What are the current trends, issues, and research in First-Year Experience (FYE) and Student Transitions? How do you begin to bring together the range of departments and stakeholders responsible for FYE and Student Transitions into a cohesive, easy to navigate experience for our students? What are challenges and strategies in dealing with international, transfer, and first-gen students? Why is a focus on high-impact practices so important and what methods can we employ to scale such initiatives while maintaining quality and economy? Why is the sophomore year such a critical transition that often gets ignored and what can we do to address this deficit? What is the effectiveness of Common Read Programs and what are some strategies to break down the politics and barriers to implementing such programs?
On this episode of Student Affairs Live, host Tony Doody speaks with the Director of the National Resource Center for the First-Year Experience and Students in Transition, Jennifer Keup, to answer these questions and more.
Links mentioned in the episode:
Presentation on Definitions and Background
College Students in Transition: An Annotated Bibliography
E-Source for College Transitions
Center’s Survey Cycle
Index for our Center’s Journal of The First-Year Experience & Students in Transition
Center Publication on Commuter Students
Center Publication on Community College Students
Center Publication on First-Gen Students
Presentation on High-Impact Practices in First-Year Seminars
Book Link to Developing and Sustaining Successful First-Year Programs: A Guide for Practitioners
Book Link to Building Synergy for High-Impact Educational Initiatives: First-Year Seminars and Learning Communities
The Toolbox Newsletter
Publication on Common Reads
Presentation on Common Reads
Presentation on Sophomore Success
Institute on Sophomore Success
Center book link on Sophomore Success
Join the list serve on Sophomore Success
PDF-Volume III Case Studies of First-Year Seminars
PDF– Volume IV Case Studies of First-Year Seminars
Tony DoodyTony Doody has over 25 years of practical experience and oversight in senior leadership positions within the Higher Education industry in the areas of Facilities Management, New Student Orientation, Recreation, Parent and Family Programs, Leadership and Training, Marketing and Communications, Adult Learning, and Major Events and Programs. Over the last six years, Tony has presented at over thirty universities and national conferences on topics of innovation, digital leadership, technology, and unconventional leadership. He received the Diamond Honoree Award from the ACPA Foundation, the highest honor of the American College Personnel Association, recognizing transformative contributions to the field (2017) and earned NASPA's 2017 Technology Emerging Practice Award. In addition, Tony has worked over 20 years as a consultant in the areas of executive coaching, leadership development, presentation skills, risk-taking, innovation, social media, conflict resolution, and team cohesiveness. Past clients include J&J, Bristol-Myers Squibb, Vistakon, Navigant, Janssen Pharmaceuticals, United Way, Merrill Lynch, Tumi International, and Aventis Pharmaceuticals.
Dr. Jennifer Keup is the Director of The National Resource Center for The First-Year Experience and Students in Transition where she provides leadership for all operational, strategic, and scholarly activities of the Center in pursuit of its mission “to support and advance efforts to improve student learning and transitions into and through higher education.” In this capacity, she leads a team of professionals who coordinate the Center’s conferences and continuing education, publications, research and assessment activities, public relations, and resource development. Jennifer also serves as an affiliated faculty member in the Department of Educational Leadership and Policies in the College of Education at the University of South Carolina. Before joining the staff of the National Resource Center, Jennifer served as the Director of the Student Affairs Information and Research Office (SAIRO) at UCLA and was the Director of Follow-Up Surveys at the Higher Education Research Institute (HERI). She also was an instructor in the Graduate School of Education and Information Studies at UCLA where she taught courses on student development, education research, scholarly writing, and assessment.
Jennifer’s research interests focus on two complementary areas of scholarship: 1) the first-year experience and students in transition and 2) high-impact practices and institutional interventions. Under the umbrella of this agenda, she has engaged in scholarly work, teaching, and service on many topics such as college student characteristics; the impact of college on students; student access, development, learning, and success; curriculum and student services; peer leadership; community college and transfer issues; leadership and institutional effectiveness; student performance, adjustment, and attainment; and higher education assessment. Her professional experience has yielded several presentations, keynote addresses, scholarly publications, and terms on the editorial boards of The Journal of Higher Education, The Journal of Peer Learning, Learning Communities Research and Practice, Journal of College Student Development, and Journal of The First-Year Experience & Students in Transition.