MAKING The First Year Matter

1. Fulfilling the Promise of Graduating Student at HBCUs by MAKINGTheFirstYearMatter presented by: Dr. Henrietta Augustus Harris former Title III Program Coordinator at Dillard University New Orleans, LA

2. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter I. Introduction: A Call for ALARM!!!!!! HBCU’s are facing an unpleasant future because we have students dropping outand not graduatingand as of 2011 the 104 HBCU’s are not the primary degree producers of African American Bachelor’s degrees. 1

3. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter II. The HBCU Experience *Most of our nation’s HBCUs were founded in the 1800’s as a result of the need for educational institutions for freed slaves and Native Americans. *Located mostly in the southeastern portion of the United States. *HBCUs have graduated several individuals who have significantly impacted history; Martin Luther King, W.E.B. DuBois and Booker T. Washington.Question:manywonder why HBCUs still exist generations after slavery and years after the civil rights movement? The answer:the effectiveness of these institutions in graduating students from various backgrounds, particularly African Americans. HBCUs need to promote new students: • Motivation • Readiness, and • Early Success Ourmissiontoday, Ifweacceptitistomountintensiveeffortstoimproveourgraduationandretentionratesandtoclosetheachievementgap. 2

4. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter III. HBCU Challenges At least 15 of the nation’s 104 historically black colleges are looking for new presidents at a time when many of those institutions are seeking to redefine their missions and modernize their operations. Why: • Rising demands of the job: need for a different set of skill sets for college presidents • The strain the economy has put on the institution • Everyone wanting the president to do more • President’s Obama goal of increasing the nation’s college completion rate • More pressure on HBCU’s, which in general have had a lower graduation rate than TWI’s/PWI’s 3

5. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter IV. Top 25 Colleges for Black Students Remember there are many lists: 1. The Top 50 Colleges where African American students are successful and are most likely to succeed- 10 are HBCU’s 2. Top 100 degree producers- African American Bachelor’s- all disciplined combined, about 25 are HBCU’s 3. Top 10 Undergraduate institutions graduating Black/African American from medical schools, only 3 are HBCU’s- etc. etc. - all paint us as ineffective! Doyougetthepicture . . . . 4

6. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter V. The Black Student Graduation Rates (BSGR) at HBCUs Journal of Blacks in Higher Education (January 5, 2012) Graduation rates (GR) are for black students who entered a particular college or university from 2001 to 2004 and earned their degree at the same institution within six years. The findings were: • The highest GR at an HBCU is at Spelman College in Atlanta at 79%, and is 15% points higher than at any other HBCU • 2nd is Howard at 64% • 3rd is Morehouse at 61% • 4th is Hampton at 50% • Nearly half of the HBCU’s, BSGR is 33% or lower (or less than 1 in 5 entering earn a bachelor’s degree within 6 years) • Of the 37 HBCU’s in the survey, 21 have shown a decline in the BSGR over the past 5 years and only 15 HBCUs have shown an improvement 5

7. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter VI. Media attention to the HBCUs Graduation Rate How do we usually respond: • Most HBCUs are in the south and many students in southern states lack access to high quality public schools • Majority of HBC’s are low-income, first generation and Pell Grant eligible • The majority of HBCUs enroll students with lower SAT scores • HBCU’s are underfunded and have been since their creation- colleges/universities with rich endowment have the highest graduation rate • HBCU’s cannot afford to provide all the programs and services needed to ensure the retention of students. (learning centers, disability centers, etc.) Final word: “HBUCs can be true to their historic mission of serving the underserved and also be shining examples of the best strategies for educating African American students”- CANWEDOTHIS? 6

8. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter VII. Shift the focus from graduation/retention to issues Let us look at the 10 issues facing our youth today: 10. Single Parent Household 9. Drug/Alcohol Abuse 8. Growing up to FAST 7. Violence in School 6. Materialism 5. Obesity 4. Education Disparity 3. Shifting Economy 2. Poverty 1. Erosion of National Pride and Identity 7

9. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter VIII. Top 10 Problems Facing Blacks • Lack of opportunity and safety (loss of jobs and failure to control crime) • Breakdown of the family (breakdown of the value of black men) • Black Anti-Intellectualism (accusations of “acting white” in the classroom) • Failure of Urban K-12 Schools (issues verses more effective basic instruction) • Higher incarceration rate of black men (drugs and jail time) • Reduced respect for human life (reduction of the civility with which people treat each other) • Licensing requirements (a license for everything . . . Hair braiding, etc.) • Victim-ology (read debate among blacks as to what are our issues) • Radical Relativism (the need to criticize all issues that effect our youth) • Excessive Race-Consciousness or (how do we address our most important issues) DO YOU AGREE OR DISAGREE?(posted on March 24, 2009) 8

10. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter IX. What are the 5 Biggest Challenges Young Adults Face Today? The results paint an interesting picture of the upcoming generation. Among the major findings: • One in eight of the nation’s young people live in California and three-fifths are people of color, and almost half are immigrants • Twenty- four percent of young adults consider 1. the breakdown of the family 2. violence in neighborhoods and communities, 3. poverty and global warming are issues facing their generation • White young adults named 1. family breakdown, 2. poverty and global warming • African American and Latino youth, however, believed 1. violence in their communities 2. family breakdown and 3. poverty • Asian American young adults, meanwhile, named 1. family breakdown as the number-one issue 2. neighborhood violence and 3. poverty and global warming tied for third. • Personal finances and school ranked as high stressors. One-third of respondents said school causes the most stress, followed by money, personal relationships, and peer pressure. Asian Americans mention school as their biggest source of personal stress, while African Americans were more likely to mention money. • Youth understood that postsecondary education is important. Over two-thirds expected to earn at least a four-year college degree, and 96 percent of respondents believed that if they work hard, they could achieve their goals. 9

11. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter X. 10 Common Problems Facing Students during College 1-5 Issue: How do we jump start these problems before they arrive? • StudyProblem: College is challenging. For many it requires a much larger effort than high school did, and unlike most high schools, college packs about two years of classes into one. Solution:College students need to realize their limits. If they can't handle 18 credit semesters, it will be worth it in the long run to slow down a little and only take 15. • MoneyProblem:Tuition costs are rising at alarmingly high rates. Couple that with eating out, shopping trips, gas for the car, and the price of textbooks, and you have a college student's worst nightmare. College students drop out of school each year because they cannot afford it. Solution:Students can make less shopping trips, eat out less, carpool, and share or buy used books to try to save some money. • JobProblem:To combat the high price of college tuition, many students must get a job. Juggling a job, 15 to 18 credits, and sometimes a club or sports team is quite a chore. Solution:Decide what is important. The student must prioritize and then schedule events, games, meetings, and studies accordingly. • HomesicknessProblem:Whether they admit it or not, most students will at one point get homesick. Solution: If the student lives within 3 - 4 hours from home (considered a comfortable day's drive) they can plan to visit home perhaps once every month or two. Care packages, emails, and phone calls to and from friends and family members can also greatly assist in reducing feelings of homesickness. • DepressionProblem:Most every problem on here has seemed quite dismal Solution:If high stress levels and depression are an issue, it is best to seek professional attention. 10

12. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter X. 10 Common Problems Facing Students during College (6-10 continued) • Sickness / Health ConditionsProblem:With heightened levels of stress and lack of sleep, health problems can occur.Solution:College students should eat healthy and balanced meals. It is also important for students to get a good night's rest as well. • Friends / Roommates Problem:Friends and roommates are usually good for a good time. Solution:Students must remember to take some time out for themselves. If possible, students should get away from campus for a little while and go to a coffee shop or a mall and just take some time to gather their thoughts and be themselves. • PartyingProblem:Partying in itself really is not a problem. Parties were designed so that attendees could have a good time. However, many of the parties that go on at colleges today have the potential to cause problems. At many parties alcohol, drugs, and sex rule the night. Solution:While parties are a good time, students should plan to enjoy them in a responsible and legal way to ensure that they do not create problems for themselves for others. • RelationshipsProblem:Relationships are good, but at times they can become a problem, but problems will come. Solution:Relationship advice is hard to give. It will usually vary on a case by case basis. • Choosing a MajorProblem:Many students exert a lot of stress on choosing a major. Most of them think that their major will dictate their future career and how much money they will make at their future jobs.Solution:College majors have some importance, but they do not chisel future careers or wages in stone. Students should choose something that they like to do. 11

13. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XI. Top 11 Reasons Why Students Drop out of College • Homesickness and feeling that they don’t fit in • Educational burnout • Academic unpreparedness • Personal of family issues • Financial constraints • Too much fun- but not enough education • The school isn’t a good academic fit for the student • Setting sights on the wrong major • No guidance or mentors • External demands, particularly within part time or full time employment • Time to move out *It is most important that as students leave they have a plan to continue their education. 12

14. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XII. Top 10 Things We Must Teach College Students • Answer the question, “Why am I going to college daily? • Imagine your ideal college experience. • Take at least one extra class each semester, so you have room to drop • Set clear goals for each class. • Triage ruthlessly. (invest your energy where it matters) • Get an early start to each day. • Reclaim wasted time during your classes. • Learn material the very first time it’s presented. • Master advanced memory techniques. • Have some serious fun! (We need to every day help students to create a productive and memorable college experience . . . And most of all, to deeply enjoy this time in their lives) 13

15. A Transition: You see the puzzle, what colleges/universities must now do in order to PutThePuzzleTogether. . . a 16 month program 14

16. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIII. B. The 16 weeks x 4 program supports and fosters student learning dissemination of : • Knowledge • Education • Development of the Total Student • Inclusiveness • Decision making • Development and personal growth and outreach and advocacy Putting the Puzzle together: What should be the best practices for retention of your First Year Students16, 16,16, & 16. Putting The Puzzle together Best Practices for a 75% (+) graduation rate: 15

17. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIV. A. The First Sixteen Weeks . . . May, June, July and August Give students the Keys to Success, Self Confidence and What College is about, by assigning, a College Orientation Book to read before they come to college. Use the book as a required assignment during orientation: I suggest one of the following:(1st 6 wks. 1-6) • LECTURE NOTES“ A Professor’s Inside Guide to College Success” by Philip Freeman, Ph.D. “College is hard, but the rules for college success are simple. The trick is, even though the rules are simple in theory, they are often very difficult in practice. A practical primer from a veteran college professor and respected historian for every incoming college student on how to successfully transition from high school to the halls of academe. • The Best Four Years “How to Survive and Thrive in College (and Life)” by Adam Shepard The best Four Years of our lives offers a lively, entertaining, and eminently insightful guide on how to make the most of the college experience from orientation to graduation. • Getting the Best Out of College: A Professor, A Dean, and A Student Tell You How to Maximize Your Experience “YOUR REAL FRESHMEN ORIENTATION GUIDE” • Orientation to College: A Reader (Wadsworth College Success) Orientation to college: A READER ON BECOMING AN EDUCATED PERSON offers a rich collection of articles designed to encourage students to reflect on the meaning of a college education, and to explore the opportunities for personal and professional development offered in college. • Starting College – A Guide For First Year Students” (EM 74784- Channing-Bete) This guide prepares freshmen for some of the new experiences they’ll encounter living away from home, living with a roommate, budgeting, meeting new people, choosing courses, balancing time and responsibilities, and more! • “Your First Year In College”(EM55103-Channing-Bete) This informative book answers a variety of questions that students will have upon enrollment. Talks about campus life, course selection, study tips, personal finance, • and much more. 16

18. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIV. A. The First Sixteen Weeks . . . May, June, July and August(2nd6 wks. 7-12) continued • Student Success: How to Succeed in College and Still have Time for Your FriendsStudent Success, Eight Edition, is the first text to give students an introduction to college. This text supports students though exercises, action projects, self-assessment quizzes that form the foundation of college and career skills. • 101 Things To DO Before You Graduate“A 4.0 won’t guarantee you success after college, but doing the 101 Things List will” • Connections: An Insider’s Guide to College Success:Helping high school students anticipate and prepare for the transition into higher education.” The primary focus on Connections is on preparing and supporting students through academic and life choices necessary to succeed in college. • College Knowledge: 101 TipsWhat do you really need to know to have a meaningful, fulfilling and successful college experience? College Knowledge: 101 Tips, is accessible, fun to read, and compelling as it provides insightful tips, student vignettes, and a wealth of research-based advice to guide every student through the first year of college. • 100 Things Every College Freshman Ought to Know100 Things is an abridged college orientation guidebook written from a student’s perspective about how knowing what to expect in college can sometimes reduce the overwhelming, frustrating, and often anxious feelings associated with the start of college. • You Can Survive First Year of CollegeHelps prepare freshmen for some of the new experiences they’ll encounter-living away from home, living with a roommate, budgeting, meeting new people, choosing courses, balancing time and responsibilities and more. 17

19. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XV. The Second Assignment for the First Sixteen Weeks is to . . . B.Get Students involved in a summer common reading program. Colleges and universities are increasingly participating in summer reading assignments and programs for a variety of reasons. These programs help build a sense of community with the incoming class of students. They also introduce incoming students to a campus's standards of academic engagement. (Participating in the planned activities surrounding summer reading will quickly demonstrate the difference between high school and college-level discussions.) They also send a clear message that, when you do arrive on your campus in the fall, you will be expected to continue with your academic pursuits, regardless of how excited you are about everything else that happens during one's time in college. Books campuses have read: 2 Powerful Inspirational Books: • The Secret • Tuesday with Morrie 2 Influential Business Books • One Minute Manager • Who Moved My Cheese 2 Influential Books on Finances • How To Live Well Without Owning A Car • The Total Money Makeover 2 Influential Books on Cooking • Cook wise • Defense of Food 2 Influential Books on Politics • Audacity of Hope • Futuring: An Exploration of The Future The best source for a First Year and Common Reading Program is Random House, INC. www.commonreads.comandwww.freshmanyearreading.com. 18

20. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XVI. The Third activity for the First 16 Weeks, May, June, July and August will be to subject your students to a . . . C.Financial Literacy Program Financial Literacy: (Findings from a study of 30,000 incoming freshman. . . . regarding their attitudes and behaviors around credit cards, debt, savings, and loans, starling trends that have real implications for higher education’s, efforts surrounding student persistence, retention, and loan repayment) Student Debt $1 Trillion: The People, Politics and Philosophy Behind The Number • With student debt now surpassing consumer credit debt, there is a mounting fear that this is another bubble ready to burst. • On July 1, the interest rate of federal student loans will double to 6.8%. In a sure indicator of the gravity of the situation, both President Obama and Mitt Romney have called for Congress to freeze the rates. • “I believe college isn’t just the best investment you can make in your future- it’s the best investment you can make in your country’s future,” President Obama said at a campaign stop in Iowa. • Outstanding student loan debt now totals over $1 trillion, that surpasses the amount owned on all credit cards in the United States. • Last year alone, students took out $117 billion just in federal loans. And it’s no wonder: According to the College Board, the average annual cost of out-of-state tuition, room and board at a public institution is $29,657; at a private nonprofit, it is $38,589. • First-time buyers get turned down for mortgages because their student loan debt significantly raises their overall debt level. Most lenders follow underwriting guidelines that limit total debt payments- for the mortgage and property taxes, plus credit cards, student loans, car loans and other debts to 45 to 50percent of a borrower’s adjusted gross income. 19

21. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XVII. The Fourth Activity for the First 16 Weeks, May, June, July and Augustwill be to get students, . . . D.The BIG College To Do List ask students to keep a journal of these 10 activities. • Contact your roommate. • Have everything you need purchased, packed, and ready to go. (the less the better) • Have a solid understanding of your financial aid situation. • Make and understand your budget. • Set yourself up to be physically healthy. • Familiarize yourself with college lingo before you arrive. • Know how to get the most of your Orientation. • Have a plan for keeping in touch with people back home. • Have a strong time management ready to go. • Know how to keep yourself- and your stuff- safe while in school. *Have them go to: about.com College Life The Big College To Do List and participate in one activity for each of the 10 items. 20

22. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XVIII. The Final Activity for the First 16 Weeks,is to get to students . . . E. their last letter before they leave for college. Dear Student, In just a few weeks, hundreds of thousands of teenagers will begin packing suitcases and the trunks of their parents’ cars for what promises to be a long ride. They will be traveling the winding road not just from home to college, but from their former lives as applicants to their new incarnations as actual, first-year students. You should they remember: 1)Remember you “have won the prize” — and need to give serious thought to what you now want to do with it. As a first step, “slow down and live in the moment,” something you may not have done for years. 2) Fight the urge to update Facebook pages and send out Twitter messages for the benefit of friends and family back home. In some cases this is the time to clean out and delete. 3)Invest in developing relationships in college, whether that’s with new roommates or new faculty or new friends. 4) Understand that one of the biggest differences between high school and colleges are the hours of unscheduled time in one’s day, and  be judicious and thoughtful in apportioning those hours. 5) Treat college academic like a 9-5 job, the daytime, regardless of what your class schedule looks like, should be for doing schoolwork and do you get all of your work done by dinner each night. 6) Never pass up a good opportunity, get involved on campus. 7) Work efficiently and try extremely hard to get things done quickly, you’ll always have extra time to get more involved. 8) Develop personal relationships with your professors. Go every single time you have anything that you are even the least unsure about. Ask a lot of questions. Talk about your weaknesses in the class, and look for insight into how to improve. 9) Get to know your RA really well. This can get you out of tight spots when you get into them, but it’s also really good to get to know someone who is an upperclassman who is in relatively good standing with the school. Ask them about what they’re majoring in, and why. Talk to them about what to do on and off campus. 10) Do not ever miss a class. No matter how much you think you can miss “a few” classes and still do well, you can’t. 11) Commit yourself to meeting at least three new people every single day for the first semester. Sit in a new seat in your lecture class. Introduce yourself to the people around you. Tell them your friend is sick and you’re looking for something to do that night. Whatever it takes, meet as many people as you possibly can. These are the people who are your potential best friends, study mates, etc., etc. 12) University life is marvelous, but to get the most out of it you have to be serious about growing and learning- not just in scholarship but also in relationships. –your college 21

23. The 2nd 16 Weeks . . . . September, October, November and December 22

24. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIX. The 2nd 16 Weeks . . . . September. October, November, December A. First Year Experience Program Course • "Lest we forget, most academically underprepared low-income students do not think of success as being framed by the first year experience, the second year experience and so on as do many academic researchers. Rather it is, in their view, constructed one course at a time. You succeed in one course, then move on to the second course, and so on. If our efforts to promote the success of low-income students, especially those who enter college academically underprepared, are to succeed, our efforts must be directed to those courses and the classrooms in which they take place, one course at a time." First Year Seminars are expected to: • Have academic content; • Introduce students to University study; • Introduce students to The University as an academic community, including fields of studies and areas of interest available to them; • Acquaint students with the learning tools and resources available at The University; • Provide opportunities for the students to develop relationships with full-time faculty and other Students in academic areas of interest to them; • Introduce students to their responsibilities as members of the University community. 23

25. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIX. B. Collect and analyze data and use it to identify at risk population. I recommend the following: The Noel-Levitz- Retention Management System- The College Student Inventory Form B- Getting the most out your College Experience- www.noellevitz.com/RMS Plus (25 packets are available to those with no experience in this area.) Go on line to read the, Seventh Annual National Research Study- 2012 National Freshman Attitudes Report- an exploration of attitudes that influence success. (wwwnoellevitz.com/freshmanreport) 24

26. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIX. C. Invest in a Student Success and Retention Platform I recommend : MAP Works- Making Achievement Possible- powered by EBI MAP Works, making Achievement Possible is EBI’s unique approach to student retention and success. MAP- works efficiently and effectively provides faculty and staff the information they need to identify and coordinate intervention with at-risk students.- www.map-works.comor call EBI 25

27. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIX. D. The CIRP Freshman Survey (conduct before October 15 of each year) The CIRP (Cooperative Institutional Research Program) is the leading longitudinal survey program in higher education in the United States, with data on over 15 million students across more than four decades. CIRP surveys link student experiences and campus climate with institutional practices to demonstrate their impact on student learning outcomes. The CIRP Freshman Survey, is the most comprehensive portrait of entering students.- (www.heri.ucla.edu) 26

28. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XIX. E. Finally these Best Practices will help to round out your 2nd 16 weeks of activities • Can you identify some “best practices” with respect to the First Year Experience that you think are particularly exciting? • What are the most important issues/trends Emerging in the field at this time with respect to the First Year Experience? • Academic Advising of 1st Year Students * More intentional recruitment and selection of advisors who are committed to advising first year students *Better professional preparation and development of advisors * More reward and recognition of effective advising and *More conscientious assessment of advisors and advisement programs • Look at pressure on First Year Students to make early decisions about their college major. • Make it imperative that proactive and intrusive support be provided to new students to assist them with educational planning and decision making • Institute career education that will increase the likelihood that students will choose a major that is truly compatible with their personal talents, interest and values • Create a 1st Year Seminar with an Emotional Intelligence (EQ), one that has a holistic, student-centered focus and that involve partnership between faculty and student development professionals * Remember you have another 16 weeks to make things happen. 27

29. To follow up with this presentation 16x4= Student Persistence, Retention and Graduation please contact- Dr. Henrietta Augustus Harris 283 Citrus Road River Ridge, LA 70123 Phone: 504-737-0871 Fax: 504-737-0872 E-mail: h.a.harris@cox.net Dr. Harris is available to help colleges and universities with the following:  Personal 16x4 Plan and  First and Second Year Program Efforts, Practices and Initiatives

30. The 3rd16 Weeks . . . . January, February, March and April 28

31. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX. 3rd 16 Weeks . . . January, February, March and April A. Before students return in January- send to them, The Ten Tips for Setting College Resolutions before they return. 10 Tips for Setting Your College Resolutions that will actually stick • Set smart goals • Envision the end result • Create a timeline • Define your motivation • Get your Tools ready • Block out time • Know your weaknesses • Identify your strengths • Find a partner or support group • Get Help from Professionals 29

32. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX. B. Conduct the, Mid-Year Student Assessment This instrument compare the strengths and the challenges of your students at the mid-point of their first year and adjust your interventions accordingly with this follow-up survey. This survey looks at the following: • Academic needs • Interest in career services • Interest in personal support • Interest in financial guidance • Interest in social activities (www.noellevitz.com) 30

33. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX.C. Conduct a First Year Assessment I recommend: a.First Year (FYI) Initiative Assessment- measures the effectiveness of your first-year seminars in improving your student’s transition to college.- contact- www.livebebi.com or b. Your First College Year Survey- tracks student development and adjustment to college over the critical first year.- contact- (www.heri.ucla.edu) 31

34. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX. D. February, March and April Activities • Assess the biggest challenges that face the First-Year Experience * Mission drift * Mission gallop * Mission blur * Espoused mission * Assess your faculty/staff time and interest in your FYE initiatives * Systematically intervene and intercept the potential attrition during the final weeks of the spring term. * Systematically intervene and intercept the potential attrition between student’s first and second year • Conduct aSecond Year Student Assessment (SYSS) The SYSSis designed to determine how to assist with student’s educational program and goals. It looks at: *Academic Assistance * Advising * Career Planning * Finances * Personal Support and Counseling (www.noellevitz.com ) 32

35. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX. E. Review your Student Retention through Social Involvement as a Collaboration with Student Affairs • Retention research in higher education suggests that increased student involvement with campus life leads to greater integration into the social and academic systems of the institution and promotes retention. • Educational theorists such as Alexander Astin and Vincent Tinto have long pointed to the importance of social integration, or what is more commonly referred to as social involvement, in retaining college students. • Astin(1984) contends that student involvement is a condition for student retention. • Based on his theory, Astin (1984) believes that the more students are socially involved with campus life, the more likely they will persist and graduate. 33

36. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XX. F. Future first years • According to Allen (1992), the primary focus of retention efforts at most HBCUs has been academics (e.g., academic advising, academic support, and remediation). However, based on results from recent studies, there needs to be more emphasis placed on the social experiences of first-year black students since social involvement has such an apparent positive impact on black student retention. • The underlying purpose of all retention studies should be to determine ways of keeping students in higher education until they earn a degree. • Therefore, student affairs staff and administrators should be mindful of the significant positive affect of social involvement on student retention. • Student affairs staff and administrators at HBCUs should continue to provide their first-year students with a variety of opportunities to become involved socially with campus life, which in turn will promote retention. • HBCUs should embrace programs that have both academic and social dimensions to them such as service-learning, first-year experience programs, and learning communities/freshmen interest groups. • HBCUs and other institutions of higher education should be willing to allocate funds to re-evaluate their existing retention programs to see if they promote the social experiences of their first-year students since student social and intellectual experiences are not mutually exclusive. • HBCUs should continue to strive to provide positive social and supportive environments. These environments should consist of an extensive network of friends, numerous social outlets, and supportive relationships. Supportive environments communicate to black students that they can safely take risks associated with intellectual growth and development. Such environments also have more people who provide black students with positive feedback, support, and understanding, and who communicate that they care about the students’ welfare (Allen, 1992). When students encounter experiences provided by such supportive environments as these, they are more likely to remain in college (Davis, 1994). 34

37. The 4th16 Weeks . . . . May, June, July and August 35

38. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XXI. A. The 4th 16 Weeks May, June, July and August . . . ASSESSMENT, ASSESSMENT • Develop a Plan of Action and assessment for A-E a. Front load “ the FYE but also “back load” the first year with Retention- promoting programming at the end of the First Year that effectively bridges the first and second year of college b. Look at our Systematic/Stage- sensitive sequence of programs that is intentionally designed to facilitate student’s transition into, through and outof undergraduate education c. The FYE cannot function as a stand- alone program d. Our “backward design” begins with the end in mind e. The FYE is conceptualized as a Key introduction to a carefully designed and required series of educational experiences that has a meaningful beginning, middle and end. 36

39. Fulfilling the Promise of Graduating Students at HBCUs by MAKING the First Year Matter XXII. Books for the Professional What is a book that you would recommend for the shelf of every professional who works with first-year students? I have several top picks. Three recent books with the term “first year” in their title that I’d recommend are: • Challenging & Support the First-Year Student (Upcraft, Gardner, & Barefoot, 2005), • Improving the First Year of College (edited by Robert Feldman, 2005), and • Teaching First-Year College Students (Erickson, Peters, & Strommer, 2006). In addition, I’d recommend three books relating to undergraduate education in general: • How College Affects Students (Pascarella & Terenzini, 1991 & 2005), plus two classics: • College-The Undergraduate Experience in America (Ernest Boyer, 1987) and • Achieving Educational Excellence (Alexander Astin, 1985) and two recent books: 1. Academically Adrift byRicard Arum and JosipaRoksa 2.We’re Losing Our Minds by Richard P. Keeling and Richard H. Hersh 37