Getting Your Money’s Worth out of the FYE program

1. Getting Your Money’s Worth out of the FYE program Warner Pacific College Portland, Oregon Prof. Terry Baker Shannon Mackey

2. Why this session Take 30 seconds to reflect on why you are in this session and what you hope to gain from it.

3. Fraying of Social Capital

4. The Fraying of SocialCapital Weakens connections among individuals, social networks Diminishes norms of reciprocity and trustworthiness that arise from them As a result civic virtue is compromised Robert Putnam, Bowling Alone

5. Second Annual National Freshman Attitudes Report Initial dedication to completing college is very high (93 – 94% “Strong Desire”) Academic concerns – anxiety regarding lack of readiness for higher education

6. Second Annual National Freshman Attitudes Report Financial concerns – less than half believe they have the financial resources to finish Personal concerns – family, working etc.

7. Constructive Responses Undergraduate education needs to focus on: Hope Responsibility Appreciation of differences Efficacy A contemporary vision of liberal education Arthur Levine, When Hope and Fear Collide

8. To First Year Students Developing intellectual/academic competence Establishing and maintaining interpersonal relationships Exploring identity development Deciding on a career Maintaining health and wellness Considering faith and spiritual dimensions of life Developing multicultural awareness Developing civic responsibility J. Gardner, L. Upcraft, B. Barefoot, Challenging and Supporting the First Year Student

9. Who determines what is worth the money? Student’s utilitarian view Faculty’s educational view Administration’s budgetary view

10. Maguire Report: “How Well are Students Prepared for College?” 84% of faculty members believe high school graduates are either not well prepared or somewhat prepared for college. Almost one fourth of college professors say flatly that students are not prepared. Nearly half of faculty members indicate they feel today’s students are not as well prepared as their counterparts 10 years ago.

11. Three pillars of FYE at Warner Pacific College Intrinsic motivation Academic self-efficacy Sense of belonging

12. Our Approach – New Student Registration Strengths Quest online assessment Common summer text Written assignment – Challenges you worked to overcome

13. Our Approach - Class FYE class – SS 101 Transitions and Connections 1 credit class/fall semester Taught by faculty across the disciplines Class sections of 12 – 18 students 2 Peer mentors per section Common syllabus taught incorporating faculty discipline and peer mentor input Variety of classroom assignments and cultural event

14. Our Approach – Peer Mentors Upper division students – successful academically and involved in WP community Application and references completed Spring semester 2-day Spring training – Strengths Quest, roles and responsibilities, planning with FYE faculty partner Attend FYE class – occasional team teaching Meeting one on one with students bi-monthly Organize cultural event

15. Assessment Year one of new program we covered the waterfront in assessment Focus groups – FYE students, Peer Mentors Written in-class evaluations Debrief interviews with FYE faculty Year two changes were implemented based on assessment results Class time offerings Scope of curriculum

16. Assessment This is the mechanism we use to help answer the question of getting our money’s worth out of the FYE program. When designing assessment instruments three audiences were considered – students, faculty and administration.

17. Contact Information Prof. Terry Baker Director of FYE Program Warner Pacific College 2219 SE 68th Ave. Portland, OR 97215 tbaker@warnerpacific.edu Shannon Mackey Exec. Dir. Enrollment Management Warner Pacific College 2219 SE 68th Ave Portland, OR 97215 smackey@warnerpacific.edu