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Finding Community at NYU: A Focus Group Report

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What is a sense of community in an urban academic environment.  A series of focus groups were done to determine what "community" meant to students at NYU and various marketing themes were tested.

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Finding Community at NYU A Focus Group Report July 2006 By Mitchell Cohen, Suzanne Budesa, Amanda Gallocher EXECUTIVE SUMMARY* A new initiative is being designed to affirm and strengthen the link between a student’s affiliations and activities and his or her sense of community at NYU. Three focus groups with a total of 25 students were held on the week of June 6, 2006 to explore student feelings about their sense of community and reactions to different themes that might be used by this initiative. The students were self selected and tended to have some involvement with NYU. The findings may not be representative of all students. 1. Without exception, each of the students who 6. There was no clear winner among the three participated in the focus groups said they felt a themes. Students cautioned that a campaign using sense of community related to their NYU the three tag lines could be too “commercial” or experience. However, none had a single focus. “cliché”. Some felt “Find Your NYU” suggested Community was defined by their residential, action, but some thought it was too demanding. academic, extracurricular, work, New York City, Some thought “Only At NYU” emphasized or lifestyle affiliations. NYU’s unique experience, while others found it elitist. Some liked the reflective quality of 2. Most students come to NYU with an expectation “What’s Your NYU”, while others thought it of greater autonomy and little expectation of a inappropriate for first year students and strong “collegiate ideal” or single focused sophomores. university community. 3. Finding a sense of community is an active and satisfying process for most students, as they create a highly scheduled life with little discretionary time. 4. Many admitted it was difficult navigating the many opportunities during their first year. Most participants felt that a campaign to help students find their sense of community would be particularly helpful to incoming students. 5. Three themes, “Only At NYU”, “Find Your NYU”, and “What’s Your NYU?” were seen as reflecting a process of finding community: 5.1. For high school students and families who are deciding on NYU or other universities, the “Only At NYU” highlights the unique qualities and opportunities NYU offers.. 5.2. For first year students and transfer students, “Find Your NYU” provides the framework for the task ahead and alerts them to the possibilities at NYU. 5.3. For upperclassmen, “What’s Your NYU” allows them reflect on their experience and would present an opportunity to link their sense of community to the overall NYU experience. 7. The experience of finding community is particularly difficult for commuter students who live some distance from the core campus. Facilities and activities for commuters facilitated by the Student Resource Center were mentioned as particularly helpful in allowing them to identify with NYU. 8. Many students felt that a greater sense of NYU community might be achieved by having more social meeting places such as a more accessible Kimmel Center. 9. There is an opportunity to create a stronger link between NYU and its students by emphasizing opportunities to explore diverse communities at the University and within the City of New York. Once students define their community, they often are reluctant to go outside its borders. NYU continues to challenge students to keep their sense of exploration that originally brought many of them to NYU and remind them that finding community is an ongoing process. 10. When asked “What’s Your NYU?”, the campaign will be successful if students can articulate that NYU challenged them to broadened their sense of community by creating and strengthening links with academic disciplines, new networks of friends, and the diverse communities of NYU, New York, and the world.
*To request a full copy of the report, e-mail Mitchell.Cohen@nyu.edu.
Finding Community at NYU A Focus Group Report July 2006 By Mitchell Cohen, Suzanne Budesa, Amanda Gallocher
BACKGROUND........................................................................................................................................... 1 STUDENT FEEDBACK: FOCUS GROUP RESEARCH........................................................................ 3 Methodology.............................................................................................................................................. 3 Results ....................................................................................................................................................... 4 Sense of Community............................................................................................................................. 4 Evolution of Community ...................................................................................................................... 5 Carving Out Community: Advantages and Disadvantages................................................................... 5 Overall Reactions to the Community Themes ...................................................................................... 6 Feedback on Specific Themes............................................................................................................... 7 CONCLUSIONS........................................................................................................................................... 8
BACKGROUND The complaint is often heard by member of at the Division of Student Affairs that “students don’t have a sense of community at NYU”. If the definition of “sense of community” is a single minded esprit de corp where the student body chants the school song and waves the school colors in unison, then NYU students do not have that sense of community. But this definition is poorly suited to NYU. John Sexton, President of NYU, has observed that NYU offers students multiple choices to belong to niched and overlapping communities bonded by different academic, extracurricular, or lifestyle preferences. Finding a community at NYU is an active rather than passive process. NYU challenges students to make choices among multiple communities competing for their interest rather than fostering a master mind-meld engineered by NYU. The schools tend to foster their own identities, there are multiple extracurricular activities and clubs, and residences create multiple opportunities for participation, such as joining themed learning communities. Students actively construct their sense of community by choosing which groups and networks they join. The process of finding their community is a critical part of the NYU experience, and this process contributes significantly to their social and personal development. Yet in an environment where there are many groups competing for a students’ affiliation, the task of defining their own community -- choosing which groups and organizations to join -- can be formidable. For those students who succeed, there is evidence that belonging to a community is an important part of a student’s experience and is related to positive social and academic outcomes, including retention.
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However, for students at NYU, the process of finding community can also have negative outcomes. Students may: • Get lost in the process and feel overwhelmed or isolated. • Attach themselves to communities that divert too much of their time or resources away from their academic program. • Belong to niche communities and thus narrow their overall experience at NYU. • Find comfort in homogeneous communities that limit their acceptance and eagerness to understand multicultural and diverse communities which challenge their stereotypes and preconceived notions. Because the process tends to be more individualistic and focus finding the right fit among many communities accessible at NYU, when students find their community: • There may be a lack of overall identification with NYU and perceived lack of community at NYU. • Alumni may not have a strong overall identification with NYU, and consequently be less active. The Division of Student Affairs has the responsibility to both create opportunities to find community and assist students in navigating the process to a successful outcome. Further, the Division of Student Affairs is engaged in defining services and programs that will minimize the negative outcomes noted above as students define their community at NYU. A program is being designed to affirm and strengthen the link between a student’s affiliations and activities and his or her sense of community. It is two pronged: 1. A marketing campaign is being designed to create a positive link between the experience of finding community at NYU and the student’s sense of community. One goal of the campaign is to develop some common referents in the process of finding and defining the students’ sense of community that is grounded in their academic program, extracurricular events, and social networks. 2. A corresponding program will inform personnel at NYU departments and offices to assist students in making connections to diverse communities at the University and in the City, and increasing awareness of the sense of community at NYU. Three possible tag lines encapsulate the marketing campaign: ONLY AT NYU “Only At NYU” highlights the uniqueness of the NYU experience. Where else can you receive a world class education immersed in the world's greatest City? Based on students’ interests and passions, at NYU they can involve themselves in multiple communities throughout the University, the City, and around the globe. For example, at NYU they can have access to different schools with special identity, one of the largest study abroad programs, expanding explorations theme floors, and over three hundred clubs and organizations, community service,
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internships, varsity/club/intramural team, religious, cultural, and arts organizations. FIND YOUR NYU “Find Your NYU” challenges students to explore the multifaceted opportunities at NYU and the City and create affiliations and links to those parts that resonate with their own needs and desires. WHAT'S YOUR NYU? “What’s Your NYU?” asks each students to reflect on his or her experience and to take the responsibility to construct and verbalize their own NYU community. How is their sense of community linked to their NYU academic, extracurricular, social activities, and City-based affiliations? Which communities do they want to join? What outcomes do they seek from their communities? STUDENT FEEDBACK: FOCUS GROUP RESEARCH To explore the sense of community among NYU students and their reaction to the proposed marketing plan, three focus groups were held. One group was among commuters, another among sophomores, and another among junior and seniors. Methodology The focus group outline is shown in Attachment 1. Three focus groups were held the week of June 26th, 2006 at the library in Hayden Hall. Students were recruited through word-of-mouth, and targeted e-mails sent by Student Activities, the Student Resource Center, Center of Multicultural Education and Programs, and Residential Education. The announcement is shown in Attachment 2. As an incentive, a $10 I-tune certificate or $10 Starbucks gift certificate was offered. Students responding the call for recruits left the contact information and were called back to confirm participation. The groups were audio taped after consent was given by participants. Twenty-five students attended the three focus groups. While the results of focus group research allow the exploration of the proposed themes, they may not be generalizable to the larger student body. Students are self selected and many of the students had some leadership role in student government and residential education. While not representative, as shown in Table 1, the focus groups were reasonable diversified by race, age, and residential status. Women were over-represented.
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Table 1 Participant Demographics TOTAL N=25 Gender Female (68%) Male (32%) Age 18-19 (24%) 20-22 (60%) Over 23 (16%) Race White (48%) Asian (16%) Indian (12%) Black (8%) Latino/Hispanic (4%) NA (12%) TOTAL 18 7 6 15 4 12 4 3 2 1 3 25 Commuter / Off-campus Students 9 4 3 6 4 4 3 1 2 1 2 13 Sophomores 5 2 4 3 0 3 0 1 2 0 1 7 CLASS Juniors & Seniors 9 5 2 12 0 8 3 1 0 0 2 14
Graduate 4 0 0 0 4 1 1 1 0 1 0 4
Results Sense of Community Students who participated in the focus groups confirmed that there was not a uniform “sense of community” at NYU, but, without exception, each of the students said they felt a sense of community related to their NYU experience. The link to their sense of community varied. The strongest source of community for residential students was links to their residences and floors. They had established networks of friends and activities that were residence related, and for many these relationships represented the nucleus of their “community”. One commuter who had lived on campus noted, “More stuff is presented to you to participate in when you live in the dorms. When you live off-campus you need to have more initiative to seek out activities.” Another commuter suggested some off campus efforts to reach commuters. “Maybe if there was some sort of NYU kiosk in Brooklyn to connect with people that don’t live within walking distance of NYU but can still be a part of it.” Other participants felt that their sense of community was derived from their extracurricular activities, such as membership in clubs, drama activities, radio stations, athletic teams, or political activism. One student said, “Extracurriculars are my life. You’re not going to be in classes your whole life. You’re going to be living.” For others, their community was related to their work life – colleagues at a restaurant or store. For some participants, their sense of community was linked to their lifestyle. For example, some participants identified with the gay community in New York, and other
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participants spoke of living with those who had similar religious affiliations. These lifestyles and beliefs were the nucleus of their community. Although several of the participants were active in student government at NYU, when asked if student government contributed to a sense of community, few said it did. Most felt it was too “high school”, too much like a clique. However a few students said it did contribute to their sense of community. One student said, “By participating in student government you learn more and understand more about how NYU works and are surrounded by people who want to make NYU a better place. You feel a sense of community because everyone is there for the same things. And you’re forced to be more involved in school.” Several participants positively mentioned different NYU student events as a bonding experience. Midnight breakfast and the Strawberry Fest were both mentioned as crossUniversity events that helped build a sense of community. Without exception the students said that New York City played a role in their self defined community. Often there was no perceived boundary between the City and University. As one participant positively commented, “It is impossible to distinguish a NYU student from a regular resident of the City when he is walking down the street.” Students integrated City-based and University-based affiliations on a functional basis around their interests. Whether it was the art scene, theater, gay and lesbian activities, or social activities, most participants felt the resources in the City played a significant role in defining their community. Evolution of Community When participants were asked what they expected from NYU in terms of community, many said that they chose NYU because they wanted a sense of autonomy and the ability to explore the City. A few mentioned that if they wanted a University with a strong central identity or close knit university-wide affiliations they would have gone elsewhere. Still none of the participants sought to be alone and all wanted some group of friends and affiliations. Several stories were related regarding the difficulty first year students had in navigating the process of finding their niche community at NYU. Upper-classmen were pleased with the outcome of having to define their own community, but would have liked an easier process and clearer description of the opportunities available to them. Carving Out Community: Advantages and Disadvantages The vast majority of the participants had very scheduled lives that included classes, work, extracurricular and student government obligations. Most had little discretionary time for ad-hoc social activities. For many their sense of community coincided with their schedule. Community was found where they lived or worked. For example one student who strongly identified with her classmates said, “my class time is about 30 hours a week and rehearsal 40 hours a week. I have no time for anything but working all day on
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Sunday. I can’t do activities that are offered because of studio time.” For a minority of the participants, community was carved out of their discretionary time – theater groups or other networks of friends who got together for recreation. For commuters and those who lived some distance from campus, the use of list serves and on-line information helped them feel they were part of a community. For example, one student said she was part of a virtual community because she received emails about events. Among commuters the success of the Student Resource Center in establishing activities and space for them to meet appeared to be an important element in their NYU community. Among residents, several participants stated that they had a desire for a more accessible student center that would provide more space for social networking. An unstated disadvantage in the process of finding community among participants was that once affiliations were made students often restricted their activity to those groups. Given the limited amount of discretionary time, further exploration of opportunities at NYU were limited. Overall Reactions to the Community Themes After a general discussion of community at NYU, students were asked to respond to the three tag lines, “Only At NYU”, “Find Your NYU”, and “What’s Your NYU?”. The reactions were mixed. The participants of the focus groups were split on the overall purpose of a campaign. There was no overwhelming sense of need from the students’ to have a campaign that would help them define community. Most participants said they did not come to NYU expecting a state school with a campus or a quad. Many thought a campaign centered on the themes was too “commercial” or too “cliché” and “product” oriented. For example one student said a campaign with one of the tag lines would “treat NYU like a commodity like an iPod.” The vast majority preferred a decentralized and niched sense of community. Some students pointed out that the idea of establishing a NYU community was counter to their experience. One said, “It would be counteractive to everything else we learn about in our individual schools. There are school oriented events and if we started to counteract them by having all-University events you would counteract the point of having individual school councils. It counters the existing culture.” Still, there was a consensus that such a campaign probably wouldn’t hurt and some participants felt it might be particularly helpful for incoming first year students or transfer students. Their advice, which anticipated the theme of the campaign, was to highlight what exists rather than try and create a new sense of community. They confirmed that creating that link would be useful.
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In the students’ hometowns and cities key referents for community are services like city government, social and health services, libraries, and police services. Could the services offered by NYU, like Student Activities, Resource Center, Student Health Center, Center for Multicultural Education and Programs be perceived as a nucleus of the NYU community? From the students’ perspectives, highlighting services as a focal point for community is unlikely to work. These are viewed as resources and facilitators, but not the objectof their self-defined community. Community to students is defined more as their social network rather than services which meet their needs. Feedback on Specific Themes There was no clear winner among the three themes, but two, “Only At NYU” and “What’s Your NYU?” was preferred over “Find Your NYU?”. “Find Your NYU” was perceived of a challenge to the students. One student summed up this feeling; “Find Your NYU is demanding. What’s Your NYU is a question and most people will think about how to answer it. An alternative was offered by one participant: “NYU, It’s What You Make It.” “Only At NYU” was liked and disliked for the same reason; it highlighted the exclusivity of NYU. For some students that was too elitist, for others it was a positive attribute. For most, the “only” part of the phrase was New York City, e.g. only NYU is in the heart of downtown Manhattan, with access to New York City cultural and social networks. One student summarized the feeling of many participants when he said, “Only At NYU is cliché. I like What’s Your NYU better because it automatically forces you to think where you stand. Having to find your NYU is too much work. “What’s Your NYU” makes you think about where you belong and finding a niche.” “What’s Your NYU” was felt most appropriate for upper-class persons. Many like it because it was thought provoking. An insightful discussion in one group concluded that the themes were staged – for recruiting “Only At NYU” might highlight the uniqueness and advantages NYU had over other universities. For first year students, “Find Your NYU” would instruct first year students that there are multiple opportunities at NYU that could help them define a community that meets their needs. For upper-classmen who have defined their community, “What’s Your NYU” might allow them to reflect on the community they have already established and acknowledge their connections to NYU. Other themes that students mentioned were: “Only Your NYU” because it included the exclusive “only” and personalized it by using “your”.
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CONCLUSIONS 1. Without exception, each of the students who participated in the focus groups said they felt a sense of community related to their NYU experience – not one that had a single focus on NYU, but rather one defined by their residential, academic, extracurricular, work, New York City, or lifestyle affiliations. (Notably these participants were more active in NYU activities than the average student.) 2. Finding a sense of community is an active process for most students, as they create a highly scheduled life with little discretionary time. 3. The vast majority of participants was satisfied with the process of defining their own community at NYU, and satisfied with the community they found. 4. The process of finding community at NYU was a positive experience for most students, although many admitted it was difficult navigating the many opportunities during their first year at NYU. 5. Most student come to NYU with an expectation of greater autonomy and little expectation of a strong “collegiate ideal” or single focused university community. 6. Most participants felt that a campaign to help students find their sense of community would be particularly helpful to incoming freshmen or transfer students. 7. Three themes, “Only At NYU”, “Find Your NYU”, and “What’s Your NYU?” were seen as reflecting a process of finding community: 7.1. For high school students and families who are deciding on NYU or other universities, the “Only At NYU” highlights the unique qualities of the NYU. 7.2. For first year students and transfer students, “Find Your NYU” provides the framework for the task ahead and alerts them to the possibilities at NYU. 7.3. For upperclassmen, “What’s Your NYU” allows them to reflect on their experience and would present an opportunity to link their sense of community to the overall NYU experience. 8. There was no clear winner among the three themes; some felt that “Find Your NYU” was too demanding. 9. The students who participated in the focus groups were divided over the “only” NYU tag line. Some really liked the emphasis on NYY’s uniqueness, while others found it elitist. 10. Students cautioned that a campaign using the three tag lines presented for discussion would be too “commercial” or “clichéd”. 11. The experience of finding community is particularly difficult for commuters who live some distance from the core campus, and it was made easier by having places and venues to meet together. Facilities and activities for commuters facilitated by the Student Resource Center were mentioned as particularly helpful for commuters. 12. Many students felt that a greater sense of NYU community might be achieved by having more social meeting places – an expanded student union.
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13. There is an opportunity to create a stronger link between NYU and its students by emphasizing opportunities to explore diverse communities at the University and within the City of New York. Once students define their community, they often are reluctant to go outside its borders, but NYU can continue to challenge students to keep their sense of exploration that brought many of them to NYU, and to be aware that finding community is an ongoing process. 14. When asked “What’s Your NYU?”, the campaign will be successful if students can articulate that NYU challenged them to broadened their sense of community by creating and strengthening links with academic disciplines, new networks of friends, and the diverse communities of NYU and New York.
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Attachment 1 Focus Group Outline
FG OUTLINE FOR NYU COMMUNITY Ground rules:
It is a discussion, so you don’t have to raise your hand. If someone says something you want to respond to, chime in. Because were taping, please only one person talk at a time. We review these tapes for material after the group, and they are not public. Only I and my staff review them. No comment will ever be attributable to any person. Confidentiality. Comments said in the group stay in the group. Please respect the confidentiality of your fellow students and don’t take individual comments outside this group. We will only refer to you by your first name. I expect you to be candid, and I promise no comments will be attributed to you by name. Be nice. I am interested in everyone’s view. If you disagree with someone and want to voice your opinion that is great -- but no personal attacks. Everyone is entitled to their views and I am anxious to hear yours. We are going to tape the groups, is that a problem for anyone? QUESTIONS/PROTOCOL SET UP GROUND RULES: PURPOSE, CONFIDENTIALITY, INCENTIVE, TAPING. 1. Please introduce yourself – first name only --and tell the others in the group a little about yourself, school year, and school, commuter or resident, briefly – why you came to NYU. 2. When you think about NYU, what words come to mind? 3. Do you feel there is a sense of community at NYU? What do you mean by community? Do you have a sense of belonging? 4. Now I am going to cut NYU into three parts: interpersonal relationships, schools / academic, and non academic. Can you help me fill in these parts with things you are familiar with? 5. What do you do at NYU? 6. What is your school? Are they supportive? 7. What extracurricular things do you do? 8. Do you participate in clubs? 9. Do you know anything about student government at NYU? Do you participate in it? How valuable do you think it is to you? 10. What type of residences do you live in? Are you on a theme floor? What support do you have there? 11. How much to you use the City? How? THEMES 12. I need some help in picking out a tag line that will promote community at NYU here are three saying on the Board. Which one do you like the best? Why? 13. Any last thoughts on how to improve the sense of community at NYU? Reaction to themes CONCEPT INTRO Warm up
Write on Board community Write on Board
Affiliations Affiliations Affiliations Affiliations Role of Student Gov. Role of residences Role of NYC
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Attachment 2 Recruitment Letter
WHAT DOES NYU MEAN TO YOU?
Tell Us In A Focus Group and Receive a $10 I-Tune or Starbucks Gift Card The Division of Student Affairs is looking to find out how students identify with NYU, and how best to provide the resources and services students need. The best way to find out is to ask, so please join one of the focus group listed below to express you opinion. Your participation will help us shape the way NYU communicates with its students. Besides helping the NYU community, we know your time is valuable, so as a token of our appreciation, you have the option of selecting either a $10 gift certificate to I-Tunes or Starbucks. The groups will be fun and lively and food will be served. There is nothing to prepare. The group will take about 45 minutes of your time. There are 5 different types of groups, they are as follows: 1. 2. 3. 4. 5. Residential Students on June 28th from 12:00noon until 1:00p.m. Non-residential/Commuter Students on June 28th from 5:00p.m. until 6:00p.m. Sophomores on June 29th from 12:00noon until 1:00p.m. Juniors/Seniors on June 29th from 5:00p.m. until 6:00p.m. Students of Color on July 5th from 12:00 noon until 1:00p.m.
All 5 focus groups will be conducted in the Hayden Hall Library, located at 33 Washington Square West on the 2nd floor. Please choose an appropriate group above and reserve a space by: 1. Calling us to confirm at (212) 998-4166 (leave a message if nobody answers and we will get back to you). 2. Sending an e-mail (ag112@nyu.edu) of the group you can attend, desired incentive, and way to reach you. 3. Fax this note back to us at (212) 998-3506 with the group clearly underlined, your chosen incentive, and way to reach you.
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