The 2024 Annual Conference in the First-Year Experience: Key takeaways for Virginia Tech instructors from Seattle

By Javeria Zulfqar, editorial intern at the Office of Undergraduate Education

The experience of first-year students is ever changing and professors need to find ways to adapt and evolve their teaching. One of the best ways to do so is by creating opportunities for collaboration across different universities. The National Resource Center on First-Year Experience and Students in Transition’s annual conference serves as learning and collaboration hub for FYE instructors, advisors, and administrators. 

In February, the conference celebrated Buddy Howell, an advanced instructor in the School of Communication, who received an award for Excellence in Teaching First-Year Seminars.

At the conference, attendees participated in sessions where they could connect with other first-year experience practitioners. These sessions serve as platform where they can learn new strategies for aiding student success and transition. 

“What I like about these conferences is we're all really there to help each other, and there's no sort of gatekeeping,” said Emily Vedder, assistant director of academic advising for the School of Neuroscience. “We find what's worked for us so we can really help everyone and other students across the country, regardless of institution. It's not just about you and your institution, but student success in general.”

For Pitchayaporn Tantihkarnchana, collegiate assistant professor in the Department of Economics, this was her first time attending a conference outside her disciple. Previously only having been to economics related symposiums, she welcomed the opportunity to learn from other faculty members, administrators, and advisors.

In one session, Tantihkarnchana learned different strategies for students to get to know each other - aside from the dreaded ice breakers and online discussion posts - which don’t offer an opportunity for students to connect with each other. The session offered alternative strategies, like students sharing photos or making introductory videos to create more personal connections. Scavenger hunts are also a great way to encourage students to get involved in campus activities. 

The conference was attended by both US and international universities, all with different approaches to first-year programs. Others were interested in starting one at their institution. This offers an opportunity for Virginia Tech instructors and administrators to share their own ideas and strategies with others. 

“Some of the universities don't even have a first-year experience class, but they come to these conferences.” said Tantihkarnchana. “They were asking, ‘What do you do at Virginia Tech?’ So, we got to share what Virginia Tech does to help students and professors.”

Attendees found also value in gathering insights from their peers. Everyone brought different experiences, and it provided an opportunity for reflection and growth.

Renee Eaton, undergraduate program director for the Department of Human Nutrition, Foods, and Exercise, was particularly inspired by the keynote speech, delivered by Brendan Kelly from the University of West Georgia. 

In the speech, Kelly discussed his effort to develop a relationship with the students by creating school-planned tailgates, fostering a connection between students and their administrators. 

“Kelly’s effort to set things up for the students and continuously encourage them to show up established a rapport that I don't think students previously had with their administrators.” said Eaton. “He spoke about being on campus and being visible and going to the things that the students go to.”

Eaton was inspired to increase her accessibility to her own students, emphasizing the importance of professors being actively present on campus.

“As the president of a university, to be that involved in undergraduate education and to be that visible, it made me take a look at myself and what I do and how do I improve?” said Eaton.

Continuous improvement is an everlasting goal for teachers. There’s always something than can be done better. 

Emily Vedders is an academic advisor, but also teaches the FYE course for neuroscience majors. Teaching a FYE course can be tricky, as each class is different, and professors only have 15 short weeks. She remarked that this conference reassured her that that her challenges were shared among her colleagues. 

“I've learned that not every program is perfect.” said Vedder. “We can't do everything, everywhere, all at once.  Sometimes it’s comforting to know, everyone has issues, every room has its problems. It's so nice to be like, ‘my gosh, it's not just me.’”

Given the demands of teaching, connecting with other professors provides a crucial lifeline for growth, learning, and support. Collaboration offers valuable insight, ultimately enhancing the teaching experience. 

“Connecting with people and building those relationships re-energizes your passion.” said Vedder. “It really makes you reflect why you went into this profession in the first place, and it just makes it more fun, which is always great.”