2.5 Natural Resource Management in a FreshmanSeminar Class
Much has been written about the lack of preparation for incoming college freshmen for succeeding in a university-level academic career, particularly for first-generation college students (Pascarella, Pierson, Wolniak, & Terenzini, 2004). Courses that help ease the transition into academic life can be effective for increasing student retention and success (Schnell & Doetkott, 2003). For natural resources management majors in particular, students need to make connections to their final career early in their academic program. Effective seminar courses can help students determine or reinforce major choices, develop a vision of themselves as professionals, and make meaningful connections with faculty (Sweeder & Strong, 2012). Most effective first-year seminars and experiences also place a strong emphasis on critical inquiry, frequent writing and collaborative learning that develop intellectual and practical competencies (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008).
predominantly Native American and Latinx student population. To evaluate the impact of these efforts among Native American students, this study utilized a qualitative approach to explore the experiences of five female Native American persisters who successfully completed the revised freshmanseminar course and were still enrolled two years later. A review of the coursework portfolios of these Native American persisters revealed five themes characterizing their experiences with the revised course: culture, community, family, vocation, and connectedness. Four of these themes—culture, community, family, and vocation—characterized the students’ academic experiences, while the last theme, connectedness, characterized the students’ personal experiences. These findings support existing theories of Native American persistence, particularly HeavyRunner and DeCelles’ family education model, Brayboy and colleagues’ nation building theory, and Lopez’ millennium falcon persistence model, as well as the existing literature on the experiences of Native American women in higher education. However, I offer an alternative interpretation that illuminates the complexity of these female
Education Research Institute (HERI) is pleased to present this report as well as a series of new reports on specific student populations. These trends data now constitute a national treasure, documenting the changing nature of students’ characteristics, aspirations, values, attitudes, expectations, and behaviors. As college participation and high school graduation rates increase, these data become ever more important in documenting the changing nature of students seeking access to higher education. The CIRP Freshman Survey trends are a result of the joint effort between participating colleges and universities who use and administer the surveys on campus, higher education associations that foresaw the need to assess higher education impact, numerous foundations and three federal agencies that have offered financial support over the years, and the involvement of key researchers and advisors who have guided the development of the CIRP as the longest continuing study of higher education. Special thanks are due to each and every individual and organization that has contributed over the last 40 years. Without continuing interest and commitment to the CIRP, we would not have been able to generate the data that serves as the basis of this report and many others to be released in the future (visit http://www.gseis.ucla.edu/heri/publications.html for reports).
suggests providing students with teachers who care about them during their transition is important. Researchers Newman et al. (2000) maintained that students who perceived teachers did not care about them may become disengaged and withdrawn. Each teacher in the freshman academy in this study was on a team. Teaming allowed the teachers to plan together and collaborate on issues related to students and the curriculum. Cook et al. (2008) ascertained freshman academies should be designed to allow for collaboration and planning among teachers in order to benefit students academically. Teachers perceived that having one guidance counselor assisted students in knowing specifically where to go for assistance with day-to-day “drama.” The guidance counselor viewed her role as important, not only in helping diffuse conflicts, but also as offering assistance to keep students from dropping out of school by providing classes that support students in
topics of study since the 1970s. External measures of GPA and retention have consistently been the measure of programmatic success (Clark & Cudiff, 2009; Furr & Elling, 2002; Kiser & Price, 2008; Pascarella & Terenzini 1979; Pike et al, 2011; Permzadian & Credé, 2015; Purdie & Rosser, 2011; Spady, 1971; Tinto, 1987, 2013; Turner & Thompson 2014). The focus of the quantitative research has been on engagement strategies that seem to improve student GPA and/or retention numbers, with the institution being the primary beneficiary. Through correlational and causal analysis, researchers have established that institutional engagement changes the freshmen transitional experience. External measures of retention help to justify the expenses institutions incur from designing and implementing engagement strategies. It is important to remember that the product of higher education is also a resource; higher education exists to serve the students, community, and culture in which it exists. Therefore, the health of higher educational institutions must be considered not only in terms of production of graduates or retention, but also in terms of student growth throughout the educational journey. Most commonly tied to freshman success, GPA and retention are measurable institutional outcomes; however, research reveals that those two measures do not provide a complete picture of the growth of a student through his or her freshman experience. According to Permzadian and Credé (2015), few researchers have attempted to unpack student perception and the how and why of student connection, engagement and persistence.
The Freshman Writing Corpus (FWC) is a new cor- pus for AES that contains essays written by college students in a first-year writing program. The unique features of this corpus are multiple essay drafts, teacher grades on a detailed rubric, and teacher feed- back. The FWC contains approximately 23,000 es- says collected over 6 semesters. To our knowledge, this is the first collection of take-home writing as- signments that can be used for AES.
You are considered a freshman applicant if you are still in high school or have attempted fewer than 15 credits at a regionally- accredited college or university after graduating from high school or earning a state General Equivalency Diploma (GED). · If you are still in high school, submit your completed applica-
Section 2 provides background information on the major choice literature and develops a theoretical framework for understanding how students should alter their major decisions after they observe economic downturns. Section 3 thoroughly describes the unique CIRP “Freshman Survey” data used to explore the relationship between freshmen intended major and recessions. This section also describes the one key way this study differs from previous work by including national business cycle indicators as freshman major predictors. Section 4 explains the multinomial logit empirical model used for the identification of a recession’s impact on freshman major choice. Section 5 reports the results using the previously outlined data and empirical model. In general, students are more likely to choose majors with better relative wages and employment opportunities after a they observe a recession. This is the first paper that can unambiguously confirm that to be true. Section 5 also explores different subsamples of the population, discussing how the major switching effect differs for males vs. females and blacks vs. whites. Lastly, Section 6 concludes.
freshman team teacher who has that student in class. During program planning conferences students have the opportunity to discuss their hobbies and interests as well as their goals for high school, post high school education and for a career. (Click to view Program Planning Portfolio) The student and parents are then given practical information on how the student can best meet their goals and fulfill their interests while at Salem High School.