The First Year Experience: A Panel Discussion
A panel discussion on the "Signals and Higher Ed" podcast explored how universities enhance the first-year experience for student success. Experts from Arizona State University, University of Utah, and Podium Education emphasized the importance of integrating work and learning, balancing exploration with guided discovery, and preparing students for post-graduation career outcomes from day one.
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Key takeaways
Universities should expose students to work-integrated learning and career preparation in the first year, not defer professional development to later semesters
Structured exploration programs like ASU's Explore and University of Utah's Quest help students discover interests without overwhelming pressure to commit to a major immediately
Institutions must redesign educational processes to reduce unnecessary major changes and excess credit accumulation, enabling timely graduation and better career readiness
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The first-year experience in higher education is a pivotal time that sets the stage for student success both during and after their college tenure. A recent panel discussion on the "Signals and Higher Ed" podcast, sponsored by Podium Education, brought together experts from leading educational institutions to explore how universities can enhance the first-year journey. Darin Francis, CEO of Harbinger Lane and host of the podcast, led the discussion with Brandee Papaden-Smith from Arizona State University, Dr. Thomas Chase Hagood from the University of Utah, and Dr. Nicole Crevar from Podium Education, each bringing unique perspectives to the table.
Balancing exploration and ownership in the first year
During the discussion, Brandee Papaden-Smith emphasized the need for universities to be strategic about integrating work and learning experiences within the first-year framework. She highlighted the partnership with ASU's Explore program, which allows students to declare exploration as a major, aiding them in their discovery without the immediate pressure to choose a long-term path. This approach acknowledges that the first-year experience should not feel overwhelming, but rather an opportunity to explore interests in structured, integrated environments.
We want to build a set of experiences for you that are going to continue to build towards [post-completion success]. — Brandee Papaden-Smith, Arizona State University
Similarly, Dr. Chase Hagood pointed out that the University of Utah is focusing on 'first experiences' rather than just the first year. Their strategy involves creating a welcoming environment where students, regardless of background, can engage in exploration through programs like Quest, which is structured around principles of connection, empowerment, and impact. These programs are designed to meet students where they are and guide them towards personal and academic goals.
Meeting the demands of future success
A crucial point raised during the panel was the shift towards focusing on post-completion success. Brandee Papaden-Smith urged institutions to take responsibility for students' outcomes beyond graduation, integrating career preparation early in the collegiate journey. This involves exposing students to work-integrated learning even in their first year, reinforcing that their education is a step towards better post-graduation opportunities. By doing so, universities acknowledge the central reason many students enroll: to enhance their career prospects.
Dr. Hagood echoed this sentiment, emphasizing the importance of institutional innovation to break away from traditional structures that do not adequately prepare students for the real world. The conversation around first experiences paints a picture of institutions striving to be student-centric, not designed for institutional convenience. This involves revisiting educational processes that might not serve the student population well, like unnecessary major changes and excessive credit accumulation, which hamper timely graduation and career readiness.
Dr. Nicole Crevar also highlighted the importance of integrating career discovery within the academic framework. Drawing from her experience, she mentioned that engaging students with experiential and integrated learning early on helps mitigate the indecisiveness often seen in first-year students, guiding them towards paths that align with their personal and professional aspirations.
High impact practices for sure. — Dr. Nicole Crevar, Podium Education
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About the author
With 20 years of experience at the intersection of higher education and edtech, Darin Francis brings a wealth of knowledge and a deep passion for driving meaningful change in the sector. Having led teams, crafted go-to-market (GTM) strategies, and worked closely with institutions, Darin is uniquely positioned to help edtech companies navigate the complexities of U.S. and Canadian higher education. Darin Francis, based in Detroit, MI, US, is currently a Managing Partner and CEO at Harbinger Lane Consulting.
