donna younger, ed.d. oakton community college getting wise © with new community college students:...

Donna Younger, Ed.D.Oakton Community

College

Getting WISE© with New Community College Students:

Success from the Start

Chicago July 11, 2009

Getting WISE with New Community College Students: Success from the Start

What do the following have in common?

Horseracing, sewing, nutrition,

bridge, project management, parenting…

A good start increases the chances of a win at the end.

Getting WISE with New Community College Students: Success from the Start

What doesn’t require a good start?Sauntering -- the destination isn’t important

Getting WISE with New Community College Students: Success from the Start

Freshman stories:  “Right now I’m a freshman in my fourth year at UCLA.

I want to become a veterinarian ‘cause I love children.”

Getting WISE with New Community College Students: Success from the Start

Research on Student Persistence Clifford Adelman, Institute for Higher Education Policy 2007

•Many persist to 2nd year, but on shaky foundation

•Most weaknesses occur among students who began In community colleges

•Principal weaknesses lies in reading skills

Getting WISE with New Community College Students: Success from the Start

Adelman, cont’d

•Delayed entry to college is a serious threat

•Continuous enrollment is more important than Full-time status

•Earning fewer than 20 credits in the first year is a flag

History of First Year Experience

John Gardner – The Freshman Seminar, University of South CarolinaNational Resource Center on the First Year Experience and Students in Transition

John N. Gardner Institute for Excellence in Undergraduate Education

Fast Forward to 2005….

Foundations of Excellence© -- 4 year and 2 year

Achieving the Dream© – community colleges only

Achieving the Dream©

•Institutional change and improvement

•Focuses on all students, especially underprepared

•Relies on student achievement data, national database

•Funded privately, multiple funding sources

•101 community colleges in 21 states to date

Foundations of Excellence©

•Aspirational model of principles

•Focuses on institutional assessment and change

•Multiple data Sources

•Pilot funded by Lumina, currently institutionally funded

•Approximately 40 ccs have participated in 4 years

Foundations of Excellence© Foundational Dimensions

Foundations Institutions intentionally cultivate learning environments for new students that emerge from a philosophy of two-year colleges as gateways to higher education.

Emphasis on an articulated philosophy that is applicable across the institution

Foundations of Excellence© Foundational Dimensions

Foundations Institutions provide a comprehensive, coordinated, and flexible approach to the new student experience through effective organizational structures and policies.

Emphasis on coordination – no silos or gaps

Foundations of Excellence© Foundational Dimensions

Foundations Institutions deliver curricular and co-curricular learning experiences that engage new students in order to develop knowledge, skills, attitudes, and behaviors consistent with the institutional mission, students’ academic and career goals, and workplace expectations.

Emphasis on the meaningful involvement of students across the institution

Foundations of Excellence© Foundational Dimensions

Foundations Institutions make new students a high priority for faculty and staff.

Emphasis on “new” -- though the impact is broader

Foundations of Excellence© Foundational Dimensions

Foundations Institutions facilitate appropriate student transitions beginning with outreach and recruitment and continuing throughout the period of enrollment.

Emphasis on facilitation, acknowledging the risks and possibilities associated with transitions.

Foundations of Excellence© Foundational Dimensions

Foundations Institutions serve all new students according to their varied needs.

Emphasis on “all” – characteristics and needs of particular populations

Foundations of Excellence© Foundational Dimensions

Foundations Institutions ensure that new students experience ongoing exploration of diverse ideas, worldviews, and cultures as a means of enhancing their learning and participation in pluralistic communities.

Emphasis on the diverse elements of diversity

Foundations of Excellence© Foundational Dimensions

Foundations Institutions promote student understanding of the various roles and purposes of higher education and those unique to two-year institutions, both for the individual and society.

Emphasis on understanding purpose as context

Foundations of Excellence© Foundational Dimensions

Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to effect improvement.

Emphasis on continuous assessment and improvement

Key FYE Practices Illuminated Through Foundations of Excellence©

•First Year Seminar -- various models

•Relationships – in courses, with faculty and staff

•Orientation for New Students

•Multiple Models of Advising including Peers, Mentors

•Welcoming Environment – physical space and learning space

•Course Completion Best Measure of Student Success

Oakton’s Image for First Year Experience

All four of these attitudes toward new students should be apparent across the institution.

Welcoming is more than “hello”

•Anticipates the needs of others

•Extends beyond the threshold

•Recognizes different social and personal styles”

•Offers our best

 'Hospitality means receiving each other, our struggles, our newborn ideas, with openness and care…the classroom where truth is central will be a place where every stranger and every strange utterance is met with welcome'

(Parker Palmer, 1983).

Creating Learning Spaces: Parker Palmer

 One set of information accessible to all --

multiple means, opportunities, styles 

Web….Twitter….Facebook….podcasts….personalized mailings…texting…

Informing

The right information at the right time –

orientation overload

Important:

Introduction of New Students to the LibraryOf responding institutions (n=921):

Policy Center on FYE Survey Results

•46% introduced library in FY courses

•24% in new student orientation

•23% in library course (non-credit)

•7% in library course (credit)

 Need for support determined by student

Supporting

Supporting

Required or Optional?

 Actively involving the student in learning,

service and supportive relationships

Engaging