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Foundations of Excellence TM in the First College Year An Aspirational and Measurement Model for Private Colleges Franklin Pierce College, NH Kathleen.

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Presentation on theme: "Foundations of Excellence TM in the First College Year An Aspirational and Measurement Model for Private Colleges Franklin Pierce College, NH Kathleen."— Presentation transcript:

1 Foundations of Excellence TM in the First College Year An Aspirational and Measurement Model for Private Colleges Franklin Pierce College, NH Kathleen M. Morley Assistant to Provost for IR Marywood University, PA Ellen Boylan-Fick Assistant Director of IR Maryville College, TN Mardi Craig Asst Academic Dean / Director of IR Presented at the 44 th Annual AIR Forum, Boston June 2004

2 Overview Foundations of Excellence Project Institutional Assessment Efforts Audience Recommendations Long-Term Impact

3 Panel Participants Kathleen M. Morley Franklin Pierce College, NH Ellen Boylan-Fick Marywood University, PA Mardi Craig Maryville College, TN

4 Foundations of Excellence TM in the First College Year National Grant-Funded Project To Develop Standards of Excellence To Develop Certification Process Sponsored by the Policy Center for the First Year of College

5 Foundations of Excellence TM in the First College Year Lumina Foundation for Education & The Atlantic Philanthropies AASCU Center for Postsecondary Research and Planning CSHE Council of Independent Colleges NCHEMS National Resource Center for The First-Year Experience and Students in Transition

6 Foundations of Excellence TM in the First College Year Dimensions of Excellence AASCU Institutions CIC Institutions

7 Philosophy Organization Commitment Transitions All Students Educated Person Improvement Engagement Diversity Faculty Life Purpose © 2003 Policy Center Foundations of Excellence TM in the First College Year: A Work in Progress CIC Foundational Dimensions

8 Foundations of Excellence TM in the First College Year National Research Project Qualitative Assessment Survey Data Institutional Data

9 Foundations of Excellence TM in the First College Year Dimensions

10 Institutional Assessment Efforts Franklin Pierce College Institutional Commitment Marywood University Improvement Maryville College All Students

11 Foundations of Excellence TM in the First College Year Franklin Pierce College Rindge, New Hampshire

12 Project Organization Structure Eight-Member Taskforce Four Subcommittees Monthly Meetings / Assignments Challenges Systematic Assessment Not in Place Considerable Time Commitment Getting Faculty Input Foundations of Excellence Franklin Pierce College

13 Dimension # 7 Institutional Commitment Foundations Institutions build commitment of first-year students to the institution. Foundations of Excellence Franklin Pierce College

14 Campus History Campus website Admissions tour guide manual Residential Life programming Lack of distribution of history Problematic presentation of history Performance Indicator 7.1 …provide opportunities for first-year students to explore campus history. Foundations of Excellence Franklin Pierce College

15 Campus Culture and Values Performance Indicator 7.2 …provide opportunities for first-year students to explore campus culture and values. Foundations of Excellence Franklin Pierce College Admissions material Orientation process Campus guiding documents Campus syllabi Strong message regarding community Need to better communicate key goal Need to extend to non-core classes

16 Campus Traditions Performance Indicator 7.3 …provide opportunities for first-year students to participate in campus traditions. Foundations of Excellence Franklin Pierce College Combined Taskforce input to faculty, staff, and students Move-In Day Support Grand Monadnock Climb Pierce Pals Strong, well agreed upon traditions

17 Sense of Community Performance Indicator 7.4 …intentionally structure experiences of first-year students so that they develop a sense of community. Foundations of Excellence Franklin Pierce College Admissions process Registration process Residential Life programming Peer Advisor programming Required first-year curriculum Effective fall semester structures Few spring semester structures

18 Foundations of Excellence TM in the First College Year Marywood University Scranton, Pennsylvania

19 Project Organization Structure Taskforce with 22 members Subcommittee for each Dimension Twice-Monthly Meetings Challenges Systematic assessment in flux Considerable time commitment Linking evidence to responses Foundations of Excellence Marywood University

20 Dimension # 11 Improvement Collect baseline data Measure first-year outcomes Use assessment to confirm or improve practice Contribute to the national knowledge base Continue the commitment MU Foundations Institutions conduct assessment….to achieve ongoing first-year improvement. Foundations of Excellence Marywood University

21 Collect baseline data Admissions’ intake data Academic assessment and registrar recommendations Disabilities needs College Student Inventory (CSI) to assess academic and social motivation, coping skills, and desire for support services CIRP Freshman Survey benchmarks Performance Indicator 11.1 …data to place students in appropriate courses…provide academic support, personal support. Foundations of Excellence Marywood University

22 Measure first-year outcomes First Year Student Survey (FYSS) is administered at the end of the first year National Survey of Student Engagement (NSSE) is given to first-year sample in the Spring semester Course evaluations for the first year seminar, University 100, have additional questions on adjusting to college life Retention data tracks success in maintaining enrollment from the first to second year Performance Indicator 11.2 …measurement of cognitive development, personal development. Foundations of Excellence Marywood University

23 Use assessment findings Marywood’s Teagle Grant has been used to strengthen key first-year initiatives in academics, advising, and retention, and allowed for three consecutive years of the NSSE Ongoing evaluation of Orientation programs results in annual review, change, and improvement A strong, established cycle of annual surveys translates into continuous assessment of the first year Performance Indicator 11.3 …assessment findings used to confirm or improve first-year practice. Foundations of Excellence Marywood University

24 Contribute to the knowledge base Student Life presentation at the National Orientation Director’s Association (NODA) in Seattle IR presentation on Marywood’s web- based data warehouse, including retention and first-year outcomes, at NEAIR in Newport, RI Assistant Vice-President for Academic Affairs discusses first-year practice with CIC panel at AAHE, San Diego Performance Indicator 11.4 …recent contributions to the national knowledge base on the first year. Foundations of Excellence Marywood University

25 Continue the commitment Continued funding for baseline surveys, outcomes assessment Personnel for academic advising, retention, counseling Commitment to scholarship on first-year practice First-year line items in the institutional budget Performance Indicator 11.5 …continuing allocation of resources, both human and financial, to assessment first-year practice Foundations of Excellence Marywood University

26 Foundations of Excellence TM in the First College Year Maryville College Maryville, Tennessee Maryville College

27 Project Organization Structure Five-Member Taskforce Ten Subcommittees Scheduled Meetings / Assignments Challenges Maintaining momentum Large number of people involved Consistency of reporting and analysis Foundations of Excellence Maryville College

28 Dimension #6 All Students Foundations Institutions serve all first-year students according to their varied needs. Foundations of Excellence Maryville College

29 Systematic Examination of Needs Strong assessment programs Academic support for under prepared and underperforming students evaluated Minority students Student athletes Transfer students Recommendations Greater focus on honor students, International students, commuting students, and non-traditional students Performance Indicator 6.1 …systematically examine the experiences and special needs of select first- year populations. Foundations of Excellence Maryville College

30 Provide Services to Meet Needs Programs in place Learning Center support services Academic progress reports Student Intervention and Athletic Intervention Teams Minority support services Transfer student orientation Recommendations Honors program International studies office Programs for commuters Performance Indicator 6.2 …provide services to meet the specific needs of select first-year populations. Foundations of Excellence Maryville College

31 Evaluate Effectiveness of Services Programs in place Annual program evaluations for “selected” groups Presidential and Dean’s Scholarship Program Annual evaluation of the current institutional strategic plan Retention analyses Reports from Student Intervention Team Recommendation Improve coordination and reporting of findings to enhance planning Performance Indicator 6.3 …evaluate the effectiveness of services to meet the special needs of select first-year populations. Foundations of Excellence Maryville College

32 Meet Average Student Needs First year faculty advisors and orientation leaders Center for Calling and Career First year seminar sequence (ORN 110, FRS 120, 130, and 140) Learning support services Opportunities of a Lifetime Fair Early Alert system Residence Hall programming Student Intervention Team > Counseling services Performance Indicator 6.4 …assure that the “average” students experience individual attention, campus support, and campus involvement. Foundations of Excellence Maryville College

33 Dimension #3 Educated Person Foundations Institutions begin a process by which students gain an understanding of what it means to be an educated person according to institutional mission and values. Foundations of Excellence Audience

34 Educated Person 1)What sources would you use? 2)How would you collect the information? 3)How well would your campus do on this indicator? …begin a process by which students gain an understanding of what it means to be an educated person… Criteria: definition is articulated definition influences first-year goals evidence of student progress it

35 Long-Term Impact Shared Knowledge Base Holistic Perspective Increased Focus on First-Year Increased Focus on Assessment Documented Areas of Success Identified Areas for Improvement Foundations of Excellence Franklin Pierce College

36 Long-Term Impact First-year “package” of programs Targeted retention efforts Direct assessment is bolstered More activity is linked to P.I.’s Faculty advisor model continues Liberal arts dean is accountable Sharper insight into students, self Foundations of Excellence Marywood University

37 Long-Term Impact Foundations of Excellence Maryville College Mission statement and specific goals Greater recognition of student needs Faculty focus on pedagogy Curricular examination Academic support services expanded Admission standards examined

38 Contact Information Franklin Pierce College, NH Kathleen M. Morley Assistant to Provost for IR Marywood University, PA Ellen Boylan-Fick Assistant Director of IR Maryville College, TN Mardi Craig Asst Academic Dean / Director of IR

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