First Generation and Non-Traditional Students: An Exploration of Effective Practice in Recruitment and Retention

Transcription

1 First Generation and Non-Traditional Students: An Exploration of Effective Practice in Recruitment and Retention Report on Visits to Edinboro University of Pennsylvania and Purdue University, Indiana June 2005 Universities Council for the Education of Teachers and American Association of Colleges for Teachers (UCET/AACTE) Travel Scholarship Dr Richard Woolley Bishop Grosseteste College Lincoln

2 Contents 1. Introduction 3 2. Background 3 3. Aims 4 4. Context 4 5. Methodology 5 6. Findings 6 7. Conclusion 7 8. Personal Reflections and Outcomes 8 9. Further Opportunities for Research Acknowledgements 9 2

3 1. Introduction This report summarises the findings from my visits to Edinboro University of Pennsylvania and Purdue University, West Lafayatte, Indiana, during June The visits were made possible by a travel scholarship awarded by the Universities Council for the Education of Teachers (UCET), the American Association of Colleges for Teacher Education (AACTE) and the Stanley Hewitt Memorial Trust. The purpose of the report is to explore the impact of programmes to support firstgeneration-to-college and non-traditional students. Both institutions visited have a strong commitment to such programmes and have a reputation for innovative and effective practice developed over a number of years. 2. Background I took up the post of Senior Lecturer in Primary Education at Bishop Grosseteste College in September I work primarily on the BA (Hons) Primary Education with QTS (Qualified Teacher Status) with a significant number of students who are the first in their family to access Higher Education and those who are mature students. Bishop Grosseteste College is a Church of England foundation located in Lincoln, UK. It is committed to becoming an increasingly inclusive and diverse institution. In the HEFCE league table (December 2003) it was ranked in first place for the recruitment of students from families where the parental occupation is skilled manual, semi-skilled or unskilled. Part of my work at BGC involves leading summer school programmes for young people in school years 11 and 12 to help them to consider training to become teachers. The focus of these programmes, funded by HEFCE and the European Social Fund, is on making Higher Education accessible to students from backgrounds where there is no family history of study at undergraduate level. The summer schools ran for the first time in July My own background is in Primary education. I have worked with children aged 3-11 years in town and village schools in North Yorkshire, Derbyshire and Nottinghamshire. My most recent experiences are as a Deputy Head Teacher and a Special Needs Coordinator in mainstream schools in areas of relative social disadvantage. I have also had experience supporting adults with learning difficulties, mature students and first-generation students in adult education as the course leader of an Access programme and Director of Studies at Cliff College in Derbyshire. I have a particular interest in the role education can play in community regeneration. 3

4 3. Aims The travel scholarship from UCET/AACTE enabled me to gain a cross-cutting cultural perspective on provision for first-generation students, including those from non-traditional backgrounds. The scholarship enabled me to travel to Edinboro and to Purdue to achieve the stated aims of my project, focusing on: Recruitment and retention in initial teacher education and in higher education more generally Developing an understanding of issues faced by first generation students of various ages and from diverse social backgrounds Exploring good practice in student support Fostering links with underrepresented groups Exploring the practical experience behind research evidence on the experience of firstgeneration students in the United States 4. Context Two centres were visited during the study visit: 4.1 Edinboro University of Pennsylvania Edinboro University is located in north-west Pennsylvania on a large green campus in a small town south of Erie. Erie is a former industrial city engaged in regeneration, with significant levels of unemployment. The university draws students from the city and from the surrounding areas previously associated with agriculture and from neighbouring States. It was founded as a Normal School in the 1860s, preparing students for a career in teaching, and as such has a similar foundation to my own workplace. The mission of Edinboro University is to create and share knowledge by providing access to education and learning experiences for the academic, cultural and personal growth of the students and the larger community we serve. Nearly one in five students at Edinboro are non-traditional, including first-generation students. Mary Anne Weiner, former coordinator for non-traditional students stated They are a rich and visible presence in University life, and all of them bring living experience to the classroom. Most receive financial aid. Some take advantage of the University s academic support services. Many utilize the Office of Career Services to help determine their interests and aptitudes for specific college programs. Our non-traditional students juggle the responsibilities of home, work and community with their academic demands, and almost all of them do so successfully. Both nationally and at Edinboro, non-traditional students achieve honours at a much higher rate than the general student population. Edinboro s broad strategy for future development includes priorities to: Develop enhanced enrolment and retention strategies Enhance technology campus-wide Create a just community that is student-centred Increase diversity 4

5 Support for students with a disability has received national recognition; there is also an office dedicated to supporting students from different cultural backgrounds and to valuing diversity. 4.2 Purdue University, West Lafayette, Indiana Purdue University is located in the small town of West Lafayette, which with the neighbouring town of Lafayette has a combined population of around 50,000. The university has around 38,000 students, who work on a large modern campus. For the past 20 years, a programme at Purdue University has been helping first-generation students make the transition between high school and college. The Purdue Horizons programme is designed for first-generation, low-income and disabled students. Since 1978, the programme has offered classes on study skills and provided tutoring and counselling. Ninety percent of all freshmen in the programme during the school year returned for their second year. Purdue as a whole retained 84 percent of all its freshmen. This is one indication of the success of the programme. When the first students enrolled in 1978, the Horizons programme had three staff members and offered no classes. In 2003, the staff numbered five and the number of students enrolled had nearly tripled, to 341. A feature of particular interest is the faculty mentor system. The mission of the Horizons Student Support Programme is to retain and graduate its participants at the highest possible rate with the highest possible grade point average. It states that, Horizons will achieve these goals by providing students with a comprehensive set of programs which will emphasize academic excellence, cultural awareness and becoming a life long learner. 5. Methodology I spent a significant amount of time before the study visit researching programmes in a variety of institutions in the United States and at Purdue and Edinboro in particular. I was able to identify key reading materials and to locate these in the libraries at the two institutions. Communication with staff in both centres developed over a period of seven months, and both these and other contacts enabled me to access relevant networks in the US. During the study visit, qualitative methods were used to gather information by interviewing staff members (professors, lecturers, support staff, those involved in recruitment); students from first-generation backgrounds; and prospective students from first-generation families. A mixture of semi-structured and unstructured interviews was used to collect data, focusing particularly on anecdotal evidence of student experience. There was also some limited opportunity to meet with students families and to discuss their experiences and concerns. I was able to attend classes for prospective and existing students, and to meet with teachermentors in a partnership meeting. I was able to access policies in the institutions I visited, and to discuss their development and implementation with those responsible for recruitment and retention. I was interested in establishing how these policies have evolved, and what issues needed to be addressed as the programmes to support first-generation and non-traditional students develop further. 5

6 6. Findings The scholarship from UCET enabled me to access two universities in the USA with strong track records in student support. I was able to meet with and interview a broad range of staff members (including support staff, senior management and faculty) and students at different stages in their training (including pre-freshmen and graduates). I was able to meet with staff members to learn of their passion for recruitment and retention of the focus groups, and gained insights into a variety of projects and programmes: 6.1 The Latino Leadership Programme at Edinboro is project providing summer schools over several years for young people from inner city situations who are the first in their family to access HE or who are from low income families. The project is funded by donations from local industry (in an economically depressed area) and is overseen by senior management. Parents are invited to attend key events, including a final graduation ceremony. I was impressed by the commitment and vision of the staff and was challenged to consider how parents might be involved in the summer school programmes which I am involved in. The links with parents developed trust in the institution and a sense of the value of higher education. Over time, repeated involvement in the programme has developed relationships, built student confidence and has had an impact upon both students and their siblings. 6.2 The Non-traditional Student Office at Edinboro was my first point of contact in the university. This is a facility dedicated to the support of mature students, providing support, information and guidance and raising issues within the wider university. Students have access to a dedicated staff member who is able to give advice and to make referrals to other points of contact. In addition, students have priority when signing up for modules, as they are felt to have the least flexibility in designing their timetable because of childcare and work commitments. There is an area where they can meet and socialise and a carsharing scheme is being developed. It was very interesting to hear of students experiences using the office and to hear of its positive impact on their relationships with the university. 6.3 Interviews with support staff and faculty members at Edinboro provided the opportunity for those interested in first generation and non-traditional students to speak with me, to share their research interests and to share experiences of providing support to students. Several opportunities for collaborative research were identified, and in the coming months it will be possible to explore these further and to consider which areas to pursue further. Members of faculty and other staff were very generous with their time, meeting with me from one to three hours. A well structured programme ensured that best use was made of time available. Common interests were identified to support future collaboration, and I also learned a great deal from the research that was shared with me. In addition, I was able to share my experience of assessment methods in English schools with master s students in the education department and to contrast approaches in our different systems. 6.4 The Horizons Project at Purdue is part of the Federal TRIO programme with thirty years experience supporting those who are the first in their family to access HE through study support, financial guidance, personal tutoring, counselling, access to IT and other resources. The staff members were an inspiration and provide a committed and dedicated resource for student support throughout the four plus years of university with a strong track record in student retention. The commitment to team working, a central dedicated base for the team, and a clear ethos underpinned by research findings contribute to the effectiveness of 6

7 this team. Staff and students were willing for me to work alongside them to gain an insight into the issues being faced by first generation students from low income families. Of particular importance were: the use of student tracking throughout the degree programme; focused support during the first semester in the freshman year; the light touch offer of support in subsequent semesters allowing students to judge their own needs; the provision of additional tutoring and mentor support free of charge. 6.5 Learning Communities at Purdue (and Living and Learning) Communities enable students to learn and/or live together, fostering a sense of belonging and mutual support. This is a particularly key feature of the first semester at College and provides for low income and first generation students as well as other groups. 6.6 Upward Bound is programme for first generation students from low income inner city situations, providing 25 Saturday s tuition per year for four years prior to university, and four summer schools (the final one being at the university) to raise grades and to build links with families so that Higher Education becomes a viable choice. This is a further strand of the Federal TRIO initiative. The staff members were particularly inspiring and were generous in their offer to develop links and collaborative work. Focuses that will impact upon my own work include the raising of self-esteem and goal setting with students as they prepare to enter HE. It was very interesting to hear university students speak of the significant impact of TRIO in their preparation for university. 6.7 Interviews and meetings with students and parents at Purdue provided the opportunity to gain an insight into the US education system and to gain an appreciation of the concerns and issues that affect students in their choices. This was particularly apposite with the change to the ways in which UK HE is funded (from Autumn 2006). Issues of debt, social class, family background and levels of parental support, disability and self-perception were key areas in discussions. 7. Conclusion In terms of the stated aims of the project the study visit was extremely successful. The exchange of ideas and the experience of visiting two different institutions surpassed all my expectations and has already impacted upon my own practice in working with first generation students. I have learned a great deal about effective practice, developed over many years, and have gained insights into policy development and implementation. I have also learned that aspects of my own practice, often informed by intuition, have been researched and tested by those engaged in similar work in different contexts. I have a long standing interest in the recruitment of first generation students to higher education, including initial teacher education. I found the programmes at Edinboro and Purdue to be effective and carefully developed. I also learned a great deal from the aspirations of staff for future developments in these institutions. Recommendations I would make for teacher education in the UK include: To consider how non-traditional (especially mature) students are supported and how their particular needs and interests are taken into account To explore how the experience of first-generation-to-college students differs from other students, particularly as government policy enlarges the pool of students seeking to enter HE 7

8 To develop links with students in secondary education and their parents to ensure a smooth and supported transition from school/college to university for first generation applicants Developing the range and scope of induction programmes to support first generation students through their first semester(s) and throughout their experience of HE 8. Personal Reflections and Outcomes At a personal level I was able to gain opportunities for: Networking Learning from experienced colleagues working on well-established programmes supporting non-traditional and first generation to College students Gaining insights into the education system in the USA (both Higher Education and Elementary Education, including Initial Teacher Education) Gaining access to research resources including published texts and interviews with staff and students Gaining access to a well established and extensive network of practitioners in the US Finding practical examples of strategies to widen access and participation and to support recruitment and retention Receiving inspiration, sharing enthusiasm and broadening personal perspectives Confidence building Opportunities for collaboration, possible publication and/or further research, and the development of future visits or links (personal and institutional) with institutions in the US At an institutional level my learning will support discussion: To consider support for first-generation-to-college students To consider specific provision for non traditional (especially mature) students To foster links with universities in the United States To develop existing good practice in recruitment through the summer school programmes (both to Bishop Grosseteste College and to Initial Teacher Education more generally) To make links with students in the States developing pen pal opportunities between those planning to go to university To consider ways of disseminating our own good practice in the summer school programmes for Year 11 and 12 To develop further opportunities for under-represented groups to gain an experience of life at BGC To consider accessing offers of collaborative work with practitioners in the States both for myself and for colleagues Incidental opportunities that augmented my experience: Everywhere I went on stations platforms, in bus stations, in cafes and offices, in shops and museums and over breakfast in my bed & breakfast accommodation - people asked what my purpose was in visiting the US and I was able to conduct additional interviews on an ad hoc basis to contribute to my overall picture of the 8

9 first generation and non traditional student experience. People were very generous with their time and were very willing to share their stories in some detail. I was amazed by how many people had a story to tell. Many stories were very moving and involved students past and present overcoming significant hurdles and difficult personal circumstances. 9. Further Opportunities for Research 1. Interviews with prospective students from first-generation families in the US will be followed by work with the same focus group during Summer Schools for Year 11 and Year 12 students (focusing on entry to Initial Teacher Education) at Bishop Grosseteste College in July My aim is to compare experience in the two education systems: to establish how experiences, expectations and perceptions differ. 2. In the autumn semester of 2005, I will conduct interviews with first-generation students at different stages of their experience of Higher Education at Bishop Grosseteste College, identifying participants through a general questionnaire. I will seek to match participants to those I met in the US, by age, programme/area of study, and social background, to make a parallel comparison of the student s experience and expectations/experiences. Once the data is collected and collated, it will be possible to begin to compare the experience of first-generation students in the US and the UK, and to compare findings with published materials from both contexts. Published materials will enable me to triangulate my findings from students in the UK and US with the findings of other researchers. 10. Acknowledgements My thanks to UCET/AACTE and the Stanley Hewitt Memorial Trust for their generous scholarship. My thanks to those who coordinated the preparation for and programme during my visit: Dusty Barton, Assistant Dean of Education, Edinboro University of Pennsylvania Dean Ballotti, Assistant Dean and Director of the Horizons Programme at Purdue University, and the Horizons Team Dr Ian Fisher, Vice Principal (Academic Affairs) and Joy Clews, Vice Principal (External Affairs) at Bishop Grosseteste College, Lincoln, for support and advice Bishop Grosseteste College, Lincoln, for additional funding for staff development I would encourage others to apply for the scholarship and hope that opportunities will be available to learn from and to share experiences with colleagues in the United States in the future. 9