Barbara R. Michel Lecturer, Walker College of Business Marketing Department Appalachian State University Boone, 28608

1. Ideas for Engaging Incoming Students in an Active Role Relative to Their Individual Learning Process and the University and Surrounding Communities2012 Lilly ConferenceGreensboro, NC FEBRUARY 9-12, 2012 Barbara R. Michel Lecturer, Walker College of Business Marketing Department Appalachian State University Boone, 28608

2. Presentation Objectives (soft skills) • Present ideas for successful student engagement as experienced in a First Year Seminar (FYS) format, but that may be relevant to other course formats. • Review ideas for increasing the incoming student’s sense of personal responsibility for their education. • Communicate successful techniques utilized to foster student involvement with other students, University, Faculty as well as encourage students to become a part of the university and local communities.

3. Presentation Objectives (hard skills) • Present successful techniques for encouraging interdisciplinary thought and approach to learning, developing critical and creative thinking skills, and effective written and oral communication skills in a FYS format. • Communicate successful ideas to facilitate incoming students in their transition to the rigor of academic study at the University level. And Always: • To solicit audience feedback on ideas and techniques presented as well as generate other ideas for increasing student involvement and active learning.

4. FYS Course Details Marketing & Society How Organizations Behave (RLC) • Course explores Marketer’s influence on Society and Society’s influence on Marketers relative to Ethical, Environmental, Economic/Political and Health issues. • Not linked to a RLC. • Classes execute a major team project exploring a product category and individual companies on the 4 issues above. Teams were responsible for 3 class periods each. • Classes typically execute a group community service project (dependent on funding). • Partner with a local community organization to learn different aspects about how businesses/ organizations function. • Course typically linked to a Residential Learning Community (RLC) • Students must execute a major research/business project and present to the client organization (Written and Oral). • Classes execute a community service project as well as involvement with the partner organization.

5. FYS = Student Engagement • Class size: 18-22 students • Seminar style class • Focused on interdisciplinary learning • Assist in transition to College level rigor and navigation tools to manage their college career. • Develop creative and critical thinking skills • Foster student involvement – other students, the University, the Community at large • Provide a SAFE environment to ask questions and make mistakes

6. SAFE Environment • Ice breaker first day – students pair up with neighbor and interview them for basic info. plus cell phone #, something unique. Then they FORMALLY introduce their neighbor to the class. Now everyone has spoken in class. • Follow up with little activities focused on their success – How to shake hands properly, how to communicate with Professors/Employers, etc. • Show up early for class (5 min) and chat about non-class topics….other classes, pets, friends, etc. • Offer assistance on ANY topic…if I don’t know, I can direct to someone who can help. • Check on them if miss 2 classes in a row with no explanation. Email first, cell phone, then EIT contacted. • Make time for FOOD.

7. Student’s Taking Personal Responsibility For Their Education • Discuss the differences between the various degrees offered within the College of Business. Faculty visits. • Link to COB Advising - put together a 4 year course schedule for their chosen degree program. • Discuss possible career options for various degrees. • Discuss strategies to better manage their individual college career….advisors, mentors, club involvement, career search, tutoring, counseling…they have rights. • Familiarize students with various resources and tools available to them related to succeeding at ASU.

8. Student Involvement- University/Students • First day exercise –student interview. Key is something unique and cell phone #. • Entire semester - frequent small team breakout activities to build relationships. • Offer lots of Extra Credit for participating in University activities. Let students suggest Extra Credit Opportunities. MUST attend and then write 1 page discussion. 3pts/activity. Rules: Open to everyone, no cost. • Community Service project – team building

9. Extra Credit Examples: • COB CEO Lecture Series • Attend a COB sponsored Club Meeting • Participate in a University Blood Drive • Campus Lectures – Biology, Geology, Humanities, etc. • Campus Movie series – Sustainability, etc. • Campus Cultural activities – concerts, art exhibits, Diversity celebrations, International activities, etc. • COB sponsored events – Entrepreneurship summit, Business Ethics Conference. • Extra Volunteering at Partner Organization

10. Student Involvement – Community • Each semester these FYS classes participate in a community service project or field trip: • NC Big Sweep River Clean up • Community Park Clean up day • University recycling activities at home football games • Field trip to local organic beef producer/farm • RLC classes partner with local organizations: • Volunteered at local “at risk youth” non-profit • Developed & executed participation surveys • Surveyed non-profit peer organizations • Developed & executed customer data analysis • Developed Social Media plan for local business

11. Interdisciplinary Thinking • In-class activities to practice interdisciplinary thinking. • All tests are essay format. • Structure questions so there is >1 correct answer • Grade on logic of their argument and support for their position. • 4 Issues (Environment, Health, Economic/Political, Ethical) requires students to consider influences on business topics/businesses. • Discussion of Supply chain makes them think about where things come from, who all is affected, impact of changes up and down stream…..process thinking.

12. Transition to the Rigors of University Academics • Session in library with Business Librarian – after topics chosen, before they start • Class on Successful Team Process - require planning documents as well as finished project. • Require a 30 minute planning meeting with professor 2 weeks prior to their category or at key points for partner organization. • Peer evaluation/feedback during each team presentation. Dress Rehearsals for partner organization presentation. • Don’t “dumb down” from upper level classes – offset with extra credit

13. Conclusion • Create a safe/low risk environment for students to question. • Create a bond with EACH student that you are there to support their success – whatever that is. • Provide opportunities for students to explore and succeed. • Step in and assist if students are in trouble.

14. Student Feedback • “Talking about teamwork before the project is critical. You have to know how to delegate duties and how to be responsible for those duties to work in an effective team.” • “Yes, this class (on team process) was helpful because it kinda set goals as a whole class on what to do or avoid doing.” • “The project was fun, it was cool teaching the class.” • “It was a great experience! It was exhilarating presenting in front of the class. The 3-day period helped a lot.” • “Working with groups outside of classes was new for me, so that had its own challenges, but it was a good learning experience.” • “It wasn’t as bad as I thought it was going to be when it was first presented to us.” • “It really frustrated me to see my classmates texting and on their laptops while I was presenting. Now I know how you feel.”

15. Bibliography • Lamb, Charles W., Joseph F. Hair, Jr. and Carl McDaniel. 2011. Marketing 11e.United States:Thomsom South-Western, a part of the Thomson Corporation. • Brenkert, George G. 2008. Marketing Ethics. Malden, MA:Blackwell Publishing. • Appalachian State University First Year Seminar Program, retrieved from http://firstyearseminar.appstate.edu. • Cousin, Glynis. (December 2006). An Introduction to Threshold Concepts. Planet, Volume 17. Retrieved fromhttp://asulearn.appstate.edu/file.php/44694/threshold_concepts.pdf