Presentation on theme: "Taking the Next Step in Building a Coherent First Year Learning Experience NAU’s First Year Learning Initiative Taking the Next Step in Building a Coherent."— Presentation transcript:
Taking the Next Step in Building a Coherent First Year Learning Experience NAU’s First Year Learning Initiative Taking the Next Step in Building a Coherent First Year Learning Experience NAU’s First Year Learning Initiative Karen Pugliesi, Vice Provost for Academic Affairs Michelle Miller, Chair, Department of Psychology and Director, NAU Course Redesign Team Blase Scarnati, Director, First Year Seminar and Global Learning, Office of the Vice Provost for Academic Affairs
First Year Courses: The Last Frontier Strategic goals: Student success, progress to degree Key metric: 1 st to 2 nd year retention Robust suite of first year programs leaves formal curricular experiences relatively untouched, unaligned
First Year Courses Determine the shape of first year academic experience Socialize students for success Set the foundation for learning Convey institutional expectations and values First year academic outcomes Impact probability of retention Affect progression in academic programs
Being Deliberate About What Matters First year courses designed and implemented by numerous units Course designs variable– many lack strong internal alignment or do not use best practices Multi-section courses not coordinated Low course completion rates No systematic integration with academic support, advising, and other programs Unable to capture fine grained data about student progress
The First Year Learning Initiative (FYLI) Common characteristics combine rigor and support, geared to needs of first year students –Course certification Grounded in authentic practice at NAU –Leadership Group Also grounded in research, SOTL –E.G., Academically Adrift; Decoding the Disciplines; research in cognitive psychology, motivation
Three key areas Socializing students for excellence Design Alignment All FYLI courses must address each of these key areas
Socializing students to excellence Building critical practices, commitmentPromoting help-seeking behaviorChallenging and rigorous workScaffolding from novice to expert learner
Design Active engagement/active pedagogy Required attendance/participation Role of lectureRubrics “Early and often”Connect to student interests, understanding of the discipline Pre-assessmentCo-curricular learning experiences
Alignment and coordination Learning outcomes Learning activities Assessment (grades) Coordination Shared goals and standards Consistent, challenging student experience Communication, not standardization!
FYLI Certified Courses in Fall 2011 BIO 181: Unity of Life I: Life of the Cell BIO 192: Introduction to Exercise Science BIO 201: Human Anatomy / Physiology I CHM 152: General Chemistry II CIS 120: Introduction to Computer Information Systems ENG 105: Critical Reading and Writing in the University Community FS 111, 121, 131, 141: First Year Seminar Topics in Science; Topics in Aesthetic & Humanistic Inquiry; Topics in Cultural Understanding; Topics in Social & Political Worlds HON 100/190: Introduction to Honors / Seminar in Critical Reading and Writing I HON 291, 292, 293, 294: Honors Topics in Aesthetic & Humanistic Inquiry; Topics in Cultural Understanding; Topics in Science; Topics in Social & Political Worlds MAT 102X: Intermediate Algebra MAT 108: Algebra for Precalculus MAT 119: Finite Mathematics MAT 125: Precalculus Mathematics MAT 136: Calculus I PHY 111: General Physics PHY 161: University Physics STA 270: Applied Statistics 25 courses 10,111 students
Impacts > 4 % increase in A,B, and C grades Math: 4 courses 8-10 % increases in A, B and C grades; 3 w/ success rates > 80% 20 new courses for Spring 2012 Inspiring best practices
Student Success Impacts The interaction between time period (before/after FYLI) and FYLI status is statistically significant, p =.002.
What Supports FYLI’s Success? Faculty buy-in Research basis Values basis Peer to peer Faculty empowerment Institutional support “Safe zone” Infrastructure Rapid response capacity Certification process
Next Steps Expand course certifications Assess impact on grades and learning outcomes Evaluate and improve course designs and coordination protocols Strengthen integration with coaching and academic support programs Market FYLI with prospective and new students Integrate into new University College
NAU First Year Learning Initiative www.nau.edu/fyli Facebook.com/naufyli Michelle.Miller@nau.ed u Blase.Scarnati@nau.ed u Karen.Pugliesi@nau.ed u