first year experience program & proposal presented by michelle hernandez, igor marder &...

First Year Experience First Year Experience Program & Proposal Program & Proposal

Presented by Michelle Presented by Michelle Hernandez, Igor Marder & Hernandez, Igor Marder &

Dorothy WilliamsDorothy Williams

20th International Conference 20th International Conference on The First-Year Experienceon The First-Year Experience

• Sponsored by University of Sponsored by University of South Carolina & The South Carolina & The National Resource Center for National Resource Center for The First-Year Experience The First-Year Experience and Students in Transition and Students in Transition

• July 9-12, 2007July 9-12, 2007• AttendeesAttendees

– Angela Jackson-Brown, Angela Jackson-Brown, Program SpecialistProgram Specialist

– Michelle Hernandez, DirectorMichelle Hernandez, Director– Igor Marder, GED Igor Marder, GED

CoordinatorCoordinator– Dorothy Williams, Learning Dorothy Williams, Learning

SpecialistSpecialist

The National Resource Center The National Resource Center for The First-Year Experience for The First-Year Experience and Students in Transition and Students in Transition

Has as its mission to support and advance efforts Has as its mission to support and advance efforts to improve student learning and transitions to improve student learning and transitions into and through higher education.into and through higher education. We We achieve this mission by providing opportunities for achieve this mission by providing opportunities for the exchange of practical, theory-based the exchange of practical, theory-based information and ideas through the convening of information and ideas through the convening of conferences, teleconferences, institutes, and conferences, teleconferences, institutes, and workshops; publishing monographs, a peer-workshops; publishing monographs, a peer-reviewed journal, an electronic newsletter, guides, reviewed journal, an electronic newsletter, guides, and books; generating and supporting research and books; generating and supporting research and scholarship; hosting visiting scholars; and and scholarship; hosting visiting scholars; and administering a web site and listservs. administering a web site and listservs.

Component Themes in Component Themes in ProgramsPrograms

• FYE Seminar CoursesFYE Seminar Courses• OrientationOrientation• Learning CommunitiesLearning Communities• TutorialsTutorials• Supplemental InstructionSupplemental Instruction• Early Alert SystemEarly Alert System• Academic AdvisorsAcademic Advisors• Peer Advisors & MentorsPeer Advisors & Mentors• Summer AcademiesSummer Academies• Student Engagement Student Engagement

ActivitiesActivities• Career CoursesCareer Courses• Faculty Development Faculty Development

OpportunitiesOpportunities

http://www.avc.edu/orientation/images/students2.jpg

Personnel Themes in Personnel Themes in ProgramsPrograms

• Coordinators or Coordinators or directorsdirectors

• Dedicated staffDedicated staff

• Faculty buy-inFaculty buy-in

• Student workersStudent workers

http://www.avc.edu/orientation/images/job_place.jpg

Essential to Each ProgramEssential to Each Program

• Support and commitment from administrationSupport and commitment from administration– Philosophical Philosophical – FinancialFinancial– PersonnelPersonnel– FacilityFacility

• Support and dedicated staff to run the Support and dedicated staff to run the programprogram– To make the program happen!To make the program happen!

• Academic and Social IntegrationAcademic and Social Integration

Data-Types of SeminarsData-Types of Seminars

• Types of Seminars (N=821)Types of Seminars (N=821)– 57.9% indicate that they offer 57.9% indicate that they offer extended orientationextended orientation

seminars (n=475)seminars (n=475)– 28.1% indicate that they offer 28.1% indicate that they offer academic seminarsacademic seminars with with

generally generally uniform contentuniform content across sections (n=231) across sections (n=231)– 25.7% indicate that they offer academic seminars on 25.7% indicate that they offer academic seminars on

various topicsvarious topics (n=211) (n=211)– 14.9% indicate that they offer 14.9% indicate that they offer pre-professional or pre-professional or

discipline-linkeddiscipline-linked seminars (n=122) seminars (n=122)– 21.6% indicate that they offer 21.6% indicate that they offer basic study skills basic study skills

seminarsseminars (n=177) (n=177)– 20.3% indicate that they offer a 20.3% indicate that they offer a hybridhybrid (n=167) (n=167)– 4.4% indicate that they offer some “other” type of first-4.4% indicate that they offer some “other” type of first-

year seminar (n=36)year seminar (n=36)

*Note. Percentages add up to more that 100% because several institutions offer more that *Note. Percentages add up to more that 100% because several institutions offer more that one type of seminar for first-year students.one type of seminar for first-year students.

http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.htmlhttp://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

Data-Types of SeminarsData-Types of Seminars• Course Objectives (N=821)Course Objectives (N=821)

Respondents were asked to identify the three most important course Respondents were asked to identify the three most important course objectives of their first-year seminar. The three most frequently reported objectives of their first-year seminar. The three most frequently reported objectives were:objectives were:1.1. Develop academic skills (n=527, 64.2%) Develop academic skills (n=527, 64.2%) 2.2. Provide an orientation to campus resources and services (n=434, 52.9%) Provide an orientation to campus resources and services (n=434, 52.9%) 3.3. Self-exploration/personal development (n=303, 36.9%) Self-exploration/personal development (n=303, 36.9%)

• Course Topics (N=821)Course Topics (N=821)Respondents were asked to identify the five most important topics that Respondents were asked to identify the five most important topics that comprise the content of the first-year seminars. The five most frequently comprise the content of the first-year seminars. The five most frequently reported topics were:reported topics were:– Study skills (n=335, 40.8%) Study skills (n=335, 40.8%) – Critical Thinking (n=333, 40.6%) Critical Thinking (n=333, 40.6%) – Campus resources (n=313, 38.1%) Campus resources (n=313, 38.1%) – Academic Planning/Advising (n=301, 36.7%) Academic Planning/Advising (n=301, 36.7%) – Time management (n=235, 28.6%)Time management (n=235, 28.6%)

• Learning Communities (N=794)Learning Communities (N=794)35.3% of institutions report linking first-year seminars to one or more other 35.3% of institutions report linking first-year seminars to one or more other courses (n=280)courses (n=280)

• Service Learning (N=801)Service Learning (N=801)40.2% of institutions report including service-learning as a part of their first-40.2% of institutions report including service-learning as a part of their first-year seminars (n=322)year seminars (n=322)


Grading of SeminarGrading of Seminar

• Academic Credit (N=805)Academic Credit (N=805)92.2% of institutions who responded indicate that their 92.2% of institutions who responded indicate that their first-year seminars are offered for academic credit first-year seminars are offered for academic credit (n=742) (n=742)

• Grading (N=810)Grading (N=810)82% indicate that seminars are graded using a letter 82% indicate that seminars are graded using a letter grade system (n=664)grade system (n=664)15.6% indicate that seminars are graded pass/fail (n=126)15.6% indicate that seminars are graded pass/fail (n=126)2.5% indicate that seminars are not graded (n=20)2.5% indicate that seminars are not graded (n=20)


Mandatory Participation Mandatory Participation

• Students Required to Take Seminar Students Required to Take Seminar (N=804)(N=804)– 46% of institutions require their first-year 46% of institutions require their first-year

seminars for ALL first-year students (n=370)seminars for ALL first-year students (n=370)– 34.6% of institutions indicate that the seminar is 34.6% of institutions indicate that the seminar is

required for some, but not all, students (n=278)required for some, but not all, students (n=278)– 19.4% of institutions do not require the seminar 19.4% of institutions do not require the seminar

for any of its first-year students (n=156) for any of its first-year students (n=156)


Program ResultsProgram Results• Results of First-Year Seminars (N=491)Results of First-Year Seminars (N=491)

Respondents who had performed a formal program evaluation Respondents who had performed a formal program evaluation since fall 2003 were asked to select all applicable results that since fall 2003 were asked to select all applicable results that could be attributed to the first-year seminar.could be attributed to the first-year seminar.– 43.4% report 43.4% report increased persistenceincreased persistence to sophomore year (n=212) to sophomore year (n=212)

– 41.2% report 41.2% report improved peer connectionsimproved peer connections (n=201) (n=201)– 38% report 38% report increased student satisfactionincreased student satisfaction with the institution with the institution

(n=186)(n=186)– 33.7% report 33.7% report increased use of campus servicesincreased use of campus services (n=165) (n=165)– 33.8% report 33.8% report increased out-of-class faculty/student interactionincreased out-of-class faculty/student interaction

(n=165)(n=165)– 32.4% report 32.4% report increased level of student participation in campus increased level of student participation in campus

activitiesactivities (n=158) (n=158)– 30.1% report 30.1% report increased student satisfaction with facultyincreased student satisfaction with faculty (n=147) (n=147)– 29% report 29% report increased academic abilitiesincreased academic abilities (n=142) (n=142)– 17.8% report 17.8% report increased persistence to graduationincreased persistence to graduation (n=87) (n=87)– 17.6% report 17.6% report improved grade-point-averagesimproved grade-point-averages (n=86) (n=86)– 18% report ‘other’ (n=88) 18% report ‘other’ (n=88)


Conference Evaluation DataConference Evaluation Data

• 2,646 survey invitations distributed2,646 survey invitations distributed• 968 surveys completed (36.6% response rate)968 surveys completed (36.6% response rate)• 821 institutions responded that they offer first-year 821 institutions responded that they offer first-year

seminars (84.8%)seminars (84.8%)• Age of Seminars (N=810)Age of Seminars (N=810)

– 9.8% of institutions report having first-year seminars that 9.8% of institutions report having first-year seminars that have been offered for 2 years or less (n=79)have been offered for 2 years or less (n=79)

– 42.5% of institutions report having first-year seminars that 42.5% of institutions report having first-year seminars that have been offered for 3 - 10 years (n=344)have been offered for 3 - 10 years (n=344)

– 47.8% of institutions report having first-year seminars that 47.8% of institutions report having first-year seminars that have been offered for more than 10 years (n=387)have been offered for more than 10 years (n=387)


AVC First Year StudentsAVC First Year Students

• 75.5% of our students are high school 75.5% of our students are high school graduatesgraduates

• 54% are freshmen status54% are freshmen status• 25.8% First time AVC students25.8% First time AVC students• 48.2% under 20 years of age48.2% under 20 years of age• 60.9% high school yield60.9% high school yield• 59.2% of first time freshmen were 59.2% of first time freshmen were

underrepresented minority studentsunderrepresented minority students• 57.9% are women57.9% are women• 52.4% of first time students under 20 are 52.4% of first time students under 20 are

malesmales

http://www.avc.edu/departments/research/Fact_Book_rev_6_07.pdfhttp://www.avc.edu/departments/research/Fact_Book_rev_6_07.pdf

Relevant Goals of Student Relevant Goals of Student Success & Equity PlanSuccess & Equity Plan• Increase retention for all Increase retention for all

population groups by population groups by creating an “Early Alert” creating an “Early Alert” system and an “At-Risk” system and an “At-Risk” ProgramProgram

• Increase retention and Increase retention and success rates of success rates of underrepresented underrepresented groupsgroups

• Improve success rates of Improve success rates of students in basic skillsstudents in basic skills

http://www.avc.edu/aboutavc/student_equity.pdfhttp://www.avc.edu/aboutavc/student_equity.pdf

http://www.avc.edu/orientation/images/class1.jpg

Establishing & Maintaining FYE Establishing & Maintaining FYE ProgramsPrograms1.1. Convene the group of stakeholders & championsConvene the group of stakeholders & champions2.2. Define the target population & their needsDefine the target population & their needs3.3. Develop measurable objectives/outcomes to Develop measurable objectives/outcomes to

meet needsmeet needs4.4. Determine how to deliver FYE programs/servicesDetermine how to deliver FYE programs/services5.5. Determine the content of the FYE programDetermine the content of the FYE program6.6. Determine the cost of the FYE programDetermine the cost of the FYE program7.7. Begin to promote and explain the FYE programBegin to promote and explain the FYE program8.8. Continue promoting and start to delivering the Continue promoting and start to delivering the

FYE programFYE program9.9. Evaluate/Assess the FYE programEvaluate/Assess the FYE program10.10.Adapt/Expand the FYE program as neededAdapt/Expand the FYE program as needed

Adapted from the Steps for Designing and Implementing a Career Development Adapted from the Steps for Designing and Implementing a Career Development Program in Nile, S.G. & Harris-Bowlsby, J. (2005). Career development interventions Program in Nile, S.G. & Harris-Bowlsby, J. (2005). Career development interventions in the 21in the 21stst century (2 century (2ndnd ed.) Upper Saddle River, NJ: Pearson Merrill Prentice Hall. ed.) Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Existing Component Themes Existing Component Themes for FYE at AVCfor FYE at AVC

• Human Development Courses (SSV-Manley)Human Development Courses (SSV-Manley)– Orientation to CollegeOrientation to College– Basic Strategies for College SuccessBasic Strategies for College Success– College and Life ManagementCollege and Life Management– Career PlanningCareer Planning– Personal DevelopmentPersonal Development

• Academic Advising (SSV-Manley)Academic Advising (SSV-Manley)• High School Senior Extended Orientation Program (SSV-Zimmerman)High School Senior Extended Orientation Program (SSV-Zimmerman)• Student Development and College Activities (SSV-Zimmerman)Student Development and College Activities (SSV-Zimmerman)• USHINDI An African American Retention Program (SSV-Zimmerman)USHINDI An African American Retention Program (SSV-Zimmerman)

– Faculty buy-inFaculty buy-in– Professional MentorsProfessional Mentors– Events and ActivitiesEvents and Activities

• Learning Center (AA-Gouveia-Marks)Learning Center (AA-Gouveia-Marks)– TutorialsTutorials– Supplemental instructionSupplemental instruction– Reading/Writing and Math CentersReading/Writing and Math Centers– Peer MentorsPeer Mentors– Learning Skills AnalysisLearning Skills Analysis– Early AlertEarly Alert– Academic Skills WorkshopsAcademic Skills Workshops

Proposed Needs Assessment Proposed Needs Assessment for AVC’s FYEfor AVC’s FYE• FundingFunding• CoordinatorCoordinator• PersonnelPersonnel• Facility to house the program in a central locationFacility to house the program in a central location• More Intentional Interaction with StudentsMore Intentional Interaction with Students• Official Welcome PacketsOfficial Welcome Packets• Peer Advisor and Mentor ProgramPeer Advisor and Mentor Program• Library Resources WorkshopsLibrary Resources Workshops• Assigned Program AdvisorsAssigned Program Advisors• Multiple Assessment PointsMultiple Assessment Points• Learning CommunitiesLearning Communities• Family/Parent ActivitiesFamily/Parent Activities• More Available ChildcareMore Available Childcare• Active Retention MonitoringActive Retention Monitoring• Targeted Research SupportTargeted Research Support

first year experience program & proposal presented by michelle hernandez, igor marder &...

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