Journal of College Orientation, Transition, and Retention

Sharing College Knowledge

Introducing Historically Underrepresented First-Year Students to the Expectations of Academic Good Work

Jennifer Adrienne Johnson

Bloomsburg University of Pennsylvania

Mary Katherine Duncan

Bloomsburg University of Pennsylvania

DOI: https://doi.org/10.24926/jcotr.v26i1.2114

Keywords: Good Work, first-year undergraduates, historically underrepresented students, orientation, transition, retention, college knowledge

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Abstract

While undergraduate enrollment is increasing among historically underrepresented students, completion rates remain lower than their peers. A lack of college knowledge may be partly responsible. We used Gardner, Csikszentmihalyi, and Damon’s (2001) Good Work model to develop 2 programs to introduce historically underrepresented students to the expectations of college, that is, to improve their college knowledge. Assessment data (n = 44 in Program 1; n = 50 in Program 2) showed that while the programs were only somewhat effective at improving students’ understanding of what it means to do academic good work, students valued participating in the program.

Authors’ Note

We would like to thank Ms. Elizabeth G. Lucas and Dr. Joan F. Miller, Professor Emeritus, Department of Nursing, Bloomsburg University of Pennsylvania for their support of our university’s Good Work Initiative. We also thank the General Psychology Teaching Assistants, as well as the faculty and staff of Bloomsburg University of Pennsylvania who volunteered to help implement the Good Work reflective sessions. In addition, we extend our gratitude to Dr. Irvin Wright and Dr. Kristin Austin of the ACT101/Educational Opportunity Program for their support. Finally, we are indebted to Dr. Howard Gardner and his colleagues at Project Zero, including Wendy Fischman, Lynn Barendsen, Margot Locker, Paromita De, and Daniel Mucinskas for their thoughtful consultation and encouragement.

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Author Biographies

Jennifer Adrienne Johnson, Bloomsburg University of Pennsylvania

Department of Psychology

Mary Katherine Duncan, Bloomsburg University of Pennsylvania

Department of Psychology