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Creating a Comprehensive, Curriculum-Based First Year Experience . Krista Beron. Where We Began. Two First Year clusters with 50% of FYs Traditional programming model Weekly cluster wide educational program Weekly alternative-to-alcohol weekend socials Year-long

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Presentation Transcript
where we began
Where We Began
  • Two First Year clusters with 50% of FYs
  • Traditional programming model
    • Weekly cluster wide educational program
    • Weekly alternative-to-alcohol weekend socials
    • Year-long
  • No academic/campus involvement
  • Residence Life/First Year Office leadership committee
program mission and goals
Program Mission and Goals
  • Program Mission
    • Facilitate the transition and adjustment to the Dartmouth community for first-year students; and
    • Sustain a residential learning community that promotes the social, emotional, moral and physical well-being of its members
  • Specific goals of the program are as follows:
    • Stage One
      • Create the opportunity to develop social networks, particularly those that are not defined by alcohol.
      • Promote residentially-based interaction for FYRE residents.
      • Increase student contact with administrators and use of campus resources.
    • Stage Two
      • Promote citizenship, service and leadership.
      • Increase student contact with faculty.
      • Challenge residents to explore the complexities of diversity.
limitations of traditional program
Limitations of Traditional Program
  • Lack of attendance
  • Lack of creativity amongst student staff
  • Lack of individual contact/outreach
  • Lack of critical message delivery
  • Excessive spending with limited results
  • Lack of campus resource connection
program planning process
Program Planning Process
  • Revisit mission and goals
  • Identify strengths and weaknesses
  • Take stock of available resources
  • Develop objectives to meet goals
  • Put logistics in place to meet objectives
  • Implement the program
  • Assess outcomes
  • Revisit objectives
identifying key resources
Identifying Key Resources
  • Engaged student staff
  • Campus resources
  • Small floor communities
  • Staff focused on relationship building
  • Involve students in development process
establishing objectives
Establishing Objectives
  • Opportunity to share common experiences
  • Share enthusiasm for campus traditions
  • Resource connection
  • Safe place to ask key questions of transition
  • Feel known personally
  • Have a sense of belonging
theoretical background
Theoretical Background
  • Marginality & Mattering
  • Rogers
      • Relationship development necessary part of growth
  • Four I’s of Learning Communities
    • Identity
    • Involvement
    • Investment
    • Influence
  • Strategic Planning Theory
    • Steps in process followed to organize process of change
redeveloped program structure
Redeveloped Program Structure
  • Weekly gatherings led by student staff
  • Topics/curricula outlined by leadership committee
  • Curricula reviewed by campus resource colleagues
  • Staff supported by flexible curricula reviewed weekly in staff meetings
  • Professional ¼ position dedicated to managing & assessing program
  • Regular cluster wide social programming
  • Community connection trips
  • Utilization of staff interaction logs and community sociograms to assess staff success
preparation for implementation
Preparation for Implementation
  • Professional staff training
  • Student staff training
  • Manual creation
  • Facilitation guides for staff meetings
  • Marketing of program to residents
  • Planning for assessment
implementation
Implementation
  • Use student language
  • Attention to staff level of comfort
  • Understand what topics are most important to transition on your campus
  • Utilize campus resources when helpful
assessed results
Assessed Results
  • On average, 85% voluntary participation
  • On average, 75% learning outcome attainment
  • Staff felt more supported & more successful
  • Campus resources partnering voluntarily
  • Pilot program expanded to entire FY class
lack of impact of potential obstacles
Lack of Impact of Potential Obstacles
  • Increased number of programs could increase budgetary needs
  • Limited amount & quality of gathering space
  • Limited amount of academic affairs involvement
addressed impact areas
Addressed Impact Areas
  • Student staff selection
  • Student staff placement
  • Professional staff training
  • Student staff training
  • Intentional partnering with campus resource colleagues
  • Assessment
application for other campuses
Application for Other Campuses
  • Find pieces that can be applied
    • Used peer mentoring approach at UMass
    • Incorporated relationship-building in RA staff
    • Know your campus culture and exploit it
  • How does this apply to your campus?