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Why the First Year Matters

Why the First Year Matters. Dr. Keisha L. Hoerrner Interim Dean, University College Kennesaw State University. The Evolution. “Sink or Swim” was replaced by R-P-G.

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Why the First Year Matters

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  1. Why the First Year Matters Dr. Keisha L. Hoerrner Interim Dean, University College Kennesaw State University

  2. The Evolution • “Sink or Swim” was replaced by R-P-G

  3. First-Year Retention • First-to-second-year retention generally most critical component to many RPG initiatives • Variety of issues impact retention rates including selectivity, admissions standards, student characteristics, institutional characteristics, and more • Focus for students and parents should be on intentionality by institution to increase RPG

  4. Tinto: Taking Retention Seriously • “Students are more likely to persist and graduate in settings that hold high and clear expectations….” • Challenging but explicit classroom expectations • Academic advising that provides the roadmap to degree completion • Quite the opposite of the sense that making the courses easier will lead to success

  5. Tinto: Taking Retention Seriously • Provide academic and social support • Students may not be prepared for the rigors of university coursework so institutions should provide an array of support structures • Students need “safe havens” as they learn to navigate campuses • Counseling • Mentoring • Connections to peers

  6. Tinto: Taking Retention Seriously • “Feedback is a condition for student success” • Early alert/intervention programs • Assessments to accurately gauge student learning [not just exams] • Faculty willingness to adjust based on feedback • Timely feedback about performance • Connecting support structures to feedback

  7. Tinto: Taking Retention Seriously • “Involvement is a condition for student retention” • Academic and social integration opportunities with faculty, peers, and staff members • “The more students learn, the more they find value in their learning, the more they persist and graduate” • Build educational communities of learning

  8. College Board Pilot Study on Student Retention • Comprehensive national survey that looked not only at retention, progression and graduation rates (public v. private, etc) but also provided benchmarks for institutions • Program coordination • Research and assessment • Orientation programs • Early warning systems • Faculty/student interactions • Advising practices

  9. High-Impact Practices • Grounded in research • Increase rates of student retention and student engagement • Named HIPs by AAC&U • Should be integrated, available to all students, and continually assessed

  10. The HIPs • First-year seminars and experiences • Common intellectual experiences • Learning communities • Writing-intensive courses • Collaborative assignments and projects • Undergraduate research • Diversity/global learning • Service learning/ community-based learning • Internships • Capstone courses and projects

  11. KSU’s First-Year Focus • First-year seminars • 30-year history • KC 101 to four distinct seminars • KSU 1101 • KSU 1111 • KSU 1121 • KSU 1200 • Learning communities • Theme-based cohort of first-semester courses • Common reader • First-Year Convocation • President’s Annual 4.0 Luncheon • First-Year Residential Experience (FYRE) • Mandatory orientation and advising

  12. Thrive • Idea grew out of the KSU graduation study • Developed collaboratively by CSL and FYTS • Focus is on HOPE-eligible FTFT students • 1st pilot: ~200 students • Recruited in spring 2011 • Now juniors • Results: Very successful

  13. Components of Thrive • Graduation Coach • April registration and advising • Must take MAPT • Working with advisers to design schedules • June academic success workshops • Connecting to campus • Focus on foundational success skills • July Advance • Follows a special New Student Orientation session • Team building, listening skills, community service projects • Summer assignment: Student Leadership Challenge

  14. Components of Thrive • Fall Semester • KSU 1200 sections • All will be in LCs in 2014 • Resource room in UV • Monthly social events • Graduation Coach meetings (required) • Connections to academic advisers • Housing option • Spring Semester • Leadership development opportunities (CSL) • Community service projects • Resource room • Quarterly social events • Graduation Coach meetings (optional) • Housing option

  15. Retention Results • Thrive participants – when compared to academically and demographically matched control groups • earn better grades • progress more rapidly in academic standing • are retained at higher levels • are more likely to retain HOPE eligibility

  16. Thrive Results • Performance of Thrive Participants vs. Control Group – retained to 2nd Year a Based on the GPA at the end of spring semester (checkpoint for maintenance of HOPE support)

  17. Thrive Results • Performance of Thrive Participants vs. Control Group – retained to 3rd Year a Based on the GPA at the end of spring semester (checkpoint for maintenance of HOPE support)

  18. Unanticipated Positive Results • Performance of Minority Thrive Participants vs. Control Group – retained to 2ndYear a Based on the GPA at the end of spring semester (checkpoint for maintenance of HOPE support)

  19. Supplemental Instruction • National model launched at KSU in 2006 • Optional facilitated weekly sessions • Targets 1000- and 2000-level courses with historically high D,F, W rates • Faculty member selects peer facilitator • Very successful results

  20. Current Status of SI • Spring ‘06: 2 sections • Fall ‘13: 57 sections • Fall 2013 Data • 20 courses served by 31 facilitators • 1581 students participated at least once • 7485 total contact hours

  21. SI Results • Data gathered on students who participate vs. those who do not within the same sections • Qualitative data collected each semester as part of program assessment • Faculty • Facilitators • Student attendees

  22. SI Results • Fall 2013: • Mean SI Grade: 2.53 vs. Mean Non-SI Grade: 2.18

  23. U.S. News and World Report“America’s Best Colleges” 2014 • Ranks 16 institutions for exemplary First-Year Experiences • Alverno College (WI) • Appalachian State (NC) • Ball State U (IN) • Bowling Green State (OH) • Elon University (NC) • Evergreen State College (WA) • Indiana U – Bloomington • IUPUI • Kennesaw State U (GA) • Ohio State University • Stanford University • U of Maryland – College Park • U of North Carolina – Chapel Hill • U of South Carolina • Wagner College (NY) • Washington U in St. Louis

  24. Questions and Contact Information • Dr. Keisha L. Hoerrner • Interim Dean, University College • uc@kennesaw.edu • 770-499-3550 • www.kennesaw.edu/uc

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