2012 National Symposium

Conference Topic

The college population is changing and the traditional college student—between the ages of 18-22, living on campus, working part time if at all, pursuing education for its own sake rather than as vocational training—is no longer the norm. Increasingly students are balancing school with demanding home or work lives, and seeking education as a stepping stone to employment in a competitive workforce. These students are bringing new expectations to the classroom, which raises new challenges for faculty members and institutions of higher education. How can we balance the changing needs of 21st century students with the longstanding goal of the academy to provide a substantive educational experience?

The growing presence of adult students and students with significant commitments outside the classroom (such as children and full-time work) is transforming the make-up of our college populations. Recent (2008) statistics show that 47% of college students are independent adults over 24—some are married, others are military veterans, and many are responsible for legal dependents other than a spouse. Many students have work and family responsibilities—43% of all students are employed part time, 32% full time, and 23% are parents.¹ How can we successfully teach these students who are stretched thin by their many commitments both inside and outside the classroom?

Moreover, the reasons why students attend college are changing. Even students of traditional college age are affected by economic concerns. Their mindset is more pragmatic, and they are less interested in knowledge for its own sake. A 2007 study conducted by the Higher Education Research Institute found that the numbers of students who feel it is very important to attend college “to make money” has risen dramatically.² After the economic downturn in 2008 this attitude has only become more pronounced, creating a tension between the traditional goals of liberal arts education and students’ legitimate concerns about future employment.

At the same time, the skills employers seek are closely connected to the core goals of a liberal arts education—effective reading, writing, and critical thinking. In a recent survey of workplace skills, employers consistently “faulted new college graduates for their lack of communication skills… with most specifically noting that new graduates lack writing skills.”³ What teaching and learning strategies can we use to help today’s pragmatic students make connections between what they learn in the liberal arts classroom and the critical skills they will need to be successful in their careers, in addition to their role as engaged citizens. How can we ensure that our professional majors prepare students for the working world not only in terms of specific skills, but also in terms of communication, problem-solving, and ethical decision making?

Breakout Presentation and Poster Topics

We invite breakout sessions and poster submissions in all areas related to the topic of this symposium. We particularly encourage submissions that illustrate how participation in an FRN-sponsored activity (e.g. a seminar during Network Summer or Network Winter, time spent as a Scholar-in-Residence, etc.) has helped in meeting the expectations of the many types of learners on your campus.

Some examples of suitable topics are listed below but other suggestions are welcome:

• Teaching adult learners and meeting their educational needs.
• Managing the diverse expectations and skill levels of students in the classroom.
• The liberal arts as a practical education: helping students make connections between liberal arts majors and future employment.
• Strategies for teaching students who are employed full time or have children (e.g., online courses, evening courses, etc.).
• Dealing with the impact of the economic downturn on students on your campus.
• Engaging students from disadvantaged economic backgrounds in service-learning and community service outside the classroom.
• Involving families to improve the academic success of minority students.
• Connecting academic learning to workplace skills.
• Using learning communities to promote retention and success among disadvantaged students.
• The institutional challenges of expanding classes and services beyond traditional hours.

Guidelines For Submission of Proposals:

Abstract:

We request a one-page abstract (between 300 – 500 words) of the intended breakout session or poster presentation. The abstract should outline the content and structure of the session, together with its intellectual merit and educational value for the symposium participants. The abstract should include the names, institutional affiliations, and contact information for each presenter.

Please indicate clearly whether your proposal is for a breakout session or a poster presentation.

Breakout session:

Breakout sessions are scheduled for one hour. We encourage submissions by a group of 2 - 4 presenters, which emphasize collaboration and are organized around a common theme. Proposals submitted by individuals (if accepted) will be combined with other proposal topics within the breakout session.

Poster Presentation:

Poster presentations may be submitted by individuals or by groups of any size.

Proposal Submission:

The submission deadline for abstracts is Friday, April 27, 2012.

Please send your abstract and supporting documentation in one of the following ways:

• An e-mail attachment to frn@nyu.edu
• A fax to 212.995.4101
• A postal mailing to:
  Faculty Resource Network
  Attn: National Symposium 2012
  194 Mercer Street, 4th Floor
  New York, NY 10012
  

Abstracts must be submitted to the Faculty Resource Network by Friday, April 27, 2012. Presenters will be selected and notified by June 1, 2012.

Contact information:

Please direct inquiries to the Faculty Resource Network
(frn@nyu.edu or 212-998-2090). For additional information about the Faculty Resource Network and our member institutions, please consult http://www.nyu.edu/frn

References

¹National Center for Education Statistics cited in “Yesterday’s Non-Traditional Student is Today’s Traditional Student,” Center for Postsecondary and Economic Success, http://www.clasp.org/admin/site/publications/files/Nontraditional-Students-Facts-2011.pdf(Accessed October 14, 2011).

² “First In My Family, A Profile of First-Generation College Students at Four-Year Institutions Since 1971,” Higher Education Research Institute. http://www.heri.ucla.edu/PDFs/resSummary051807-FirstGen.pdf (Accessed October 14, 2011).

³“NACE Research: Job Outlook 2008,” National Association of Colleges and Employers, http://www.bhsu.edu/Portals/0/studentlife/careerServices/What%20employers%20want%20-%20what%20graduates%20lack.pdf, (Accessed October 14, 2011).