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Presentation for NACADA Salt Lake City National 2013 by Dena Ford, Ryan Sexton, and Chauntrice Riley College of Sciences University of Central Florida.

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Presentation on theme: "Presentation for NACADA Salt Lake City National 2013 by Dena Ford, Ryan Sexton, and Chauntrice Riley College of Sciences University of Central Florida."— Presentation transcript:

1 Presentation for NACADA Salt Lake City National 2013 by Dena Ford, Ryan Sexton, and Chauntrice Riley College of Sciences University of Central Florida

2  Provide motivation for institutional modification of a long-held schedule  Demonstrate key elements of COS interactive workshop developed specifically to expose new transfer students to “Transfer Shock” phenomenon.  Show results of learning outcomes and plans for expanding transitional advising throughout first semester.

3  The University of Central Florida (UCF)  The College of Sciences (COS)  Transfer students make up approximately half of UCF’s and COS’s student population  AA Transfers  Consortium Agreements with UCF  Transfer Orientations – one full day (9-4)  College advising: 30 min./Dept. schedule-planning 75 min.

4  “Deferred” Acceptance  Four colleges presented data from Fall 2009  Results: Over 33% of the new transfers placed on probation first semester were within the “deferred” groups. (COS: over 54%!)  Presented results to higher administration

5  Task Force formed at request of Higher Administration to discuss results and make recommendations  Decision was made to change schedule of Transfer Orientation to allow for longer advising sessions  College advising: 80 minutes/ Dept. schedule planning unchanged (75 minutes)  How can we best use this time to help transition students more successfully?

6  Raise awareness of the “Transfer Shock” phenomenon  Reinforce in two presentations  University presentation: done by Transfer and Transition Services office  College advising presentation: for COS, students are split up into 4 groups, each led by their assigned college advisor  Focus on initial transition: “First week survival”  Measure learning by way of pre- and post-tests

7 Developmental Identification Model  Derived from Erik Erickson’s Identity Model Stage 5: Identity vs. Identity Diffusion (Confusion) Unrealistic Expectations (Incongruencies) Vs. Realistic Identification (Successful Transition) Signs of inadequate transitioning through Transfer Shock (Incongruencies) Appreciative Advising techniques can help guide transfer students toward a more realistic identification

8  Behavior-Based Learning/Model  Builds in layers through unrealistic expectations  Progressive in nature = unrealistic expectations pick up sediment, or additional incongruent behaviors

9  A: Antecedent Behaviors appear calm though antecedent factors, such as lack of support, financial hardships, or the family crisis, are a catalyst to the behavior that begin the ripple effect.

10  B: Behavior The antecedent gives rise to the observable behavior. Unrealistic expectations are building, outreach is crucial at this time.

11  C: Consequence Avoidant and negative behavior leads to destructive consequences. Triage is necessary at this layer. Help student accept the fallout.

12  E-mail to transferring students - UCF’s Orientation Services office provides all the colleges access to run their own reports from the orientation database. - Prior to each orientation session, a list of expected attendees is generated. - Includes link to COS on-line Student Self- Assessment.

13 I. Transitioning to UCF and Pitfalls of Transfer Shock II. Basic student degree elements and tools III. Policies – activity IV. Student Rights & Responsibilities - activity V. First Week Survival

14 Welcome to UCF! Please complete the COS Orientation Questionnaire while waiting to get started. Thank you, Your COSAS Advising Team

15 ORGANIZATION OF THE UNIVERSITY University: UCF  Colleges: College of Sciences  Departments/Schools: Eg. Chemistry Department / Nicholson School of Communication  Majors: Eg. Psychology  Minors (required and/or optional): Eg. Statistics  Certificates (options): Eg. Behavioral Forensics

16 Selecting a Major ?

17 Why discuss when you already have a major? The average student changes majors 2 to 4 times Change your major if it is not right for you! Note: Must adopt current catalog if you switch

18 Transfer Shock A drop in the transfer student’s G.P.A. during the first semester at the new institution ( National Academic Advising Association) IT’S REAL CHANGE IS GOOD CHANGE CAN BE STRESSFUL Unrealistic Expectations vs. Realistic Identification

19 Warning Signs Unrealistic Expectations Realistic Identification Class sizes won’t be a problem. I don’t need to show up for every class. I need to load up my schedule so I can graduate on time. I don’t need to look at my degree audit. I know what I need to take. Acknowledge class size. Don’t get lost in the numbers. Retention of info in lectures means competence in your field. Create a plan of study for your first 2 terms with an advisor. The University uses the degree audit as a graduation reference.

20 Mark Your Calendar Drop/Swap and Add Grade Forgiveness Withdraw – academic standing policy

21 Time Management Reality Check Activity

22 First Week Survival “Don’t go into Transfer Shock!” tips sheet Parking in first week – permits Classroom locations Don’t overload Campus Resources Auditorium Size Classes

23 College of Sciences Academic Services (COSAS) CSB 250 407-823-6131 Office Hours: M-Th 9-5 F 9-12

24  COS Transfer Orientation Presentation Survey  List 2 things you learned from this presentation  Post-test (same as Pre-test) to measure student learning outcomes

25  In development: Transfer Success Seminar  Will include timely communication plan, including social media, over the first semester according to the COS Advising Syllabus  Will study differences among majors (ex. are STEM majors having more trouble transitioning than Social Sciences?)  Develop more pre-transfer programming with Consortium Schools (e.g. academic maps for each major incorporating each schools AA requirements)

26 Pre- and Post-Test Results Summary:  Most students learned about Transfer Shock in first presentation and could answer correctly in pre-test (93%).  Awareness of how often students should see an advisor jumped from 55% to 80% (+25%).  Awareness of academic progress tool increased from 77% to 94% (+17%).  Understanding differences of GPAs and which ones determine academic standing increased from 66% to 87% (+21%).

27 Fall 2009Fall 2012 Total COS Transfers:10741337 Placed on probation after 1 st semester: 259 (24%) 112 (8%) Deferred COS transfers (borderline 2.0 GPA): 141 (54% of 259)41 (37% of 112)

28 Questions?

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