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Paving the Way: A Case Study of Campus Partnerships that Support Student Transition and Success in an Integrated First Year Experience. Hello!. Kevin Clarke Program Coordinator for Faculty Development and Assessment, University 101 Programs Sandrine Heeren

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Paving the Way: A Case Study of Campus Partnerships that Support Student Transition and Success in an Integrated First Year Experience


Hello
Hello! Support Student Transition and Success in an Integrated First Year Experience

  • Kevin Clarke

    • Program Coordinator for Faculty Development and Assessment, University 101 Programs

  • Sandrine Heeren

    • Hall Director, Virginia Commonwealth University

  • Jamie Corcoran

    • Graduate Assistant, Student Success Center


Goals
Goals Support Student Transition and Success in an Integrated First Year Experience

  • Participants will be able to define the idea of an integrated first year experience.

  • Participants will be able to identify at least two offices that they could forge partnerships with to create or enhance the integrated first year experience on their campus.

  • Participants will be able to identify at least three ways that campus partnerships can influence key retention indicators.


“the first-year experience is not a single program or initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”

(Koch & Gardner, 2006, p. 2)


Components of the first year
Components of the First-Year initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”

  • Summer Orientation, Extended Orientations

  • Welcome Week, Common Reading Programs

  • Residence Life, Living Learning Communities

  • Linked Courses & General Education Courses

  • First-Year Leadership Development and Involvement Opportunities

  • Academic Advising and Support Services


The integrated first year experience
The Integrated First-Year Experience initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”

  • From admission to the second-year

  • Supports student success and adjustment

  • Seamless and connected

  • Series of partnerships and collaborations

  • Closing the cracks


Offices supporting retention and transition at usc
Offices Supporting Retention and Transition at USC initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”


University 101 course
University 101 Course initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”

  • 80% of first-year class enrolls annually

  • Sections capped at 19 (203 sections)

  • 3 credit, letter graded course

  • Taught by faculty, staff, and administrators (w/peers)

  • Extended orientation model

    • Foster Academic Success

    • Help Students Discover and Connect with Carolina

    • Prepare Students for Responsible Lives in a Diverse, Interconnected World


Five year graduation rates for the fall 2006 cohort
Five-Year Graduation Rates for the fall 2006 Cohort initiative, but rather an intentional combination of academic and co-curricular efforts within and across postsecondary institutions”


“the weight of evidence indicates that FYS (fist-year seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

(Pascarella and Terenzini, 2005, p. 403)


Offices supporting retention and transition at usc1
Offices Supporting Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”


Offices supporting retention and transition at usc2
Offices Supporting Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

University Housing


Student Success Center seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

ACE

Advising & Support

CAR

University 101 Programs

UNIV 101

LLC’s

Common Courses

University Housing


Shared programs support retention and transition at usc
Shared Programs Support Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

CAR, U101, and University Housing

  • What is CAR?

    • Early intervention successes and challenges

  • Motivation & Commitment Surveys

  • Meaningful contact and intervention


Shared programs support retention and transition at usc1
Shared Programs Support Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

ACE Coaching and U101

  • Freshmen Academic Recovery Program

  • U101 Recovery Section

  • Presentations and Trainings


Shared programs support retention and transition at usc2
Shared Programs Support Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

SSC and University Housing

  • Presentations and Trainings

  • ACE Locations

    • Tutoring

    • Writing support

    • Coaching


Shared programs support retention and transition at usc3
Shared Programs Support Retention and Transition at USC seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

University Housing and U101

  • Learning communities

  • Common (linked) Courses

  • Classrooms in residence halls


Common courses
Common Courses seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

  • High impact practice

  • Proven results

  • 1/3 of first-year seminars embedded in learning communities

  • Increased relevance and support


Implications
Implications seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

  • Orientation/FYE Committees

  • Retention Committees

  • Engaging in and Utilizing Assessment

  • Understanding the student perspective

  • Restructuring offices/policies

    • Who does it best?

    • Greater integration and streamlined programming


Questions and discussion

Questions and Discussion seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”


Works cited
Works Cited seminar) participation has statistically significant and substantial, positive effects on a student’s successful transition to college and the likelihood of persistence into the second year as well as on academic performance while in college.”

  • Friedman, D. B. & Alexander, J.S. (2007). Investigating a first-year seminar as an anchor course in learning communities. Journal of The First-Year Experience & Students in Transition, 19(2), 63-74.

  • Koch, A. K., & Gardner, J. N. (2006). The history of the first-year experience in the United States: Lessons from the past, practices in the present, and implications for the future. In A. Hamana & K. Tatsuo (Eds.), The first-year experience and transition from high school to college: An international study of content and pedagogy. Tokyo, Japan: Maruzen Publishing.

  • Kuh, G. (2008). High-Impact Education Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: AAC&U.

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students, Volume 2, A third decade of research. San Francisco, CA: Jossey-Bass.

  • Tobolowsky, B. F., & Associates. (2008). The 2006 national survey of first-year seminars: Continuing innovations in the collegiate curriculum (Monograph No. 42). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

  • Ward-Roof, J.A. (2010). Designing successful transitions: A guide for orienting students to college (Monograph No. 13, 3rd ed.). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.


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