New Faculty Orientation 12 August 2014 Dr. Idna M. Corbett Dean of Undergraduate Studies & Student Support Services

A. 10,000 – 12,000 B. 12,000 – 14,000 C. More than 15,000

A. 12% Minority B. 14% Minority C. 16% Minority

A. 15% Minority B. 17% Minority C. 19% Minority

Demographic Distribution Total undergraduate enrollment for Fall semester Overall African- American 1,1369.3%1,2469.7%1,1458.6%1,2489.1% Latino4353.6%5494.3%6144.6%6364.6% Asian2612.1%2772.2%2602.0%2922.1% Caucasian10, %10, %10, %11, % Other1421.2% %3682.7%3993% TOTAL12,23412,83413,30113,713

Demographic Distribution Total graduate enrollment for Fall semester Overall African- American % % %25612% Latino512.3%562.5%572.7%643% Asian %582.7%572.7% Caucasian1, %1, %1, %1,64277% Other /Unknown 783.4%221%1296.1%1155.3% TOTAL2,2582,2662,1142,134

Out-of-State Students Active % of the class African American Students Active % of the class Hispanic Students Active % of the class

4. Transfer students represent about 45% of the undergrad student population. 5. More than 70% of WCU students are first generation college goers. 6. More than a third of WCU students are classified as low income % of incoming students expect to earn a B average or better.

Spring 2013Fall 2013 Enrolled/ Scheduled 5611,263 Most popular majors: BiologyPsychology Pre-BusinessEarly and Middle Grades KinesiologyNursing NutritionPre-Major

* CollegeMeasures.org ¤ Education Trust

Regular Admission (FY1) Academic Development Program – Act 101 (FY2) Academic Development Program – Non-Act 101 (FY3) Motivation (FY4)

New Fall UG Total FG% FG Total FG% FG African American % % Asian % % Latino % % White 1, % 1, % Multi-racial % % Total 2, %2, % Underrepresented minority students are more likely to be first-generation college students.

YearUndergraduate Fall % Fall % Fall % Fall % Fall % Fall %

4 times as likely to drop out Persistence, tenacity, high motivation Independent and self-reliant Lack the cultural and social capital

Once we know something… we find it hard to imagine not knowing it. Our knowledge has “cursed” us. We have difficulty sharing it with others, because we can’t readily re-create their state of mind. (Heath & Heath, 2006, Harvard Business Review) What is common knowledge for faculty/staff, or current students, is a mystery for new students and particularly for LI/FG students.

May feel separated from family and friends in home community as a result of upward mobility and exposure to a new campus culture May experience “impostor syndrome” or unwarranted feelings of inadequacy They may see failure before it happens I’m ready for the fun of college! Have a glamorized perception of college “You Only Live Once” Not realize the effects on their future of decisions they make now

Dorothy Ward, UTEP

Reach out before help is needed Recognize the role of the classroom in students’ campus life Find out if students are commuting Interact frequently in and out of class ― Say more than “come to my office hours” Encourage students to collaborate and help each other Support students’ belief that they can learn

Class attendance Missing assignments Low engagement in class discussions Participate in Early Alert

Help students develop a sense of belonging Recognize that for some students being a college student is not the most important role in their lives Facilitate early connection to resources Join the network of support Learn to teach the students that you have, not the students you wish you had Practice… Acceptance Empowerment Advocacy

Beginning College Survey of Student Engagement (BCSSE) First-year only, during orientation 1,593 respondents National Survey of Student Engagement (NSSE) First-year and seniors only Response rate: FY 27%, Seniors 31% 1,828 respondents

Public86% Private, religiously-affiliated12% Private, independent 1% BCSSE 2013

None1 – 10 hours 11 – 20 hours 21 hrs or more Preparing for class (studying, homework) 0%26%54%20% Working for pay35%37%24%4% Co-curricular activities 3%50%38%9% Relaxing/socializing0%37%31%15% BCSSE 2013

Preparing for class 59%58% 11+ hr/wkFY 59%SY 58% Working for pay off campus 25%74% 6+ hr/wkFY 25%SY 74% Relaxing and socializing 45%52% 1-10 hr/wkFY 45%SY 52% 31%25% 16+ hr/wkFY 31%SY 25% 80%79% The majority of FY students (80%) and seniors (79%) say they spend “significant amounts of time studying and on academic work.” NSSE 2013

Work effectively with others 75% Learn effectively on your own 66% Think critically and analytically 55% Write clearly and effectively 51% Speak clearly and effectively 50% Use computing and information technology 48% Analyze math or quantitative problems 41% Combined responses of “5,” and “6” on a six-point scale where 6 is “Very prepared.” BCSSE 2013

Managing your time 44% Paying college expenses 40% Learning course material 28% Interacting with faculty 10% Making new friends 12% Getting help with school work 10% Combined responses of “5,” and “6” on a six-point scale where 6 is “Very difficult.” BCSSE 2013

C- or lower 0% C C+ 1% B- 4% B 22% B+ 31% A- 28% A 14% BCSSE 2013

The quality of relationships with faculty. (Percent responding Helpful, Available: 4-7) 91% - 86%92% - 93% FY 91% - 86%SY 92% - 93% The quality of relationships with administrative personnel and offices (Percent responding Helpful, Considerate, flexible: 4-7) 83% - 72%73% - 71% FY 83% - 72%SY 73% - 71% The quality of relationships with other students. (Percent responding Friendly, Supportive, Sense of belonging: 4-7) 92% - 95%93% - 93% FY 92% - 95%SY 93% - 93% NSSE

Changed your major (at least once) 39%36% Delayed your graduation plans because courses were not available when needed (at least once) 31%33% 2012 / 2013

Probably YesDefinitely Yes %42% FY – 45%42% 40%45% SY – 40%45% NSSE 2013