Paving the Way: A Case Study of Campus Partnerships that Support Student Transition and Success in a...
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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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Hello

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


Hello

Hello!

  • 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

  • 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.


Hello

“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

  • 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

  • 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


University 101 course

University 101 Course

  • 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


Hello

“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


Offices supporting retention and transition at usc2

Offices Supporting Retention and Transition at USC

University Housing


Hello

Student Success Center

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

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

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

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

University Housing and U101

  • Learning communities

  • Common (linked) Courses

  • Classrooms in residence halls


Common courses

Common Courses

  • High impact practice

  • Proven results

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

  • Increased relevance and support


Implications

Implications

  • 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


Works cited

Works Cited

  • 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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