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This report compiles the perceptions and opinions of approximately 60 first year students enrolled in six Freshman Forum sections. The purpose of the survey was to provide a systematic report from first year Arts and Sciences students as they were progressing through the academic year. The number of surveys returned dropped significantly as the academic year progressed and communication with students was more difficult. However, the declining response rate should not detract from the substance reported. Because of the limited number of responses, statistical analysis of the surveys was kept at a very general level.
When asked how they would define the Liberal Arts, freshmen tended to respond in one of three ways. One group of students thought that the liberal arts could be defined as the educational process, that is, exposure of students to a variety of subjects in the arts and sciences, basic studies or an explanation of society in general.
A second group felt that the purpose of the liberal arts was to produce a human product, "well rounded" students. As one student wrote, "[the liberal arts] allows [students] who are undecided to a get a well rounded, thorough education and allows others to prepare for their goals." A third group said that a degree from the College of Arts and Sciences provided functional advantages because they feel they will have greater flexibility when they choose a graduate program or career, they will be competitive in the job market, and they will have a better understanding of their skills, talents and competencies. A number of students linked their choice of studying Liberal Arts to obtaining a promising career or pursuing more advanced studies. They also thought that a liberal arts education would make them versatile and set them apart from their fellow students pursuing other disciplines. One student referred to his hopes in a very general sense, "I hope to achieve a sense of balance. I hopefully will become a better student who has knowledge about many subjects." As one student suggested, "an employer would find this impressive because well-rounded people are able to do more and have more avenues to pursue than someone who's an expert in only one area."
At the outset of their college careers, students generally were optimistic about what the College of Arts and Sciences and liberal arts studies can do for them. For example, one student wrote, "I would define [the] Liberal Arts as a [discipline] that can lead you anywhere. It's a foundation on which any education should be built."
A small number of students (10%) also thought that their studies in the liberal arts might help them decide on a major.
One student wrote, "by completing the Liberal Arts Core, I hope to achieve a broad academic background. I want to take as many courses as I can, in as many subjects as I can so I can find something I truly love. That's what I hope to gain."
Students' perceptions of the Liberal Arts Core Guidebook are important since it is their first substantive introduction to the college. While many students (61%) said the Guidebook was "clear and effective," a number (31%) of students described the Guidebook as "confusing and misleading."
Those students who were critical of the Guidebook said that its organization was poor and did not offer any examples that would explain their first year of college. Adjectives used to describe the Guidebook by these students were "annoying," "confusing" and "misleading." For example one student said, "it wasn't obvious that Freshman Forum wasn't required. I would not have taken it. Now, I'm stuck in it." Another student added, "My [phone] advisor made [the Guidebook] clear."
Two out of three freshmen said that small classes are best; only a third said that the size of the class was immaterial. Students also said that small classes allowed them to interact with one another and the professor and to engage in meaningful discussions. Among the descriptors for large classes were uncaring, overwhelming and noisy. There was some mention that the professor could not always control learning in large classes. These students said that distractions and the personal conversations of others during lecture made learning tough. A few students directly correlated lower grades and poor learning with larger classes. The few students who did not feel that class size had any impact on their ability to learn also said that recitations and the professor often made the difference.
Students overwhelmingly said that they had ample opportunities to make contact with their professor outside class when necessary. Many students also expressed the desire "to know their professor" or "to be known by their professor." These statements seemed to relate more to academic advising or establishing rapport with the professor than to seeking help in a course because it was needed. For example, "I would like more [contact] so the teacher can get to know me and not just my scores on exams." And, "I would like to get to know them better so I can get recommendations."
When asked what was the greatest hindrance to their studies, students responded most frequently 'the inability to manage time' or 'poor time management.' One student wrote, "Procrastination has hurt me in so many ways." Poor time management was closely followed by noisy dorms, challenging academic schedules and too much socializing. Along those same lines, students said if they could do one thing over to improve their results, it would be to change their study habits, study more often and stop procrastination. Finally, when asked what the College or University could do to improve their academic performance, students replied in one of two ways. One group wanted a more 'personalized approach' to their education with smaller classes, more student/professor interaction, smaller recitations and study groups. The other group said that there was nothing that anyone else could doimprovement was their responsibility.
The survey results seem to indicate that most students find it difficult to balance the demands of classes with socializing and getting involved. While they realize that time management is crucial, many do not seem to have the skills or discipline needed to manage time effectively.
A little over half the students responding said that family or friends remarked on their change after one semester at SU. Almost all of the students who answered "yes, they changed" also said that their change was due to maturation. All students stated that there was little or no awkwardness with their homecoming. A few students said they missed college while they were at home.
The academic achievement of which students were most proud was their grade point average. Grade point average was closely followed by managing a tough course schedule with work or a social life.
When asked if their grades were higher or lower than expected, most students (60%) said their grades were exactly as they expected them to be. Students suggested that there were two ways of raising their gradesstudying harder or differently and managing their time more effectively.
Most students attributed academic success in their first semester to self reliance, accepting responsibility and organizational skills. Students said that their high expectations, fear of failure and seeking assistance when needed also kept them on track.
In terms of campus or community involvement, slightly more than half of the students said they were involved. Students who answered "yes," were involved in a diverse range of activities from the crew team to the marching band. Students who elaborated on why they were not involved said that lack of time was a factor. It should be noted that all the activities listed by students on their surveys were on campus; as first year students they were generally not involved in the community.
Students stated that a class was interesting if the professor was interesting. A good professor was most often characterized as enthusiastic, energetic, theatrical, animated and creative. Many professors were mentioned by name in the surveys: Professors Druger, Fairchilds, Carole Lipson, Price and Thomas. Students also said that a class was interesting to them if they were able to participate and the material was interesting.
Approachability and personalized learning were important to students. Students thought that a good professor would engage the class in discussion as well as display enthusiasm about being there. To paraphrase one student, a professor's teaching technique is effective if there is some variation in the way the class is taught. The student also stated that, "Lecturing everyday becomes quite monotonous. Teachers need to find creative ways to interest students while [teaching] the material." A little over half of the students surveyed preferred professors who were dynamic and encouraged class participation over professors who only lectured. One-on-one contact and name recognition were also important aspects of favored teaching styles. Other effective teaching characteristics and methods mentioned by students were "friendliness," "clarity," and providing many examples. One student stated, "I think teachers [who] go out of their way to be helpful and friendly get the most...return from students." The survey seems to suggest that for many students "liking the professor" is as important to learning as studying.
A little over three out of four students said they did not drop any classes. Students who dropped classes, did so because they registered for too many credits (15-18 hours).
Almost three out of four students (70%) said they were most excited about learning material for a specific class. Generally, these classes were either essential to their major or covered material they have never been exposed to before. A small percentage of students (22%) said they were most excited about life in general and learning to be on their own.
When asked what would improve their effectiveness, half the respondents said mastery of time management skills. One-fourth said changing their study habits. One student suggested that there might be a third dimension to improved performance: "Realizing why I am here. It's hard to motivate myself in a particular direction when I don't [know] where I want to go." Or alternatively, enhanced effectiveness could simply be achieved by balancing the priorities of school and friends, to paraphrase another student.
Looking back over their first year, almost all of the freshmen (88%) said they wish they had been involved in more extracurricular activities. Others wrote that they would change nothing or study more. One student responded, "this has been the most eventful year of my life. It was a lot harder at first but I am feeling more at home every day."
Most students described their experiences in the residence halls as positive. Students said roommates and dormitory friends made the experience memorable. But students also said that roommates and other dorm residents were the source of many negative experiences. Many said that conflicts with roommates and noisy dorm floors were among the chief distractions during their first year.
Relatively few students, only 20%, changed their major. Most students said that they were pleased with their area of study or were still undecided.
It was extremely difficult to pool student expectations of their first year into one theme. Some students briefly described their experiences in terms of their academic performance. Others described expectations of their first year in terms of their socialization. A few students did not want to categorize their year as "better" or "worse" than they expected, instead they preferred to acknowledge that it was "different." The following description of the first year are typical. "...it definitely changed me. I found it a lot different than I expected. Fortunately, I made the right choice." And, "It has been great although it happened so quickly. I am not sure how to assess it."
When asked what advice they would give to freshmen next year, students said very similar things. "Go out as much as you can, yet act responsibly when it comes to academics and time management." Another wrote, "Don't bite off more than you can chew. Don't be afraid to start off slow, you have a lot of adjusting to do and a lot of time to complete your core."
Students agreed that incoming freshmen should strive to achieve a balance between academics, socializing and activities. From many indications on the surveys, students tend to believe that socializing is almost equal to learning in defining success in college.
There were some unifying themes from all five surveys; students stressed the need for effective time management, excellence in academics, personal responsibility and socializing. Students agreed that good professors encouraged class participation, enjoyed their work and made time for them. Students recognized that college in many respects is about achieving a balance between what one would like to do and what one has to do. While many liked the notion of individualized attention they also recognized that the burden of succeeding in college rests squarely on their shoulders. The general mood of this class was upbeat and optimistic. Students were rarely critical and seemed to be genuinely excited about their classes and attending SU.