I'm 'Bad and Boujee': Blended Metacognitive Approaches For First Generation College Students
Submission Type
75-Minute Panel
Abstract
Musical group, Migos, provided the world an Internet sensation in 2016 with their chart-topping lyrics “Bad and Boujee”. Albeit controversial, the lyrics to the rap song serve as one American cultural marker as higher education organizations grapple with yet another generational shift in student foci and thinking. As the trend of demanding more market-driven curricula and less artsiness heightens among American college students, smaller liberal arts colleges and universities are finding ways to re-tool themselves. One such institution, Johnson C. Smith University (JCSU), both small and private, has taken on what many practitioners consider to be a rather risky approach to re-tooling: providing equal access higher education to those populations of young adults across the country who are deemed most at risk for the pitfalls of contemporary society. Using a standardized list of six (6) non-cognitive indicators as well as personal statements and face-to-face interviews, the Biddle Institute at JCSU seeks to provide mostly first generation and often at-risk freshmen students with a quality higher education tantamount to their peers. As part of their ongoing research in conjunction with JCSU’s Center for the Study of Metacognitive Variables, three professors within the Biddle Institute framework share their successful deployment of blended learning pedagogy to meet the unique challenges of executing and sustaining a new University program built on strengths-based assessments. These professors demonstrate the increased blended learning access tools—including, but not limited to, non traditional gaming, webinars, mobile applications, and student advising/tracking software—that enrich the freshmen engagement of rhetoric and composition, foreign language and undergraduate research.
Session
Panel
Location
Thomas 224
Start Date
5-18-2017 10:40 AM
End Date
5-18-2017 12:00 PM
I'm 'Bad and Boujee': Blended Metacognitive Approaches For First Generation College Students
Thomas 224
Musical group, Migos, provided the world an Internet sensation in 2016 with their chart-topping lyrics “Bad and Boujee”. Albeit controversial, the lyrics to the rap song serve as one American cultural marker as higher education organizations grapple with yet another generational shift in student foci and thinking. As the trend of demanding more market-driven curricula and less artsiness heightens among American college students, smaller liberal arts colleges and universities are finding ways to re-tool themselves. One such institution, Johnson C. Smith University (JCSU), both small and private, has taken on what many practitioners consider to be a rather risky approach to re-tooling: providing equal access higher education to those populations of young adults across the country who are deemed most at risk for the pitfalls of contemporary society. Using a standardized list of six (6) non-cognitive indicators as well as personal statements and face-to-face interviews, the Biddle Institute at JCSU seeks to provide mostly first generation and often at-risk freshmen students with a quality higher education tantamount to their peers. As part of their ongoing research in conjunction with JCSU’s Center for the Study of Metacognitive Variables, three professors within the Biddle Institute framework share their successful deployment of blended learning pedagogy to meet the unique challenges of executing and sustaining a new University program built on strengths-based assessments. These professors demonstrate the increased blended learning access tools—including, but not limited to, non traditional gaming, webinars, mobile applications, and student advising/tracking software—that enrich the freshmen engagement of rhetoric and composition, foreign language and undergraduate research.