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First Year Experience Program & Proposal Presented by Michelle Hernandez, Igor Marder & Dorothy Williams.

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Presentation on theme: "First Year Experience Program & Proposal Presented by Michelle Hernandez, Igor Marder & Dorothy Williams."— Presentation transcript:

1 First Year Experience Program & Proposal Presented by Michelle Hernandez, Igor Marder & Dorothy Williams

2 20th International Conference on The First-Year Experience Sponsored by University of South Carolina & The National Resource Center for The First- Year Experience and Students in Transition Sponsored by University of South Carolina & The National Resource Center for The First- Year Experience and Students in Transition July 9-12, 2007 July 9-12, 2007 Attendees Attendees –Angela Jackson-Brown, Program Specialist –Michelle Hernandez, Director –Igor Marder, GED Coordinator –Dorothy Williams, Learning Specialist

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

4 Component Themes in Programs FYE Seminar Courses FYE Seminar Courses Orientation Orientation Learning Communities Learning Communities Tutorials Tutorials Supplemental Instruction Supplemental Instruction Early Alert System Early Alert System Academic Advisors Academic Advisors Peer Advisors & Mentors Peer Advisors & Mentors Summer Academies Summer Academies Student Engagement Activities Student Engagement Activities Career Courses Career Courses Faculty Development Opportunities Faculty Development Opportunities

5 Personnel Themes in Programs Coordinators or directors Coordinators or directors Dedicated staff Dedicated staff Faculty buy-in Faculty buy-in Student workers Student workers

6 Essential to Each Program Support and commitment from administration Support and commitment from administration –Philosophical –Financial –Personnel –Facility Support and dedicated staff to run the program Support and dedicated staff to run the program –To make the program happen! Academic and Social Integration Academic and Social Integration

7 Data-Types of Seminars Types of Seminars (N=821) Types of Seminars (N=821) –57.9% indicate that they offer extended orientation seminars (n=475) –28.1% indicate that they offer academic seminars with generally uniform content across sections (n=231) –25.7% indicate that they offer academic seminars on various topics (n=211) –14.9% indicate that they offer pre-professional or discipline- linked seminars (n=122) –21.6% indicate that they offer basic study skills seminars (n=177) –20.3% indicate that they offer a hybrid (n=167) –4.4% indicate that they offer some other type of first-year seminar (n=36) *Note. Percentages add up to more that 100% because several institutions offer more that one type of seminar for first-year students. http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

8 Data-Types of Seminars Course Objectives (N=821) Respondents were asked to identify the three most important course objectives of their first-year seminar. The three most frequently reported objectives were: Course Objectives (N=821) Respondents were asked to identify the three most important course objectives of their first-year seminar. The three most frequently reported objectives were: 1.Develop academic skills (n=527, 64.2%) 2.Provide an orientation to campus resources and services (n=434, 52.9%) 3.Self-exploration/personal development (n=303, 36.9%) Course Topics (N=821) Respondents were asked to identify the five most important topics that comprise the content of the first-year seminars. The five most frequently reported topics were: Course Topics (N=821) Respondents were asked to identify the five most important topics that comprise the content of the first-year seminars. The five most frequently reported topics were: –Study skills (n=335, 40.8%) –Critical Thinking (n=333, 40.6%) –Campus resources (n=313, 38.1%) –Academic Planning/Advising (n=301, 36.7%) –Time management (n=235, 28.6%) Learning Communities (N=794) 35.3% of institutions report linking first-year seminars to one or more other courses (n=280) Learning Communities (N=794) 35.3% of institutions report linking first-year seminars to one or more other courses (n=280) Service Learning (N=801) 40.2% of institutions report including service-learning as a part of their first-year seminars (n=322) Service Learning (N=801) 40.2% of institutions report including service-learning as a part of their first-year seminars (n=322)http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

9 Grading of Seminar Academic Credit (N=805) 92.2% of institutions who responded indicate that their first-year seminars are offered for academic credit (n=742) Academic Credit (N=805) 92.2% of institutions who responded indicate that their first-year seminars are offered for academic credit (n=742) Grading (N=810) 82% indicate that seminars are graded using a letter grade system (n=664) 15.6% indicate that seminars are graded pass/fail (n=126) 2.5% indicate that seminars are not graded (n=20) Grading (N=810) 82% indicate that seminars are graded using a letter grade system (n=664) 15.6% indicate that seminars are graded pass/fail (n=126) 2.5% indicate that seminars are not graded (n=20)http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

10 Mandatory Participation Students Required to Take Seminar (N=804) Students Required to Take Seminar (N=804) –46% of institutions require their first-year seminars for ALL first-year students (n=370) –34.6% of institutions indicate that the seminar is required for some, but not all, students (n=278) –19.4% of institutions do not require the seminar for any of its first-year students (n=156) http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

11 Program Results Results of First-Year Seminars (N=491) Respondents who had performed a formal program evaluation since fall 2003 were asked to select all applicable results that could be attributed to the first-year seminar. Results of First-Year Seminars (N=491) Respondents who had performed a formal program evaluation since fall 2003 were asked to select all applicable results that could be attributed to the first-year seminar. –43.4% report increased persistence to sophomore year (n=212) –41.2% report improved peer connections (n=201) –38% report increased student satisfaction with the institution (n=186) –33.7% report increased use of campus services (n=165) –33.8% report increased out-of-class faculty/student interaction (n=165) –32.4% report increased level of student participation in campus activities (n=158) –30.1% report increased student satisfaction with faculty (n=147) –29% report increased academic abilities (n=142) –17.8% report increased persistence to graduation (n=87) –17.6% report improved grade-point-averages (n=86) –18% report other (n=88) http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

12 Conference Evaluation Data 2,646 survey invitations distributed 2,646 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 seminars (84.8%) 821 institutions responded that they offer first-year seminars (84.8%) Age of Seminars (N=810) Age of Seminars (N=810) –9.8% of institutions report having first-year seminars that have been offered for 2 years or less (n=79) –42.5% of institutions report having first-year seminars that have been offered for 3 - 10 years (n=344) –47.8% of institutions report having first-year seminars that have been offered for more than 10 years (n=387) http://www.sc.edu/fye/research/surveyfindings/surveys/survey06.html

13 AVC First Year Students 75.5% of our students are high school graduates 75.5% of our students are high school graduates 54% are freshmen status 54% are freshmen status 25.8% First time AVC students 25.8% First time AVC students 48.2% under 20 years of age 48.2% under 20 years of age 60.9% high school yield 60.9% high school yield 59.2% of first time freshmen were underrepresented minority students 59.2% of first time freshmen were underrepresented minority students 57.9% are women 57.9% are women 52.4% of first time students under 20 are males 52.4% of first time students under 20 are maleshttp://www.avc.edu/departments/research/Fact_Book_rev_6_07.pdf

14 Relevant Goals of Student Success & Equity Plan Increase retention for all population groups by creating an Early Alert system and an At-Risk Program Increase retention for all population groups by creating an Early Alert system and an At-Risk Program Increase retention and success rates of underrepresented groups Increase retention and success rates of underrepresented groups Improve success rates of students in basic skills Improve success rates of students in basic skillshttp://www.avc.edu/aboutavc/student_equity.pdf

15 Establishing & Maintaining FYE Programs 1. Convene the group of stakeholders & champions 2. Define the target population & their needs 3. Develop measurable objectives/outcomes to meet needs 4. Determine how to deliver FYE programs/services 5. Determine the content of the FYE program 6. Determine the cost of the FYE program 7. Begin to promote and explain the FYE program 8. Continue promoting and start to delivering the FYE program 9. Evaluate/Assess the FYE program 10. Adapt/Expand the FYE program as needed Adapted from the Steps for Designing and Implementing a Career Development Program in Nile, S.G. & Harris-Bowlsby, J. (2005). Career development interventions in the 21 st century (2 nd ed.) Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

16 Existing Component Themes for FYE at AVC Human Development Courses (SSV-Manley) Human Development Courses (SSV-Manley) –Orientation to College –Basic Strategies for College Success –College and Life Management –Career Planning –Personal 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-in –Professional Mentors –Events and Activities Learning Center (AA-Gouveia-Marks) Learning Center (AA-Gouveia-Marks) –Tutorials –Supplemental instruction –Reading/Writing and Math Centers –Peer Mentors –Learning Skills Analysis –Early Alert –Academic Skills Workshops

17 Proposed Needs Assessment for AVCs FYE Funding Funding Coordinator Coordinator Personnel Personnel Facility to house the program in a central location Facility to house the program in a central location More Intentional Interaction with Students More Intentional Interaction with Students Official Welcome Packets Official Welcome Packets Peer Advisor and Mentor Program Peer Advisor and Mentor Program Library Resources Workshops Library Resources Workshops Assigned Program Advisors Assigned Program Advisors Multiple Assessment Points Multiple Assessment Points Learning Communities Learning Communities Family/Parent Activities Family/Parent Activities More Available Childcare More Available Childcare Active Retention Monitoring Active Retention Monitoring Targeted Research Support Targeted Research Support


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