Take a look at the 2010 National Freshman Attitudes Report.
Karen Lindsey-Lloyd has highlighted the following key items that specifically relate to MC.
- The data suggest that entering students tend
to arrive at college with a strong desire to complete what they are
starting. In addition, the data identified not only some barriers that
tend to get in the way, such as financial anxiety, but also some
opportunities, such as students’ receptivity to various forms of
assistance. Are there opportunities on your campus to
strategically deploy existing resources and staffing in more productive
directions? Are you collecting motivational assessment data on your
students, and are you using it to support grant-writing or to document
your needs for staff/budget?
- It is important to re-evaluate services to
students in light of the changing student demographics in your
marketplace, in view of student behaviors such as their usage of
specific services, and in view of each department’s readiness to serve
students well. In your strategic planning, are you examining, and then
individually weighting, the full range of attitudinal,behavioral,
demographic, institutional, and environmental risk factors that infl
uence student success and retention?
- Capitalize on students’ high levels of motivation
as they enter college. To capitalize and build on the high levels
of motivation demonstrated by the data, we suggest discussing this
question with your campus colleagues: Do your orientation programs,
student life programs, advising structures, pedagogical approaches, and
academic progress reporting systems include sufficient motivational
components that are aimed at encouraging, sustaining, and there be merit
in moving career development activities to the first year of the
student experience? Keep in mind that students’ initial experiences are
especially formative.
- Consider discussing degree aspirations more
intentionally with students. Are they aiming for degrees that make sense
for them? Note that first-generation students, in particular, may need
help with their educational plans. Consider expanding the forums and
venues where degree planning conversations can happen on campus such as
fi rst-year seminars, advising, career planning events, residence halls,
etc. A word of caution: do not push undecided students to decide too
early on a degree or a program, or students may jump from major to major
instead of engaging fully in the exploration process.
- Although the data showed that many
students indicated high levels of receptivity to assistance, many others
did not. For receptive students, are you making it easy for them to get
connected to the resources they need during their first weeks of
classes? For less-receptive students, what barriers or indicators are
keeping them being more receptive to help? Overall, are certain
subgroups of students on your campus more and less receptive to certain
types of assistance and, if so, what interventions might you target
toward each of these groups? Certainly, some minority
and first-generation students, in particular, are reaching out for
support. Is your campus proactively extending its services to these two
subgroups, programmatically and individually?
- Identify interventions that will address students’
concerns about finances. We first of all suggest
regularly communicating with students and parents about the value of the
education they are receiving. By reminding them of the quality of
education you offer, you are helping them to value you and to remain
committed to staying enrolled. Some additional suggestions: make
information easier to obtain on fi nancial aid, scholarships, part-time
jobs, and scholarships available from outside organizations; strive to
confi rm awards and on-campus job assignments earlier; equip students
and parents with stronger financial literacy skills for managing their
personal finances; and strive to expand student employment opportunities
on your campus to address student financial concerns while increasing
students’ connections to your institution.
- How can you apply the findings on gender? Clearly,
the gender data show that women bring a wealth of attitudinal
strengths, ranging from greater motivation to finish a degree to greater
enjoyment of reading to greater receptivity to various forms of
assistance. To take advantage of these attitudes, and to help males rise
to the same levels, consider adopting a strengths-based, appreciative
advising model that reinforces students’ strengths while helping them
learn to apply their abilities to areas where they are less
confident. In addition, consider how you might use the fi ndings on
gender in any areas on campus that offer gender specific programming
such as athletic programs, clubs, or social organizations. Note that on
some campuses where males are a minority in the entering or graduating
population, specific male-focused interventions are sometimes needed to
reinforce and motivate continuing attendance by men.
