, CIEE Global Institute Berlin John Roper, CIEE Global Institute Berlin
  • 2. JWU & CIEE : Expanding the Freshman Experience • Short History of Custom & Faculty Led Programs • CIEE & JWU Collaboration • Structure & Description of the JWU Expanding the Freshman Experience Program
  • 3. JWU’s previous freshman program model • Faculty-led course based in Sweden • 11-weeks, spring term, 4 days/week • 28 students, each choosing 3 out of 4 courses satisfying Gen Ed requirements • Accompanying faculty member taught two courses and provided 24/7 student support • Other courses delivered by local faculty using JWU syllabi
  • 4. Value of the freshman program • Recruitment tool: a differentiator for JWU • Interdisciplinary: joint program between Colleges of Business and Arts & Sciences • Internationalize student body at an early stage • Great JWU start for students • Provides an opportunity for students from all four campuses (Providence, Miami, Denver, Charlotte) to study together • Contributes to JWU student excellence
  • 5. Rationale for programming change • Budget: higher than others in the JWU portfolio • University Cabinet: could we achieve equal value with academic content delivered elsewhere or in a different format? • Study Abroad was asked to provide options at a 25% savings • What variables could be changed?
  • 6. Programming change options 1. Existing partner • Shorten the program • Partial hybrid or online course delivery • Local teaching, but 24/7 support staff not possible within budget 2. University exchange partners • Not possible within budget 3. CIEE • Met all academic, logistic & budget requirements
  • 7. JWU faculty/dean concerns Concern #1: Who would be teaching our students? Could they be entrusted to teach our material? Non-university partner, a new model Concern #2: How would our students fare with no 24/7 JWU faculty supervision? Age, challenging group dynamics in previous years Concern #3: Would students identify as JWU students? Retention fears
  • 8. Addressing concerns Concern #1: Who would be teaching our students? Could they be entrusted to teach our material? Shared as much info as possible on likely instructors Sent Business College representative on initial site visit Concern #2: How would our students fare with no 24/7 JWU faculty supervision? Set selection criteria high, to ensure students have the maturity, independence, and academic skills needed Concern #3: Would students identify as JWU students? JWU staff member visited early in the first program, to kick off the program and provide a strong institutional presence
  • 9. Inaugural program student data 24 students (33 applicants) from three campuses (Providence, Denver, Charlotte) Female : Male :: 20 : 4 Programs represented: o College of Arts & Sciences Criminal Justice o College of Business Business Admin, Fashion Merchandising & Retail Marketing, Intl Business, Management, Marketing, Undeclared o College of Culinary Arts Baking & Pastry Arts, Culinary Arts o College of Hospitality BPA & Food Service Mgt, Culinary Arts & Food Service Mgt, Hotel & Lodging Mgt, Sports/Entertainment/Event Mgt, Travel/ Tourism/Hospitality Mgt
  • 10. Freshman Students Emerging Adulthood – Arnett, Abarbanel • The Age of Instability • The Age of Identity Exploration • The Age of Self-Focus • The Age of Feeling In Between • The Age of Possibilities There are many firsts • First Year College Students • Many are the first to go to college/univerity in family • First stamp in their passport • „Real Cultural Age“ – Roizen As staff (mentors, guides, diciplinarians) we look closely at our particulart roles within a team/network of challenge & support. Identitiy Factors: gender, class, race, „home town,“ etc
  • 11. Housing challenges Decisions to be made: Apartments vs Hostels vs Global Institute Space, Services, Security & Support Physiological Needs : The Base of Maslow‘s Pyramid Food, Sleep, Water Space Personal Space Roommates 10-Weeks is a long time to sleep in a bunkbed Transportation
  • 12. CIEE RD & Study Center Role Establishing & Maintaining Academic Quality Students & Instrutors Intercultural Communications Health, Safety & Security Alcohol Policy Discipline Introductions & Impressions of Berlin – A Metropolis Challenge & Support – Individualized for each learner, each person
  • 13. Course instructors/courses Instructors serve not only as teachers but also as intermediaries – everyday eyes & ears of the program Basics of study – readin, ritin & rithmatic Long sessions require us to break up the flow of the classroom sessions into different activities Use of the city as a classroom & learning to link readings to the environment around them Multiple learning personalities and styles Mediating between German & American teaching & learning styles
  • 14. Dealing with a tight budget Program Budgets • Keeping a full calendar without over-programming the students • Relying on public institutions with little or no entry fees • Integrating extra-curricular events into classroom teaching/learning • Spend A Little Extra on Creating Moments of Appreciation & Ceremony • Bringing Meaning, Clarity, Beginnings & Endings Personal Student Budgets • Helping students with money management • Emergency loans • Helping to set the right priorities (Should I travel or buy a winter coat?)
  • 15. Expanding the Freshman Experience Outcomes Two Years Experience Participants continue to be successful and maintain G.P.A. above 3.0 Participants study abroad again 2014 & 2015 Participants taking part in JWU Global Distinction pilot program Global involvement on campus 3 students working in JWU International Center Study Abroad Ambassadors International Student Orientation Leaders Student Video
  • 16. VIDEO
  • 17. 2015 program data Selection • G.P.A. requirement reduced to 3.0 • 2 Faculty recommendations • Essay related to academic, personal and professional objectives 24 students • 46 applicants from all four campuses (Providence, Denver, Charlotte, North Miami) Female : Male :: 21 : 3
  • 18. December 3, 2015 18 Restaurant, Food & Beverage Mnagement (Total Students - 2) 5% Computer Programming, Associates (Total Students - 1) 2% Criminal Justice (Total Students - 5) 11% Sports/Entertainment/Event Management (Total Students - 4) 9% Risk Management (Total Students - 1) 2%Business Administration (Total Students - 3) 7% Hotel & Lodging Management (Total Students - 4) 9% Travel, Tourism & Hospitality Management (Total Students - 2) 5% Management (Total Students - 2) 5% Culinary Arts, Associates (Total Students - 9) 20% Advertising & Marketing Communications (Total Students - 1) 2% Electronics Engineering, Bachelors (Total Students - 1) 2% Baking & Pastry Arts, Associates - (Total Students - 4) 9% Accounting (Total Students - 1) 2% International Business (Total Students - 2) 5% Food Service Entrepreneurship (Total Students - 1) 2% Business Administration (Total Students - 1) 2% Expanding the Freshman Experience Expanding the Freshman Experience Study Abroad Program Applications by Major
  • 19. 2016 Program Revisions Courses: Addition of 4.5 credit German language class 2 Required Courses • History: World History • Communication: Intercultural Communication 1 Optional Course • German: beginner or advanced beginner • Philosophy: Ethics of Business Leadership Housing/Accommodation: Move into CIEE Global Institute - intended Assessment: JWU has launched a comprehensive Study Abroad Assessment & Evaluation model through Terra Dotta
  • 20. Future Programming 1. Expanded Course menu in Berlin 2. Additional Expanding the Freshman Experience location possibilities • CIEE China • CIEE South Africa • CIEE South America 3. Early College Experience • Expanding the Pre-Freshman Experience
  • 21. This is the “How” But . . . what about the “Why?” What would a freshman program bring to your college or university? Challenges for you and your institution?