Colleges and universities commonly implement orientation courses to help freshmen and transfer students adjust to the academic demands and social challenges of higher education. This article examines one university’s implementation of a similar concept for teacher candidates transitioning from general to professional studies. The seminar, known as Boot Camp, is designed to prepare students for the rigor of coursework/clinical responsibilities and the teaching profession. Through a pre-post seminar questionnaire, participants showed growth in their perceptions and understandings of seminar topics. A faculty questionnaire indicated positive student outcomes from the seminar as observed through coursework and daily interactions with teacher candidates

Barlow, Amy

Flynn, Gloria

Stuck, Kristi

English

Kansas State University

The Advocate Volume 23 Number 5 Fall - Winter 2017/2018 Article 4 1-1-2018 Boot Camp: Preparing Teacher Candidates for the Discipline Kristi Stuck Pittsburg State University Amy Barlow Pittsburg State University Gloria Flynn Pittsburg State Univeristy Follow this and additional works at: https://newprairiepress.org/advocate  Part of the Teacher Education and Professional Development Commons Recommended Citation Stuck, Kristi; Barlow, Amy; and Flynn, Gloria (2018) "Boot Camp: Preparing Teacher Candidates for the Discipline," The Advocate: Vol. 23: No. 5. https://doi.org/10.4148/2637-4552.1009 This Research Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in The Advocate by an authorized administrator of New Prairie Press. For more information, please contact cads@k-state.edu. Boot Camp: Preparing Teacher Candidates for the Discipline Abstract Colleges and universities commonly implement orientation courses to help freshmen and transfer students adjust to the academic demands and social challenges of higher education. This article examines one university’s implementation of a similar concept for teacher candidates transitioning from general to professional studies. The seminar, known as Boot Camp, is designed to prepare students for the rigor of coursework/clinical responsibilities and the teaching profession. Through a pre-post seminar questionnaire, participants showed growth in their perceptions and understandings of seminar topics. A faculty questionnaire indicated positive student outcomes from the seminar as observed through coursework and daily interactions with teacher candidates. This research article is available in The Advocate: https://newprairiepress.org/advocate/vol23/iss5/4  TABLE of CONTENTS    Boot Camp: Preparing Teacher Candidates for the Discipline  Kristi Stuck Amy Barlow Gloria Flynn Pittsburg State University   Abstract Colleges and universities commonly implement orientation courses to help freshmen and transfer students adjust to the academic demands and social challenges of higher education.  This article examines one university’s implementation of a similar concept for teacher candidates transitioning from general to professional studies.  The seminar, known as Boot Camp, is designed to prepare students for the rigor of coursework/clinical responsibilities and the teaching profession.  Through a pre-post seminar questionnaire, participants showed growth in their perceptions and understandings of seminar topics.  A faculty questionnaire indicated positive student outcomes from the seminar as observed through coursework and daily interactions with teacher candidates. Introduction Colleges and universities often implement orientation or seminars to help freshmen and transfer students adjust to the academic demands and social challenges of higher education (Barefoot, 1992).  Is the first year of college, however, the only point in which students need guidance and understanding of the demands placed upon them as they move toward graduation?  Though universities make efforts to retain students through degree completion, attrition of completers is still a concern (Allen, Robbins, Casillas, Oh, 2008).  A review of research finds many studies reporting positive outcomes from freshmen/transfer seminars, yet concerns persist beyond the entry year as students navigate through upper division/professional courses.   1Stuck et al.: Boot Camp: Preparing Teacher Candidates for the DisciplinePublished by New Prairie Press, 2018 TABLE of CONTENTS  The authors of this study, all teacher educators, noted unexpected struggles in some teacher candidates entering their professional programs of study.  In seeking answers to address these concerns, they examined first-year seminar best practices and results as well as investigated if such practices exist as students move from general education to professional studies.  They discovered a dearth of literature exists on such programs extending beyond the first year.    Aims and Outcomes of First-Year Seminars First-year seminars are defined as courses “intended to enhance the academic and/or social integration of first-year students” (Barefoot, 1992, p. 49).  Barefoot (1992) classifies such seminars into five basic types: (1) extended orientation, (2) academic with uniform content across all sections, (3) academic with content that varies across sections, (4) preprofessional, discipline-linked, or major-specific courses, and (5) basic study skills.  The literature indicates the programs are instrumental in helping students make critical adjustments to academic demands and social challenges of higher education.  Most seminar objectives aim to increase academic performance and retention rates (Padgett & Keup, 2011), however, multiple studies show outcomes of first-year seminars extend beyond initial course objectives, including stronger interpersonal and communication skills, more frequent interactions with faculty, improved practical competencies, study skills, and time management, increased usage of campus services, and fostered connectivity with the institution (Koch, Foote, Hinkle, Keup, & Pistilli, 2007; Kuh, 2008, Padgett & Keup, 2011).      Permzadian and Credé (2016) situate seminars within the framework of stress inoculation theory and met-expectations theory.  Stress inoculation theory, according to Lazarus and Folkman, suggests that “stress results when perceived environmental demands and uncertainties exceed an individual’s perceived coping resources” (in Permzadian & Credé, 2016, p. 281).  With met-expectations theory, when an individual enters an organization for the first time there is some level of inconsistent match 2The Advocate, Vol. 23, No. 5 [2018], Art. 4https://newprairiepress.org/advocate/vol23/iss5/4DOI: 10.4148/2637-4552.1009 TABLE of CONTENTS  between what the individual expects to experience and what the individual actually experiences (Porter & Steers, 1973).  First-year seminars are organized to communicate information concerning tasks, the environment, and expected stressors (Fan & Wanous, 2008), so that students can adjust their pre-entry expectations and beliefs to better align with post-entry expectations and experiences (Fan, Buckley & Litchfield, 2012; Janis, 1983).  Additional benefits for new students also include learning about stress coping resources (e.g., academic advisement, career services) and stress coping skills and strategies (e.g., time management, study skills), as well as connecting with instructors and peers (Permzadian & Credé, 2016).      Boot Camp          After examining the research on first-year seminars, the authors designed and implemented a one-day orientation for elementary education teacher candidates with goals for preparing students for the demands of the major and the profession.  The authors, along with other faculty, had noted a disconnect between their expectations and students’ understanding of the increase in academic and professional demands of the discipline.  For example, faculty observed some students were often unprepared for in-class discussions and projects as well as unaware of and inexperienced with the time needed to study and prepare for coursework and field experiences.  The seminar provides faculty opportunities for communicating information and expectations of courses, field experiences, and the profession as well as aligns students’ pre-post entry beliefs and expectations.  Through the seminar, faculty focus students to recognize and value the importance of entering into their program of study, realize the increase in academic demands within discipline coursework, set expectations for professional excellence, and begin building trusted relationships.           The seminar, renamed Boot Camp by faculty, is held the first day of each semester.  In order to provide a full day, quality experience, students come together as a cohort to receive consistent 3Stuck et al.: Boot Camp: Preparing Teacher Candidates for the DisciplinePublished by New Prairie Press, 2018 TABLE of CONTENTS  information about program expectations through a co-teaching model.  Students are engaged in discussions, tasks, and cooperative learning activities.  Topics addressed in Boot Camp include the importance and value of the teaching profession, growth mindset and grit, academic integrity, and professionalism in oral and written communication.  The importance of adhering to a level of excellence in classroom presence, specifically class attendance, participation, attitude, and assignment completion is also addressed. Methodology  To gain insight into the perceptions and understandings of students prior to Boot Camp, a cohort of 20 students responded to a 6-item open-ended questionnaire focused on 3 areas:  professionalism, academic misconduct, and growth mindset.  Midway through the semester, the cohort completed the same questionnaire along with an item asking respondents to reflect upon ways in which Boot Camp was impacting their first semester as a teacher candidate.  Seventeen of the original 20 member cohort were able to be matched for analysis.  Both pre- and posttests were coded to determine growth while assuring anonymity of respondents.  Additionally, this cohort’s faculty completed a 3-item questionnaire to gather their perceptions of student outcomes as a result of Boot Camp.   Results  Analysis of the Boot Camp pre- and posttests revealed increased understanding of all topics addressed as indicated by the depth, detail, and accuracy of responses.  Student responses to pre-test items were succinct with simple descriptions.  For example, when given the prompt Describe how teacher candidates can demonstrate professionalism. respondents provided statements such as, “be respectful” and “be professional” with limited details.  Post-Boot Camp responses to the same question 4The Advocate, Vol. 23, No. 5 [2018], Art. 4https://newprairiepress.org/advocate/vol23/iss5/4DOI: 10.4148/2637-4552.1009 TABLE of CONTENTS  included increased specificity such as, “have work completed in a timely manner,” “taking an active role in classwork and taking initiative,” and “constantly reflecting, asking questions, and being observant.”   Posttest responses also showed corrections of misconceptions and misunderstandings when compared to pretest responses.  One common misconception noted in the pretest was the amount of time needed outside of class to complete assignments and study for courses.  Pretest responses ranged from 3 to 40 hours per week with only 18% of students correctly estimating the commonly recommended 2 to 3 hours of study time and preparation per credit hour enrolled (University of Michigan-Flint, 2017).  After Boot Camp, 82% of students correctly identified the number of hours recommended weekly for study and preparation time.  During Boot Camp,  students were required to plot out study time within their weekly course/field schedules.  Of this experience, one student stated, “Setting aside time to study each week… helped me see how much time a week I would truly need.”   Five faculty who worked with 2 cohorts since the inception of Boot Camp completed a questionnaire describing changes noted in students and sharing perceptions of the effort.  Analysis of faculty respondents indicated increased exhibition of enthusiasm upon entering the program and a greater investment in coursework.  Additionally, faculty observed students rising to higher expectations and demonstrating more engagement in class.  When Boot Camp was being designed, faculty expressed concern about oral and written communication of students.  Poor speech (i.e., slang, incorrect grammar), disregarding appropriate titles (i.e., referring to professors and cooperating teachers by last names only), and making demands and excuses were all part of this discussion.  These issues were all identified as areas of notable improvement from all faculty respondents.  One faculty member shared, “I am pleased to report a much more professional demeanor represented in e-mail communication.” 5Stuck et al.: Boot Camp: Preparing Teacher Candidates for the DisciplinePublished by New Prairie Press, 2018 TABLE of CONTENTS  Faculty and student respondents also reflected on the positive outcomes of Boot Camp. Students believed understanding the high expectations of faculty as one of the most beneficial outcomes of the experience.  For one student, Boot Camp, “insured…that I was in an outstanding program.  I knew when I walked away I would be pushed to my full potential.”  Another student stated, “One part of Boot Camp that has positively impacted me was the layout of how the semester would go…this helped me tremendously to prepare for what was to come.”  All cohort faculty are introduced, give presentations, and eat lunch with students during the seminar.  This opportunity—becoming acquainted with and sharing expectations to students—was also cited as valuable among both groups.  One student wrote, “having Boot Camp gave me a way to stay grounded through the semester. It also helped to start relationships with the teachers before the semester started.”  A faculty member also indicated that Boot Camp was beneficial for students because it “built relationship(s) between [themselves] and faculty.” Conclusion  Based upon first-year orientation programs supporting students’ transition to higher education, the preprofessional seminar was designed to prepare students for the academic rigor and responsibilities within the discipline.  Though several factors limit the current study, Boot Camp has reaped initial results encouraging its continuance with goals to increase its impact and methods to effectively monitor student progress over time.  Its initial success should encourage other university teaching faculty to consider implementing similar pre-professional seminars.  Further research in this area could help faculty develop highly effective seminar experiences that support student success through professional courses to graduation.    6The Advocate, Vol. 23, No. 5 [2018], Art. 4https://newprairiepress.org/advocate/vol23/iss5/4DOI: 10.4148/2637-4552.1009 TABLE of CONTENTS  References Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49, 647-664. doi: 10.1007/s11162-008-9098-3 Barefoot, B. (1992). Helping first-year college students climb the academic ladder: Report of a  national survey of freshman seminar programming in American higher education (Unpublished doctoral dissertation). Williamsburg, VA: College of William and Mary. Fan, J., Buckley, M. R., & Litchfield, R. C. (2012). Orientation programs that may facilitate  newcomer adjustment: A literature review and future research agenda. In J. J. Martocchio, A. Joshi, & H. Liao (Eds.), Research in personnel and human resources management (Vol. 31, pp. 87-143). Bingley, England: Emerald. Fan, J., & Wanous, J. P. (2008). Organizational and cultural entry: A new type of orientation  program for multiple boundary crossings. Journal of Applied Psychology, 93, 1390-1400. doi:10.1037/a0012828 Janis, I. L. (1983). Stress inoculation in health care: Theory and research. In D. Meichenbaum &  M. E. Jaremko (Eds.), Stress reduction and prevention (pp. 67-99). New York, NY: Plenum. Koch, A. K., Foote, S. M., Hinkle, S. E., Keup, J. R., & Pistilli, M. D. (Eds.) (2007). The  first-year experience in American higher education: An annotated bibliography (4th ed.). Columbia: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them,  and why they matter. Washington, DC: Association of American Colleges and Universities. Lazarus, R. S., & Folkman, S. (1984). Stress appraisal and coping. New York, NY: Springer. 7Stuck et al.: Boot Camp: Preparing Teacher Candidates for the DisciplinePublished by New Prairie Press, 2018 TABLE of CONTENTS  Padgett, R. D., & Keup, J.R. (2011). 2009 National survey of first-year seminars: Ongoing  efforts to support students in transition (Research Reports on College Transitions No. 2). Columbia: University of South Carolina, National Resource Center for the First Year Experience and Students in Transition.  Permzadian, V., & Credé, M. (2016). Do first-year seminars improve college grades and retention? A quantitative review of their overall effectiveness and an examination of moderators of effectiveness. Review of Educational Research, 86 (1), 277-316.  doi: 10.3102/0034654315584955 Porter, L. W., & Steers, R. M. (1973). Organizational, work, and personal factors in employee   turnover and absenteeism. Psychological Bulletin, 80, 151-176. doi: 10.1037/h0034829 University of Michigan-Flint. (2017). Surviving College. Retrieved from   https://www.umflint.edu/advising/surviving_college.htm              8The Advocate, Vol. 23, No. 5 [2018], Art. 4https://newprairiepress.org/advocate/vol23/iss5/4DOI: 10.4148/2637-4552.1009

Boot Camp: Preparing Teacher Candidates for the Discipline

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Boot Camp: Preparing Teacher Candidates for the Discipline

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