CLUSTER COURSES RESIDENTIAL COMMUNITY (Braiden Hall) FEEDBACK/ CONNECTION Peer Mentors Key Communities Structure Social Integration Academic Integration Intrusive Advising EARLY ORIENTATION
Develop a strong community with an academic focus Provide opportunity for shared learning Provide access to feedback, information, and opportunities Foster a healthy, diverse communities in which learning and academic achievement are encouraged and respected Offer enriched opportunities for involvement and leadership development
Promote high academic performance (GPA) Promote high retention and graduation rates Promote academic engagement and campus involvement Promote student satisfaction with their university experience
Outcome › What do we want Key to accomplish? Strategy › What is in place to achieve that outcome? Assessment Method › How are we going to measure that outcome? Criteria › How will you know if the “numbers” are “good”?
Key Communities Outcome #1 › Students in the Key Communities will have higher retention rates then similar students not participating in Key Strategy › Students meeting 1:1 with Key Mentors three times per semester, Mid-Semester Academic Progress Conferences, Taking Stock at Mid-Semester Early Warning, Academic Success Workshops (2 mandatory), Referrals to campus resources, Co-enrollment in cluster classes. Assessment Method › First-Year Retention Data Criteria › Key students will have higher first-year retention rates
Outcome › Students in the Key Communities will have an increased awareness of diversity in terms of: 1) Opportunities to learn about other cultures by participating in Key 2) Interacting with students from backgrounds different from their own, 3) Having a greater understanding of people different from self because of experience in Key 4) Attending cultural events outside of their own culture. Strategy › Living in a diverse community, discussing topics around diversity in KEY 192 classes, requiring students to attend at least 1 cultural activity per semester Assessment Method › Student reports on Fall and Spring Program Evaluations Criteria › At least 80% of students on all four goals
Outcome › Determine the components of the Key Academic Community that students find most beneficial in the fall semester in order to develop a structure for the spring semester that will help alleviate the “spring semester slump” that has been experienced Strategy › 1) Co-enrolling in Cluster Classes with Key students › 2) Having a Key Mentor › 3) Living in Braiden Hall with Key students › 4) The Key Seminar Class › 5) The Plan for Excellence filled out during Key Orientation › 6) Key Academic Success Workshops (Time Management, Study Skills, etc) › 7) Moving in early › 8) Mid semester Academic Progress Conferences › 9) Resident Assistant › 10) Key Orientation Assessment Method › Fall Program Evaluations for 2 years Criteria › Determine top three most beneficial components
Key Student’s Experience Faculty Experience Key Mentor Experience Retention and Academic Performance Data
Every Fall and Spring Semester Paper Copy given in Seminar Classes (fall) Student Voice (spring) Specific questions addressing outcomes Sample What do we learn from these?
92% response rate 82% of Key students were satisfied with their decision to participate in Key 30% said that Key was a large factor in their decision to stay at CSU (retention)
90% indicated that Key was welcoming of students of their background and experience (sense of belonging) 89% noted that they had the opportunity to interact with students from backgrounds different from their own (diversity)
Fall 2007 using Student Voice Highlights › 100% satisfied with their experience teaching › Motivated by students, being asked, extra salary › Most positive experience : class discussions, students in smaller groups, students’ growth › Challenges : motivating students › Incentives : higher compensation
Fall 2007 using 2 Focus Group with 17 staff (20 total) Highlights › 94% indicated they would return to position › Valuable experiences include meaningful connections with people, skills in relationship and advising, and personal growth and development › Skill development reported with counseling, organizational, communication, balance, boundaries and expectations › Challenges included a disconnect with T.A. position › Recommendations on training, advice for new staff on developing relationship, and the meaningfulness of Peer Mentor role
Key Academic Community = Spring Seminar Key Plus Community = Options “Office Hour” to “Administrative Hour” Stool in the Key Mentor Office TA Training for Mentors Consolidating Key Communities in Braiden Hall
Taking Stock at Mid-Semester National Study of Living Learning Programs (NSLLP) Key Alumni Survey