24 th International Conference on the First-Year Experience June - - PDF document

1 24th International Conference on the First-Year Experience June 21-24, 2011 Manchester, England Tackling attrition; Intertwining Practice and Evidence Theo Nelissen Policy Advisor/Researcher Avans University of Applied Sciences 00-317-652-8574 tcc.nelissen@avans.nl Feliks de Vroomen Enrollment Advisor Avans University of Applied Science NETHERLANDS In this session we show how Avans University for Applied Science intertwined evidence and practice in its approach to attrition. Attrition is a major issue for any institution for higher education, resulting in high costs at several levels. We also face this issue and strive to tackle attrition. The aim of our approach is not just to avoid drop out, but first of all to accomplish this decline in an evidence based way and second, to generate new practice based evidence in this field of research. Combining evidence and practice means working on both of these objectives. This approach to attrition makes effectiveness more likely and prevents the often ineffective method of acting on ‘gut feeling’. Based on literature and existing data on the Avans population, we identified relevant components of study success and attrition. Some of these components were brought together in an ‘Avans attrition dictionary’ and were shared with relevant actors throughout the organisation to establish a common language. Using existing data

• n the Avans population we analysed students’ reasons for departure, study progress and motivational

triggers to ‘work harder’. By combining these three analyses into Qlikview, we ended up with an interactive tool, suited for basic analysis, which was presented to the management of 19 faculties. To reduce drop out we want to link interventions to tackle attrition, with elements that literature, our own data and feedback from faculty management revealed. The interventions will be evaluated, in order to generate a toolbox of interventions that have been proven effective in the context of Avans. Faculties are able to choose an intervention out of this toolbox that matches the faculty’s attrition. By complementing our approach with an evaluation design we make the circle of evidence and practice

• complete. All the interventions will be evaluated on their effectiveness and we can determine the

general outcome of this project: the building of evidence for reducing attrition. Future interventions that prove successful at Avans will be included in the toolbox. The tools for faculties to diagnose their own dropout and to evaluate interventions remain available for the faculties. The building of evidence is

2 further strengthened by a PhD research that is carried out on a large part of the findings and data from this project. Increasing Student Success and Retention using On-line Interactive Resources Margaret Groombridge Senior Learning Skills Instructor Brock University 905-688-5550 ext 3725 mgroombridge@brocku.ca Jill Brindle Manager Learning Skills Services Brock University 905-688-5550 ext 3114 jbrindle@brocku.ca CANADA This presentation will inform participants and encourage dialogue about the development, delivery, assessment, challenges, successes and opportunities associated with developing an on-line learning tool for post-secondary learners. It will be of interest to educators interested in integrating technology to support learning outside of the classroom to increase student success, engagement, and retention. Presenters will share the story of “Essay-Zone,” an on-line writing resource. Developed by Brock University’s Learning Skills Services team, “Essay-Zone” was created in response to complaints that students were entering university lacking the writing and analytical skills needed to succeed. Based on a belief that student apathy and procrastination may stem from a lack of confidence in writing abilities, the goal of “Essay-Zone” is to build student confidence and interest in writing. “Essay-Zone” engages and supports large numbers of students in a cost-effective manner using pop-ups, quizzes and graphics to teach students to write essays that are organized, researched and safe from plagiarism. It is self- motivating, in that it simplifies postsecondary-level essay writing into a seven-step process and provides students with an opportunity to explore, learn, and practice in their own time. The game-like, interactive interface appeals to today's computer-savvy students by keeping them engaged and by allowing them to manipulate and reflect on the instructional material. Pre- and post-quizzes allow students to gauge their knowledge prior to taking the interactive workshop, and measure the result after completing the

• workshop. “Essay-Zone” engages students, provides university-level educational material, and sharpens

writing skills. Over 7,000 students have experienced “Essay-Zone,” with both students and professors providing very positive feedback. In a survey of “Essay-Zone” users, ninety-three per cent felt it had increased their understanding of the academic writing process. In the fall of 2009, Brock licensed “Essay- Zone” for distribution. Eight colleges and universities in Canada and Asia are now using the tool. Requests for additional learning modules, including a numeracy module, have been incorporated into

3 the tool, which is now called “Academic-Zone,” to reflect its broadened scope. A local school board is currently piloting a version geared toward high school students. Academic-Zone is also being tailored to programs with diverse research requirements such as psychology and recreation and leisure. The ease with which Academic-Zone can be customized to meet the unique learning requirements of various audiences is a distinctive advantage that sets this learning tool apart from others, creating exciting

• pportunities for creating customized tools for a variety of audiences.

You Say You Want A Revolution: Redesigning Orientation to Assist First-Year Students’ Academic Transition to College Heather Maldonado Assistant Dean, University College Buffalo State College 716-878-5222 maldonhd@buffalostate.edu Lisa Hunter Assistant Dean, Intellectual Foundations Buffalo State College 716-878-5906 hunterlr@buffalostate.edu Holly Quicksey Assistant to the Dean, University College Buffalo State College 716-878-5906 quickshv@buffalostate.edu UNITED STATES This session will provide attendees with an overview of the process BSC engaged in to radically alter its first-year orientation program to improve students’ transition to college. The in-depth exploration of

• ne campus’s experience of increasing the academic offerings within an orientation program can be

translated globally. University College (UC) was created at Buffalo State College (BSC) in 2004. Since its inception, there has been a close working relationship between University College, an Academic Affairs area, and New Student Programs and Orientation (NSPO), a Student Affairs area. UC and NSPO shared the vision of BSC first-year student orientation from multiple two-day sessions throughout the summer to one five-day session immediately prior to the fall semester. Through the work of the Orientation Steering Committee (OSC), this vision was successfully realized in the summer of 2009. But how does a small group of enthusiastic like-minded individuals shift campus culture and expand the collective campus comfort zone? The method used by the OSC was to bring together a cross-campus committee of

4 experts on student development, academics, technology, and logistics. Creative problem solving methodology was used to guide the discussions on orientation change in ways that were inclusive and empowering, thereby creating campus buy-in at many levels. Although this method was time and labor intensive, the end result was a very successful First-Year Week of Welcome (FYWOW) that brought all first-year students together on campus for five days to develop their sense of community and

• scholarship. This shift also highlighted academic transition in ways that had not previously been

addressed at BSC. Students come to FYWOW having been pre-registered for their fall courses by UC staff so they can concentrate on their initial transition to BSC. FYWOW now begins with First-Year Convocation, includes departmental time, academic transition programming, and meetings with academic advisors. The outcome of this orientation revolution, thus far, has been increased student retention from the first to second year and decreased numbers of first-year students not in good academic standing. The infusion of academics into FYWOW continues as we prepare to introduce a common reading in 2012 and to expand our academic transition programming to reach all students. The FYWOW revolution has been so successful that our transfer orientation model has similarly been revised and, for the first time in 2012, all incoming transfer students will be brought to campus the weekend before classes begin. Vive la révolution! The Successful First-Year Experience: What’s learning style got to do with it? Joan Nicoll-Senft Associate Professor Central Connecticut State University 860-832-2403 nicoll-senftj@ccsu.edu UNITED STATES 4MAT is grounded in the works of John Dewey (experiential learning), Carl Jung (theory of individualization), and David Kolb (experiential learning theory). Its premise is that individuals learn primarily in one of four different but complementary ways based on how they perceive and process information (McCarthy & McCarthy, 2006). 4MAT identifies four interrelated learning styles based on a continuum of how we perceive and process new information. Our individual learning style results from where we naturally fall on these continuums. McCarthy has identified these learning styles as Imaginative Learners (Type One Learners); Analytic Learners (Type Two Learners); Common Sense Learners (Type Three Learners); and Dynamic Learners (Type Four Learners). When properly sequenced, these learning styles provide a model for teaching and learning. Use of the 4MAT teaching model has been supported by research in elementary and secondary classrooms (Wilkerson & White 1988; Blair & Judah 1990) and more recently in higher education (Nicoll-Senft & Seider, 2010). 4MAT for College is a three credit first-year seminar based on the principles of 4MAT. Throughout the semester students identify their learning styles and learn specific strategies they can use to improve their academic achievement; especially in situations when their learning style conflicts with their professor’s style.

5 Students also learn about how 4MAT’s teaching model can be used to improve their reading comprehension and recall as well as their writing skills. Student satisfaction (level one) results were compiled from the department’s standard course evaluation form. Students’ rate of strongly agreeing or agreeing with each of the 13 statements ranged from 89% to 100%. Results pertaining to knowledge and skills gained (level two), were measured by post-then-pre Likert surveys. Student responses were analyzed using paired mean sample t-tests. Significant positive changes (p =.05) occurred in all of the nine comparative statements. Application of knowledge and skills (level three) results were measured via a student transfer of learning survey. On average, students reported actively applying 87% (responses ranged from 75% to 96%) of the knowledge and skills they learned in 4MAT for College throughout the semester. Finally, outcomes of student learning (level four) were measured by compiling a detailed list of student assignments where students successfully applied their new knowledge and

• skills. A total of 23 separate assignments were reported by students ranging in improvements in test

scores, lab reports, papers, and participation in class discussions. Intrusive Supports: A Model for Understanding and Enhancing First-Year Persistence Programs Jason Bentley Director, First-Year Experience Central Michigan University 989-774-2434 jason.bentley@cmich.edu Kayla Slezak Instructor Central Michigan University 989-774-7336 sleza1km@cmich.edu UNITED STATES “If we have learned anything over the years in our attempts to improve student retention, it is that the earlier one attends to a problem or potential problem, the easier it is to deal with that problem and the less likely it is that it will manifest itself in the form of student withdrawal.” (Tinto, 1993, p.171) Especially pertinent to Tinto’s comment is the fact that the successful transition from one reality to another, i.e., secondary school or community college to university, is particularly important to their

• success. This period can set the tone for what students expect, their level of involvement, and what they

experience (Pascarella & Terenzini, 1992). Over the years, institutions developed various learning communities, programs, and early start programs to ease that transition. As institutions focus on student success, it is important that various constituencies within those institutions share responsibilities, provide timely feedback, and initiate interactions to support the learning process. The research presented here provides data-driven ideas about intentional student services and the implications for developing a relationship that leads to increased academic success and persistence. Research on student retention shows that contact with a significant person within an institution is

6 critical in a student’s decision to remain enrolled (Heisserer & Parette, 2002). In addition, contacting students in a preventative mode may help them anticipate problems and learn problem-solving skills and strategies (Upcraft & Kramer, 1995). This research informed institutional advising, academic coaching, first-year mentor programs, campus housing policies and faculty development efforts to name a few. The research poster will address the following: I. Introduction to the study a. Overview of relevant literature b. Description of Student Services & Support Initiatives c. Descriptive statistics II. Methodology

• f the study a. Procedures b. Participants & Sampling c. Discussion of the use of statistical tests to

determine significance III. Results a. Discussion of the findings b. Charts/Graphs IV. Findings/Conclusions

• V. Implications VI. References The researchers will provide a display and handouts with complete details

concerning the study, related literature, and implications for enhancing student support services and the

• utcome of persistence.

Academic and Non-Academic Predictors of College Success for At Risk African American College Freshmen Cheryl Green Dean Freshmen Year Experience Chicago State University 773-995-3561 cgreen21@csu.edu Michael Edwards Chair, Counseling Department Chicago State University UNITED STATES This study explores the interrelationships between traditional academic and non-academic predictors and their relationship to postsecondary academic outcomes for at risk inner city African American first time college freshmen. These students are conditionally admitted to a program at a public Midwestern university in the United States based on low high school grade point average and low ACT scores. They are herein defined as “at risk” for low persistence rates, low retention rates and low academic

• performance. African American access to college has significantly increased in recent years, while at the

same time focused activity on freshman retention has also significantly increased. However, the validity

• f GPA and ACT scores when applied to African Americans remains debatable and such predictors alone

may not fully explain academic achievement. African Americans may be disadvantaged by standardized test scores. High school GPA does not take into account significant differences in academic rigor across schools and school districts. Traditionally, ACT scores, GPA and certain demographic factors such as socioeconomic status, parent’s education, race, and gender have been used to predict academic

• utcomes. Recently, researchers have argued that these traditional predictors should be augmented by

assessment of other non-academic predictors. This study explores the utility of expanding the non- academic research parameters by including variables based on academic and social motivation, general coping, and receptivity to support services. We also propose to examine moderator – mediator effects

7

• f gender on the association between the non-academic factors and academic outcomes. Multiple

hierarchical linear regression analyses (N = 541; freshman data from 2004-08)) will be used in three sequential blocks – 1) demographic factors, 2) traditional academic factors, and 3) non – academic factors in predicting GPA, persistence and retention. Non – academic factors will have incremental validity if they are important predictors after first considering the effects of demographic and traditional academic factors. A final hierarchical linear regression model using persistence, retention and GPA as

• utcomes will then be utilized to conduct cross model validation (N = 423; freshman data 2009-10). The

final model predictor variables were used to design a pilot intervention for at risk freshmen (entering spring 2011). The results of program evaluation will be collected and analyzed in May 2011. If they feel comfortable, they will stay Holly Craider Recruitment Specialist Cuyahoga Community College (Eastern Campus) 440-668-4785 holly.craider@tri-c.edu UNITED STATES The presentation will begin with video testimonials of students who have experienced the feelings of isolation, prejudice, and stereotypes as a result of their diverse identity. It will then move to a discussion

• f the realities that these students are facing, based on research that has already been conducted. Next,

participants will hear about my current study which encompasses students from various types of

• universities. Finally, I will present recommendations for new initiatives based on the research I have
• conducted. There will be time for questions and answers at the end of the presentation.

Career Investigation Assignment (CIA) the Backbone in College Success Course: from curriculum design to implementation and students' feedback Mominka Filev Division Chair, Social Sciences, Humanities, World languages and cultures Davenport University 586-620-4078 mominka.fileva@davenport.edu UNITED STATES This presentation aims to introduce a successful semester–long Career Investigation Assignment (CIA) to instructors and curriculum developers of college survival courses and to exchange ideas for its further

8 improvement and modifications. The CIA encompasses most of the topics in the college success course, and it is the major project in the FRSM 100: Career and Education Seminar at Davenport University. FRSM 100: Career and Education Seminar (3 credits) at Davenport University presents the skills needed for university success and initiates students to career planning and development. Students evaluate their abilities and interests in order to develop career goals and align these goals with an appropriate course of study. This course is required for all new students, except those transferring with 30 or more semester credits. As part of the CIA, students first define the meaning of professional/personal success. Students have the option of expanding this portion of the paper in order to participate in the essay contest “How I Define Professional and Personal Success,” sponsored by Davenport University. The CIA is designed to provide students the opportunity to learn more about their aptitudes and weaknesses, to investigate a potential career, to interview a professional active in the career area in which they are interested, and to set long-term, medium-range and short-term career and educational goals. Through the CIA, students are introduced to research techniques, note taking, reading, critical thinking, writing, presenting and other strategies covered in the course. Various components and smaller tasks of the CIA provide ample opportunities for relevant lectures, sharing, guest speakers, evaluation, preview, review, and assignments throughout the semester. Depending on the delivery options of the course and the length of the term, the time for completion of the CIA varies. On average it takes about seven weeks. Project Requirements include a written paper in APA format and a PowerPoint presentation for classmates based on the written paper, which students present orally in front of the class. The author will share with the audience all the components of the CIA, how it is scheduled throughout the semester, how it is administered and the students' feedback and their perception about its value for them. Cross-cultural Experiences between First-year Students and International Students: Do they enhance intercultural competence? Gita Maharaja Senior Academic Advisor and Adjunct Faculty Duquesne University 412-396-6396 maharaja@duq.edu UNITED STATES Brief introduction to Pittsburgh, PA and Duquesne University. 2 The purpose of the study will be explained in terms of why the cross-cultural interaction program was introduced and assessed. A brief literature review on the learning experience of freshman students on cultural diversity on campus and

• n freshman international students’ transition will be covered. 3 The structured interactions will be

described to reflect how students met and how they spent time together and what types of conversations they were involved in. The interactions included face-to-face meetings once a week in a classroom setting, on-line communications and group gathering. The process of facilitating the

9 interactions will be explained. 4 The methodology (subjects, research design, instrumentation, surveys, data collection and analysis and research questions) will be described. The research questions form the basis of the study and are as follows: (1) Are there changes in students’ intercultural sensitivity through structured interactions occurring over a semester? (2) Are there changes in students’ cross-cultural adaptability skills through structured interactions occurring over a semester? 5 The quantitative and qualitative results will be presented. The demographic information will be shared in tabular form. The pre- and post-data of the ANOVA analysis will also be presented in a tabular form showing whether statistically significant differences were found between the beginning and end of the semester and between the domestic student s and international students. Testimonials of students will show how the experience impacted their cross-cultural learning and self-awareness and how the interactions impacted international students’ transition to the American culture. 6 The research findings indicate that students developed higher level of intercultural sensitivity and cross-cultural adaptability skills through structured

• interactions. Statistically significant differences were found in several dimensions of each instrument.

The most statistically significant change was revealed in adaptability/acceptance dimension of the IDI

• instrument. The results also revealed statistically significant differences in perceptual acuity, open-

mindedness, tolerance and flexibility dimensions of the CCAI instrument. 7 Implications of the study for institutional practice, its limitations and recommendations for future studies will be discussed. The implications for educators and administrators will focus on how the structured program serves as a model that can be adapted for cross-cultural training among students as well needed in this interconnected world. The results imply that such interventions enhance the transition of students in their first year, mainly the international students. 8 In conclusion, the audience will share their own ideas and experiences regarding such program and its assessment. Assessing the impact of a first-year success program on freshmen academic improvement and personal development: Using a Creative Syllabus Gita Maharaja Academic Advisor and Adjunct Faculty Duquesne University 412-396-6396 maharaja@duq.edu UNITED STATES The audience will be introduced to the purpose and significance of the study, with an explanation of how assessment of programs is part of the institution’s strategic plan. The study was conducted to find

• ut how the program was benefiting freshmen on an academic and social level and to provide

supportive data for additional funding for adding more sections of the courses in the program. 2 A brief literature review on the benefits of first year transition courses on students will be discussed, relating to specific learning outcomes specified in Duquesne’s program. Information about the design of the courses by the instructors will also be shared. 3 The systematic process of how the assessment was

10 conducted and its challenges will be discussed. Information about the methodology, the survey, personal interview, data collection and analysis of results will be shared. 4. The quantitative and qualitative results will be presented. Quantitative data will be detailed showing results by the different dimensions being tested and by different courses in graphical and tabular forms. The quantitative and qualitative results will show how first and second semester freshmen have improved or not improved in the different dimensions in which they are being tested. The pre- and post-test mean scores of each dimension by instructor and by student provide evidence of improvement in social and academic development for first semester freshmen. For the first semester freshmen, the dimensions (friendship, self-awareness, adaptability and knowledge of environment) measuring social development showed statistically significant differences comparing pre- and post-results. Furthermore, the dimensions (critical thinking, test-taking, note-taking and time management) measuring academic development showed statistically significant differences between pre- and post-test. The results for second semester freshmen will be compiled at the end of Spring 11. 5 The implications of the study for educators, administrators, advisors and instructor will be discussed. The results of the study serve as supporting evidence for originating or continuing funding for such a program. The results imply that the program assists in the success and retention of students. 6 The limitations will be addressed, for example, lack of control group and limited dimensions being tested. Recommendations for further studies and institutional practice will be covered. 7 Finally, participants will be involved in a group activity whereby they can share their experience with teaching courses in freshman transition program. Novice and experienced instructors of courses will have an opportunity to gain ideas about effective course design. Male student engagement with academic development and pastoral support services in higher education Liz Thomas Director Widening Participation Research Centre Edge Hill University ++ 7779600231 liz.thomas@edgehill.ac.uk Ruth Woodfield Director of Research & Knowledge Exchange School of Law, Politics & Sociology University of Sussex r.woodfield@sussex.ac.uk UNITED KINGDOM What works? Is a three year, £1million programme, funded by the Higher Education Funding Council for England and the Paul Hamlyn Foundation. Our work has found that: “Student engagement lies at the heart of retention and success and therefore offers institutions the answer to their improvement. Essentially institutions need to attend to not just the number and range of interventions or services they

11 provide, but the quality and extent of the students’ interactions with those as well as the institution more broadly. Successful higher education depends on a partnership between a student and the institution they attend.” (Thomas and May, forthcoming) Engagement must take place across the institution - in the academic, social and professional service spheres. Institutions must develop the capacity of students and staff to engage. See diagram. Academic engagement is related to ‘effective learning’, and may be synonymous with, or necessary for ‘deep’ (as opposed to surface) learning (Ramsden 2003, p97). Social engagement can be seen to create a sense of belonging and offer informal

• support. Engagement with professional services can develop students’ capacities to access and succeed

in HE and beyond. However, the academic sphere is a key site for enabling and promoting engagement not just in academic matters, but also with peers and professional services. Furthermore, engagement should take place throughout the student lifecycle. There are emerging gender differences in HE participation, retention and achievement rates. There is however a limited amount of information in the public domain relating to why men withdraw from their studies more often than women, and achieve less good degrees when they complete their courses. Research focused on improving student retention and success (Action on Access 2003; Jones 2008) and about the role of student services (Dodgson & Bolam 2002; Thomas et al. 2002) both indentify that academic and pastoral services make a positive contribution to the student experience and to student retention and success. Little is known, however, about the uptake of academic and pastoral support services in higher education institutions (HEIs), although there is some evidence that vulnerable groups may access them less often. This study focuses

• n male engagement with academic development and pastoral support services delivered in both the

professional service and academic spheres. It seeks to explore whether men engage with these services less than women, and the extent, if at all, this may be related to higher rates of withdrawal and lower rates of achievement in HE. The institutional research is due to take place in April and May and we will deliver an interim report to the ECU on the 16th May. We will report preliminary findings from the survey and focus groups at this conference, and the implications for institutions wanting to address higher rates of male student withdrawal and lower rates of academic success. A First Year Experience Learning Package and its impact in two HE institutes in Ireland Carina Ginty Strategic Innovation Fund - Project Manager Galway-Mayo Institute of Technology and Athlone Institute of Technology +353 91 742423 carina.ginty@gmit.ie Nuala Harding Learning & Teaching Co-ordinator Athlone Institute of Technology (AIT) +353 906 483051 nharding@ait.ie

12 IRELAND The aim of the PAL research study is to determine if peer assisted learning will enhance the learning experience of the first year participants and the employability skills of the peer leaders. This action research study incorporates three phases, with the first phase evaluated and reviewed in May 2009 using a variety of methods including focus groups, surveys, observations and structured interviews. Conclusions drawn informed the second iteration, which commenced in September 2009. The second phase was reviewed in April 2010 and conclusions drawn informed the third phase, which commenced in September 2010. The third phase also incorporated the rollout and evaluation of a new PAL Leadership Module (5 ECTs - European Credit and Accumulation Transfer System) in both institutes. The aim of the L2L research study is to determine if this module will enhance the first year learning experience and ease the transition to higher education. This study has also identified the type of learning and assessment activities that promote better student engagement and therefore help retain students on programmes. The research data was obtained using two methods: an online student learning experience survey; and a focus group with academic staff teaching L2L. To date the PAL findings indicate: the challenges associated with implementing and embedding the PAL scheme long term; the first year student experience of PAL sessions; how PAL Leaders have benefited from the role; staff perceptions of the scheme; timetabled sessions from week one is essential but problematic; support of staff involved on the programmes is imperative; and ongoing promotion and training workshops for staff and students is a key requirement. To date the L2L findings indicate what 1st year students enjoy most about the new L2L module is: understanding their learning style; discipline specific projects; class debates; use of learning technology tools; working in groups; skills development for future careers; interaction with classmates; how it makes learning fun; problem solving; and presentations. In contrast, what 1st years dislike about the L2L module is: the teaching or delivery approach in some cases; the time of day it takes place in some cases; over assessment or too many written assignments; and class contact time. This first year learning experience study has the potential to inform the development of a model for adapting a first year experience package which could be embedded within the policies and learning and teaching strategies of institutes of higher education in Ireland. Creating and Implementing Successful College Success Programs Lori Fair Dean, Academic Affairs Harrisburg Area Community College 717-780-2475 lafair@hacc.edu UNITED STATES Student success and graduation are plaguing all of our colleges across our great nation and abroad. Students of this generation learn differently and we have been commissioned by our President of the

13 USA to increase graduation rates. If we do not address developmental education and the underprepared students, we will fall short of our President's plight. As a community college, we are fortunate to be able to respond to our community needs in a rapid manner. As such, college wide, the Vice President, Academic Affairs sanctioned the reading, writing and mathematics faculty to review the data, provide recommendations for implementation college wide by fall 2011. This session will share the data,

• utcomes and recommendations which is now the driving force for student success. This in an

interdisciplinary approach to student success that you will not want to miss. Identifying Differences Between High Achieving and Low Achieving Students on Positive Perceptions and Academic Entitlement Sage Rose Assistant Professor Hofstra University 516-463-7035 sage.rose@hofstra.edu Holly Seirup Assistant Professor Hofstra University holly.seirup@hofstra.edu UNITED STATES Hope is a positive motivational construct related to life satisfaction and general well-being. It is defined as the will (hope agency) and the ways (hope pathways) needed for goal driven behavior (Snyder, et al., 1991). Hope is related to many variables like gratitude and problem solving. The mediating factor between hope and gratitude is mindful awareness Gratitude (McCullough, 2002) is the awareness that

• ne’s life is held together by the kind actions of others. Gratitude is most strongly correlated with the

agency subscale of hope because both rely on finding one’s life meaningful and maintained by deeply valued goals. Hope theory’s main focus is the conscious engagement in obtaining these valued goals. Because goals are the anchoring system for hope agency and pathways, this construct directly correlates with positive problem solving orientation and indirectly correlates with negative problem solving

• rientation among undergraduates (Chang, 1998). Hope utilizes problem solving to stay on track

towards goal attainment. Academic entitlement is a belief system that opposes hope and gratitude and used in our study to examine a negative belief system students may have. The purpose of our study was to identify whether students differed on perceptions of hope, gratitude, problem solving, and academic entitlement based on experiencing academic success or struggles. Participants were 113 college undergraduates on probation (55% male) and 266 students from honor’s college. Probationary students were 64% Caucasian, 17% African American, and 17% other. Probationary students were largely freshman (61%). Honor’s college students were 91% Caucasian and 65% female. Students in the honor’s

14 college sample were freshman (23%), sophomores (31%), juniors (25%), and seniors (21%). A one-way MANOVA was conducted using student population as the independent variable (probation or honor’s college) and academic entitlement, pre and post hope, gratitude, and problem solving were the dependent variables. The results of the MANOVA indicated significant differences for hope and problem solving between the two student groups [Wilks’Λ = .55, partial η² = .45]. Using a Bonferroni adjusted alpha level of .005, results showed that probationary students specifically differed from honors students in problem solving control, F(1, 363) = 59.02, p = .001, partial η² = .14; pre Hope Agency, F(1, 363) = 54.80, p = .001, partial η² = .13, pre Hope Pathways, F(1, 363) = 27.99, p = .001, partial η² = .07; and post Hope Agency, F(1, 363) = 20.12, p = .001, partial η² = .05. The impact of Hope on GPA and Retention: A study of students enrolled in an on-line academic success course Holly Seirup Assistant Professor Hofstra University 516-463-5348 holly.seirup@hofstra.edu Sage Rose Assistant Professor Hofstra University 516-463-7035 sage.rose@hofstra.edu UNITED STATES This program will focus on three main areas: the successful development and implementation of the on line academic success course, the research conducted utilizating the Dispositional hope scale to assess the impact of the course on GPA and retention, and the implications for practitioners. The overall goal of the course is to promote academic success, increase GPA and student retention. Students who completed the course showed a significant increase from beginning semester GPA to end of semester GPA and a majority of the students were retained. This could be because the course provided students strategies and tools that supported agency beliefs as well as clear pathways to increase their performance (Hope theory.) The course was specifically designed to teach positive academic support skills and behaviors and help students set reasonable academic goals that could be managed over time, thus encouraging an active orientation toward positive academic behaviors. The presentation will begin with the process involved in developing and implementing an on-line Academic Success course. Course content and the technology utilized as well as examples of on-line instruction, and course assignments will be shared and discussed. This will be followed by an in depth discussion of the research on the construct of Hope (agency and pathways) and the decision to utilize and implement the Dispositional

15 Hope Scale as a measure in this course and a variable in the study. The final aspect of the session will focus the results of the study. The results showed students who completed the course were more likely to be retained than those who did not complete the course, had a slight increase in GPA by the end of the semester, with high hope students showing the greatest overall gain in GPAs. This could be attributed to students internalizing positive strategies in the course designed to improve academic

• success. In regards to hope theory, our findings may be showing that students with higher levels of hope

were better able to make meaning of the academic success material and apply it to their own academic circumstances in a way that resulted in a significant increase in their GPA. The specific results from our study and the implications for practitioners will be discussed in detail with time for questions and answers about the study and implications. Measuring the Ten-Year Impact of FYE Initiatives – Student Selection, Faculty Collaboration, and Institutional Programs Kenneth Wendeln Clinical Associate Professor of Management, Kelley School of Business, Indiana University; Associate Faculty University College, IUPUI; Gateway Scholar Indiana University Purdue University Indianapolis (IUPUI) 317-278-3209 kwendeln@iupui.edu Kate Thedwall Director of the Gateway to Graduation Program, Senior Lecturer in Communications Studies, Associate Faculty University College Indiana University Purdue University Indianapolis 317-278-6480 kthedwal@iupui.edu UNITED STATES ‘What gets measured is what gets done.’ This adage has had a major impact at a large urban US research university where the overall first-year retention has improved by 30% over a ten-year period. This correlates directly with improvements in the course DFWs (failing grades of D, F and Withdrawals) for first-year ‘gateway’ courses that are a result of collaboration among faculties and administration. These gateway courses now include 52 high-enrolling courses, 475 faculty, 8000 students and 23,000 grades per semester. Over these 10 years, IUPUI has had various ‘gateway’ initiatives intended to support and retain entering undergraduate students. The initial focus was on the First-Time-Full-Time (FTFT) students entering directly from their secondary schools. Programs have since been expanded to include all entering students, including transfer and non-traditional students. Enrollment shaping includes attracting a better prepared and more internationally diverse student body. Pre-college programs have included summer bridge and success academy for at-risk students. Curriculum changes include learning

16 communities and early graded assignments. Administrative changes range from changes in withdrawal policies to early warning and attendance taking. Faculties have been supported with various professional development workshops and seminars as well as grants for course improvements. Many of these specific initiatives and programs have been assessed individually to determine their cost and effectiveness at various points in time and for varying purposes. This session will present and correlate IUPUI’s overall ‘gateway’ ten-year retention trends with the course DFW rates in summary as well as by relevant sub-groups, demonstrating the impact of the various DFW initiatives. It will also analyze specific programs for impact and effectiveness within the context of the overall retention and DFW

• improvements. Together, these not only demonstrate the overall improvements in retention, but also

provide insights as to the reach and effectiveness of the various pre- and first-year programs. The bottom line is that IUPUI has significantly decreased the cost of non-retention - and increased the number of graduates by 50% over ten years through these collaborative retention efforts with the same

• r fewer numbers of entering students.

700 Minutes to Success Donna Dahlgren Director of the First Year Seminar and Associate Professor of Psychology Indiana University Southeast 812-941-2682 ddahlgre@ius.edu UNITED STATES Blending a one credit hour FYS course with First year students’ general education requirements form the core of the FYS program at Indiana University Southeast. This is a required course that is taught by full- time faculty and some professional staff. When a one credit hour FYS course is added to a 3 credit hour course, 700 minutes are added across the semester giving each instructor 25 minutes each class session to devote to FYS topics. The goals of the First Year Seminar (FYS) course are to increase student’s knowledge of opportunities at the university, to ensure students know about services and resources available to them, to help students to develop supportive relationships with a faculty member and a cohort of peers, to enhance their skill in reading, test taking, research and critical thinking skills. To assess the impact of a FYS course on student development, several assessment measures are in place. First, a pre-test, post-test single group quasi-experimental design examines the impact of students who take FYS across the semester as the course is required by all students. Second, students’ evaluation of instruction across time is compared to examine faculty development. Third, retention is tracked across time to measure persistence of students. Across the course of an Academic year 71 sections of First year seminar are taught on our campus with each class having a maximum of 20 students each. This session will describe the general design of the course and how it has been successfully implemented with particular emphasis on faculty development and sharing how course objectives are met. To begin a handout with a list of the course requirements for the FYS faculty will be shared. Once the general

17 nature of the course design and implementation is clear, a variety of activities that have been used successfully to target key issues in the FYS courses will be described or experienced. The final phase of the session will share the multi-pronged assessment data demonstrating the impact on student success and areas needing further development. Truth or Dare: Faculty Perspectives on Information Literacy and Librarians in the First-Year Experience Rhonda Huisman Assistant Librarian Indiana University-Purdue University Indianapolis 317-274-0978 rhuisman@iupui.edu UNITED STATES In order to address the faculty concerns of teaching information literacy skills, it is necessary to connect with students during their first year in college by implementing these skills in the institutional educational goals. A few of these examples are California State University (Lampert, 2005), University of Massachusetts Medical School (Bond et al, 2009), Evergreen State College (Kotter, 1999), and DePaul University (Taylor & Stamatoplos, 1999). They outline various ways in which librarians were encouraged to publicize, collaborate, and provide resources for faculty and students, and incorporating the information literacy standards in classes or seminars. While these programs show the support of administration or institutional goals, there is a lack of inclusion of librarians or libraries in FYE surveys (National Resource Center for First Year Experience), or faculty satisfaction surveys (Higher Education Research Institute at UCLA). Additionally, Kotter (1999) states that even though there are high levels of satisfaction on certain surveys about services and relationships between librarians and faculty, “classroom faculty often rate librarians as one of the least likely sources to which they would turn when seeking information” (p. 296). Kotter cited the following as possible problems that may exist in the relationship from the faculty perspective: • May not know that librarians are willing to help • May feel that librarians do not have the time to help • May feel ashamed to ask a librarian for help because it might be viewed by their colleagues, and by the librarian, as unscholarly; • May be reluctant to admit that librarians have any contribution to make; and • May be reluctant to admit that librarians actually made a contribution to their work. While Kotter pointed to these possible problems as well as many ideas for solutions, of principal significance to this particular research study is the literature focusing on the faculty-librarian relationship, from the faculty perspective. Throughout the analysis of the literature and the case study data, it has become evident that there is indeed a plethora of articles with examples

• f how a librarian can build constructive relationships with faculty; however, few focused on the idea of

an instructional team (made up of a mentor, advisor, teaching faculty, and librarian) or the FYE/FYS and the role of the librarian. It has become increasingly obvious that this notion of including librarians in the instructional activities, or building relationships with faculty is definitely a library-centric concept.

18 Engaging, Relevant, Interactive Strategies for the Assessment of Student Learning Brad Garner Assistant Dean for Teaching and Learning Indiana Wesleyan University 765-677-2452 brad.garner@indwes.edu UNITED STATES Another semester begins. Students wait expectantly as professors review syllabi, learning objectives, required activities and assignments, and the procedures that will be used to assess their learning. In a vast majority of these classrooms, one of the primary means used to assess student learning will be some form of testing in the guise of quizzes and examinations. For many of the million of students enrolled in degree-granting institutions, it is very likely that objective/written examinations will be a significant factor in determining the degree to which they have “learned” the required course content (often interpreted as their final grade). There have been several attempts to create criteria for “good” testing practice. Angelo and Cross (1993) have proposed that classroom assessments should be teacher- directed, mutually beneficial (i.e., students in learning, faculty in the assessment of teaching), formative, context-specific (i.e., responsive to the needs and characteristics of students, teachers, and disciplines),

• ngoing, and rooted in good teaching practice. Wergin (1988) asserts that good practice in assessment

results in: 1) Improved teaching and learning, 2) A focus on what is maximally relevant, and 3) A mechanism for informing students about what they know or can do. This session will focus on providing participants with a minimum of ten ways to assess student learning that go well beyond the traditional tendency to rely on objective assessment strategies. This session will feature a number of nontraditional assessment strategies that are directed toward: 1) Critical thinking, 2) Application of course content in relevant ways, and 3) Requirements that students communicate their learning through both narrative writing and verbal communication. Participants will be exposed to a variety of assessment practices that meet these criteria and that can be easily transported into the classroom across a variety of disciplines. A variety of written resources and step-by-step directions for implementation will be provided. Preliminary Findings from a National Survey of Efforts to Improve Undergraduate Student Success and Retention in the United States Betsy Barefoot Vice President and Senior Scholar John N. Gardner Institute for Excellence in Undergraduate Education 828-475-6018 barefoot@jngi.org

19 Andrew Koch Vice President for New Strategy, Development and Policy Initiatives John N. Gardner Institute for Excellence in Undergraduate Education 765-838-8025 koch@jngi.org UNITED STATES The presentation will provide an overview of the development and share preliminary findings associated with the Enhancing Student Success and Retention throughout Undergraduate Education National Study conducted by the John N. Gardner Institute for Excellence in Undergraduate Education. Although there are numerous sources for best practices in the first year, no comprehensive data currently exist about the prevalence of success initiatives for sophomores, juniors, seniors, or transfer students and how those efforts are connected with first-year initiatives. For this reason, the survey that drives this study was developed to gather information on seven specific student success initiatives that have the potential to span the entire undergraduate continuum. Developed by staff members at the John N. Gardner Institute for Excellence in Undergraduate Education during Winter 2010, the survey was subsequently piloted with approximately 20 college and university educators around the United States during Spring/early Summer 2010. The survey was sent in October 2010 to all chief academic officers at regionally accredited four-year colleges and universities in the United States. A similar two-year version

• f this survey will be developed and administered during late Spring/early Summer 2011. The survey

covers seven specific areas: 1. summer bridge programs; 2. pre-term orientation; 3. success seminars (first year through senior year); 4. learning communities (first year through senior year); 5. early warning systems; 6. service learning; and, 7. undergraduate research. With a response rate of nearly 40%, the survey findings are highly representative of what is occurring within these seven programmatic areas/themes and provide a good sense about how nearly all types of colleges and universities in the United States support students across the undergraduate continuum. The survey does not address other potential areas of interest, such as academic advising or developmental education, because other national associations in the United States focus specifically on those areas and provide in-depth resources for higher education researchers and practitioners. Results will be presented in aggregate and also disaggregated by institutional control (public/private) and size. Session attendees who work at institutions that are considering expanding and/or modifying their student success initiatives within and beyond the first year will be able to use the information shared in this session to determine how their peer institutions in the U.S. are offering such programs, the specific characteristics of those programs in the United States, program outcomes, and whether respondents judge those programs to be cost effective. A continuum between strong selection and open access in higher education entrance policy. Can

• rientation tools bring a solution?

Joke Vanhoudt

20 Study counselor Katholieke Universiteit Leuven +32 16 32 43 24 joke.vanhoudt@dsv.kuleuven.be Evelien Schyvinck Project assistant Katholieke Hogeschool Sint-Lieven +32 53 72 71 70 evelien.schyvinck@kahosl.be Ellen Danckaert Employee of the Learning and Information Centre Aalst Katholieke Hogeschool Sint-Lieven +32 53 72 71 70 ellen.danckaert@kahosl.be BELGIUM Higher education in Flanders is characterized by an open access system. Only 28% of the first year students succeed for all the credits they are registered for (Ministry of Education, 2011). 50% of the students quit their studies in or after the first year of higher education (Lacante et al., 2001). To reduce this rate of attrition, an orientation instrument that measures the match between the starting competences of the incoming student and the expected starting competences of an education-program is being developed. In this way, incoming students should get a better impression of their strengths and

• weaknesses. Consequently, potential students should be able to assess the match between their own

profile and the education-program. A more well considered study choice could reduce the drop-out

• rate. Based on the results of the tests and questionnaires, students may be invited by a study counsellor

if required. Currently, because of our open access system where anyone can register in higher education, the orientation instrument and the orientation meeting are voluntary. Moreover, potential students are not obliged to accept the advice that is given during the orientation meeting, even if the results show that the profile of the student doesn’t match the profile of the education-program. This proposal discusses the benefits and the disadvantages of an instrument that is used in such a way. What are the experiences of other countries? How do they make sure that the right student ends up in the right place? Which instruments are used and how do they make sure that every student gets a chance to do what he/she wants? For example, when a strict selection system is used, how can you make sure that anyone with the necessary potential gets the chance to study? Does a strong selection system match with the idea of widening participation? Can orientation tools make a difference? Getting Students to Read: Successful Strategies for Integrating Newspapers into First-Year Seminars

21 Keisha Hoerrner Department Chair Kennesaw State University 770-499-3222 khoerrne@kennesaw.edu Robert Knight Dean of Undergraduate Studies

• Univ. of Wisconsin, Eau Claire

715-836-4353 knightrm@uwec.edu Mark Amos Director, Saluki First Year Southern Illinois University 618-453-1828 maamos@siu.edu Kathleen O'Connell National Education Director New York Times 800-698-8604

• conkm@nytimes.com

UNITED STATES This roundtable will draw upon the experiences of three facilitators at campuses that have instituted newspaper reading programs as well as a professional from the New York Times who can provide ideas that have worked at other campuses. The focus will be on successful strategies that have improved student engagement with newspapers within first-year seminars at Kennesaw State University, the University of Wisconsin-Eau Claire, and Southern Illinois University. The facilitators will open the discussion with specific examples of strategies that have been effective on their own campuses and then engage the audience in an open discussion of what works -- and what hasn't worked -- at other

• institutions. Thus, each participant should leave with several new ideas to try on his or her own campus.

Experimenting With and Evaluating Common Reading Programs: What Works at Three Campuses Keisha Hoerrner Department Chair Kennesaw State University 770-499-3222

22 khoerrne@kennesaw.edu Stephanie Foote Director, Academic Success Center & FYE University of South Carolina – Aiken 803-641-3321 stephanief@usca.edu Scott Pleasant Writing Center Coordinator Coastal Carolina University 843-349-4154 sepleasa@coastal.edu James Davis Assistant Professor of Theatre & Performance Studies Kennesaw State University 678-797-2475 jdavi231@kennesaw.edu UNITED STATES Kennesaw State University, University of South Carolina - Aiken, and Coastal Carolina University are distinct in many ways, but they all have integrated common reading programs that go well beyond a summer reading activity. Each institution has developed a common reading program that touches a substantial part of the first-year student population, and each institution has worked diligently to develop goals, learning outcomes, and assessment tools to ensure that the program is effective. Therefore, each institutional representative will be able to briefly explain the development and current focus of the common reader program, the benefits and challenges of implementing and maintaining the common reader program (especially in the face of budget cuts), and the centrality of the program to their larger goals for first-year students. Kennesaw State University's common reader program is a vital part of the curriculum in each of the four first-year seminars and in many of the theme-based learning communities, having been in place since 2004. Given the size and breadth of its first-year seminar program, most first-year students at KSU will participate in the common reader program during their first semester of college. KSU's common reader program is vital to the university's commitment to "global learning for an engaged citizenship" and is integral to the first-year seminars' four learning

• utcomes. Assessment data show the students are reading the book, exploring its complex themes, and

engaging with both their faculty members and peers in discussions and reflections on its intersections with their lives. USC-Aiken's First-Year Reading Experience (FYRE) program, which launched in 2006, promotes DEEP thinking (discovery, experimentation, evaluation, and performance). Both qualitative and quantitative data from students and faculty members provide a rich understanding of the impact on students' personal transitions and development. Positive data from FYRE was central as the university

23 developed a new interdisciplinary critical inquiry course that will be taught for the first time in 2011. Coastal Carolina University has had a Big Read program for eight years, and it is integrated across the

• campus. Years of experience have helped CCU develop activities and events that promote discussion of

the reader including service learning projects, writing contests, and panels. While it has just begun to focus on a robust assessment program, information from faculty provide insight on the effectiveness of the program in sparking discussion, promoting connections, and providing opportunities for reflection and exploration. E-mentoring: A study focusing on the profile and electronic communication of e-mentoring users Lina Anastasovitou Student Support Liaison Officer Kingston University London +44 0 20 8417 3520 N.Anastasovitou@kingston.ac.uk UNITED KINGDOM This session focuses on application of e-mentoring on academic and university life support. It presents the results of a pilot study, which pretests instruments to be used in a larger research project currently under design. Existing research on e-mentoring highlights its importance on improving student

• experience. (Single & Single, 2005). Studies focus on the evaluation, effectiveness and challenges of e-

mentoring programs and comparisons with face-to-face mentoring (Shrestha, 2009; Dewart, 2006; Kasprisin, 2005). E-mentoring is widely acknowledged as an extension of mentoring with additional benefits, a modern, convenient, and cost effective tool that transcends temporal and spatial constraints. The above studies suffer however by a shared limitation: they focus on the use of e-mentoring on providing support with mainly academic issues and they are often performed by individual faculties. This study fills this gap by examining the use of e-mentoring in areas which affect students in a holistic way including academic, personal, social, and community life. The frequency of e-mentoring use and its effectiveness are also examined. As social behavior is often facilitated or constrained by demographic and other factors, we look at the academic and social profile of e-mentoring users. The study aims to answer the following: 1) Is e-mentoring equally effective to address a variety of students’ concerns or its use gives preference in handling particular areas of problems (topic bias)? 2) Is e-mentoring preferred by certain populations (user bias)? 3) Does e-mentoring facilitate a particular discourse of problem solving (discourse flavor)? 4) Does e-mentoring promote emotional intelligence (empowers mentees or makes them dependent)? 5) Does e-mentoring assist in community engagement through future engagement and volunteering of the mentees or is it dry and impersonal? Quantitative and qualitative analysis of data collected from interactions of 15 mentees at Kingston University in 2010-2011 answer the above. We perform cross tabulations between the anticipated and the actual use of the scheme by mentees’ status, origin, faculty, gender and ethnic group; we apply frequency analysis of the mentees’ exchanges, length of communication, and type of topic; Comparison of the mean length of communication, by

24 status, origin, faculty, gender and ethnic group; Discourse analysis of the tone of communication; and cross tabulation of the tone of communication and empowerment of mentees by status, origin, faculty, gender and ethnic group. The study’s contribution to the existing e-mentoring research and its practical implications as a means of engaging with the academic community and providing support will be the final aspects of the session. Making the academic discourse open for students Leif Karlsson Senior Lecture, Educational Developer Kristianstad University +4644204068 leif.karlsson@hkr.se Bodil Lennvig Coordinator Learning Support Centre Kristianstad University +4644203078 bodil.lennvig@hkr.se SWEDEN Independent learning, learner responsibility, learning to make judgments, considering various aspects of problems and taking a ‘deep’ approach are examples of key ideas in higher education. Together with a critical and reflective attitude and an ability to express oneself in speech and writing, they are essential for developing familiarity with the academic discourse. Consequently, those students unfamiliar with the academic discourse often experience the first semester in higher education as problematic. At Kristianstad University in Sweden we have developed a model to engage both first year students and their teachers in a process regarding significant academic issues and the importance of those issues for teaching and learning in higher education. Instead of considering the students as "carriers of problems" the focus is more on the significance of the learning context, the teacher’s role in the academic discourse and the value of organizing teaching and learning; for example the importance of alignment (Biggs, 2006). The main ambition is both to achieve academic quality and to make the student more

• employable. The session will describe the underlying ideas behind the model, the manner in which

various groups within the Learning Resource Centre, program managers, course teachers and students are engaged in developing the model and a presentation of the actual model for the academic year 09/10. It will also explore the experiences and opinions of the students and the teachers participating. Finally the paper discuss in what sense the project could be a starting point to make both teachers and students engaged in a long term open, democratic and critical discourse.

25 Bringing Dialogue into the Classroom Dorothy Osterholt Professor of First Year Studies Landmark College 802-387-6404 dosterholt@landmark.edu Roxie Hamilton Associate Professor of Business Studies Landmark College 802-387-6791 rhamilton@landmark.edu UNITED STATES We will demonstrate how equity among students can coexist with the collaborative learning process. Secondly, we will introduce various activities that accentuate the importance of incorporating content reinforcement in class, the creation of student dialogue with the material as well as the idea that everyone can learn and experience the empathetic nature of human communication. Integrated into the discussion will be a segment about the critical nature of the teachers’ skills as a source of modeling. Lastly, we will show how these skills are transferable outside the classroom for real-life problem solving and negotiation among peers. Investigating the relationship between student engagement and transition into Higher Education Barbara Walsh Centre Leader Liverpool John Moores University 00441512315319 b.walsh@ljmu.ac.uk Sarah Nixon Faculty Learning Development Manager Liverpool John Moores University 00441512315213 s.nixon@ljmu.ac.uk Don Vinson Senior Lecturer University of Gloucester

26 dvinson@glos.ac.uk UNITED KINGDOM The presentation will address the notion of peer support mechanisms which emerge strongly as a key determinant of success during transition (Young et al. 2007). Allowing students to spend more time in smaller groups encourages a greater sense of belonging, solidarity and aids student retention. Etter et

• al. (2001), support this premise highlighting peer group tutoring as a valuable instrument in the

integration process. Furthermore, Johnson (2001) reported smaller groups within larger cohorts, exhibited greater cohesion, confidence and assimilation into the institution. Students experience a sense

• f identity and belonging in an effective group that perhaps is not offered elsewhere (Jacques, 2000).

Despite the increasing economic pressures to operate utilizing large undergraduate cohorts (Longden 2006), the literature supports resisting such strategies, highlighting students expect smaller group sizes prior to entering higher education and that initial perceptions and experiences are undeniably important (Cook and Leckey 1999). Personal tutors have a key role to play in facilitating this togetherness. Billing (1997) suggests having an acknowledged, friendly, point of contact within the institution and, more importantly, the course, is vital for students to embed into the programme of study. Cook and Leckey (1999) suggest staff awareness of student backgrounds, requirements and aspirations is fundamental to student retention. Additionally, the importance of good peer and social networks is highlighted as an effective mechanism for students, in overcoming problems (Thomas 2002). Furthermore, staff availability (Longden 2006) and quality day-to-day interactions (McInnis et al. 1995) may be potential mechanisms in avoiding academic underachievement. This investigation has shown that intensive, bespoke transition programmes can facilitate and enhance student engagement with the discipline. Furthermore, transition programmes should incorporate a wide range of traditional, novel and innovative activity with a strong emphasis on ensuring the purpose is clearly understood by students. Programme teams should avoid planning transition programmes with a low volume of timetabled hours and directed study which may violates students’ expectations of university life. Transition programmes should be constructed around small group working facilitated by enthusiastic and student-centre staff with carefully planned transition to larger group working. It is imperative that personal tutors of first year undergraduate students are committed to the process of transition; facilitating an enhanced sense

• f belonging.

Defining Moments: Teacher at the Impro, using theatre to teach across the curriculum for the student's first year David T. Kottenstette Associate Professor Communication and Theatre Metropolitan State College of Denver 303-882-1752 kottensd@mscd.edu

27 UNITED STATES Irving Goffman suggests that theatre teaches us skills for everyday life. In almost every culture theatre articulates the presentation of self in everyday life. Agusto Boal says that theatre is “the first human invention.” It allows us to see ourselves seeing our self. Theatre in education invokes an environment that is inclusive, creative, and practical. Using theatre activities inspires learning and creates a rich dimension of opportunities for all learning levels. The theatre as an expressive art develops emotional, visual, and movement skills. The Boallian method makes it possible to learners at all levels. His use of theatre games and theatre exploration was initially used to help create a voice for oppressed classes. These basic techniques make exploration of learning of content knowledge and knowledge of self with an approachable within a safe environment. England with its rich background in theatre and drama in education would be an excellent place to re-engage these theories in developing first experience curriculum, and learning communities. Research indicates that theatre activities, along with other traditional pedagogies helps faculty and learning cohorts create a more texture knowledge and theatre can help transform students across many disciplines to enrich, provoke, challenge and stimulate their educational experience. Theatre provides excellent opportunity for first year students to sustain a strong focus with retention. Theatre builds skills that promote classroom culture, collaboration, and critical thinking skills that can help bridge their next step in their educational efforts. Communication skills, collaboration and expressiveness have a centrality in all professions. Improvisation gently encourages people at all skill levels to increase their intellectual and performance ability. Theatre, not only teaches skills for everyday living, it builds and develops skills in collaboration, critical thinking, problem solving, poise, and stage presence for all walks of life. Participants will work with theatre activities that increase skill in speaking, critical thinking, emotional variety and creative and movement vocabularies. They will discover that the theatre experience and the message are inseparable in promoting collaboration, knowledge of self and others within that first transitional year. Participants can leave with creative ideas and theatre games to implement on the return to their classroom. Theatre offers opportunities for reflective behavior that could result in social transformation, create a sense of self that fosters retention. First Year Success in the City: A roundtable discussion on unique challenges and best practices for effective student engagement on urban commuter campuses Cynthia Baron Assistant Director, Learning Communities and First Year Success Metropolitan State College of Denver 303-556-2772 baron@mscd.edu UNITED STATES

28 First year students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their non-commuter counterparts on traditional residential

• campuses. Intentional first year programs and interventions are extremely critical in addressing the

challenge of student engagement and academic success for this student profile. Such programs and initiatives have a direct and often profound effect on college and university student retention and graduation patterns. The first year experience is the critical foundation in establishing a sense of belonging, direction, and confidence as students purse academic and professional goals. Employing innovative programs and cooperative learning is necessary in meeting the needs of this student group. Metropolitan State College of Denver is one such institution meeting the challenge of first year student engagement on a non-residential campus in the heart of downtown Denver, Colorado. The Auraria campus is particularly unique in that it plays host to the Community College of Denver, the University of Colorado at Denver, and Metropolitan State College of Denver. Combined, the three institutions enroll

• ver 40,000 students with Metro State as the largest institution with approximately 24, 000 of that total
• number. In fall 2010, approximately 29% are students of color as Metro State has an open enrollment

status and attracts an extremely diverse student population with a wide range of levels of academic

• preparation. The First Year Success Program at Metro State is an institution wide initiative that is aiming

to serve all first time to college students by fall 2012 via first year learning communities, service learning

• pportunities, a first year study abroad program pilot, and a comprehensive first year experience. As the

program continues to grow and develop program research and evaluation are essential. In 2009, Metropolitan State College of Denver was recognized on a national level as a leader among emerging Hispanic Serving Institutions for such innovative recruitment and retention programs. This roundtable discussion will provide a forum for dialogue to occur regarding the unique challenges experienced by similar institutions and programs. A sharing and articulation of best practices and exchange of successful strategies for first year student engagement and success on urban commuter campuses will be the focus

• f this presentation.

Strategies for Transition: When the New Student is a Transfer Janet L. Marling Director of Program Development and Strategic Initiatives National Institute for the Study of Transfer Students/University of North Texas 940-300-7553 janet.marling@unt.edu UNITED STATES Grounded in the research, policy, and practice literature, this session is intended to provide its participants with a better understanding of: • the global phenomenon of transfer including the history and related educational policies; • commonalities and differences between transfer students, barriers to transfer, and transfer issues at a variety of institutions, including two-year, four-year, and international;

• national and institutional data needed to effectively facilitate first-year transfer transitions; •

29 challenges and solutions associated with transfer in the first year of transition, recruitment, admissions, registration, and advising processes; • processes for creating intra- and inter-institutional collaborations that contribute to transfer-friendly campuses; • promising on-campus intervention strategies for transfer student success in the first year; and • evaluating current transfer student policies and programs and creating an action plan for implementing desired first-year transfer transitions strategies. An Introduction to Transfer will include the history of transfer, relevant statistics and literature-based data, barriers to transfer, and various transfer policies. Successful Transitions Part I: Creating a Transfer- Friendly Climate will introduce participants to data needed to effectively facilitate transitions in the first year of transfer and will explore the importance of developing solid intra-institutional collaborations. Using an inter-institutional partnership lens, Successful Transitions Part II: Enhancing Transfer Pathways, will briefly address complexities related to recruiting, admitting, registering, and advising first-year transfer students. International initiatives will be discussed along with marketing to transfer students, articulation agreements, awarding of transfer credit, course content alignment, financial aid, and related

• issues. Successful Transitions Part III: On-Campus Intervention Strategies will offer a variety of promising

practices for assisting transfer students in their first year including, but not limited to, transfer centers, transfer orientation and welcome week activities, mentoring, living and learning communities, honor societies and student organizations, and academic discipline-specific programming. In the final section, Assessing the Transition Process and Action Planning, participants will be offered specific steps to evaluating current first-year transfer student policies and programs and creating an action plan for implementing desired first-year transfer transitions strategies. An attempt will be made to balance the need to provide comprehensive resources with a desire to be ecologically responsible. Therefore, when prudent, participants will be referred to on-line resources and publications outlining promising practices for first-year transfer transitions. Printed resources will include, but are not limited to, tips for establishing campus collaborations, working with institutional research departments, an action planning guide, and a list of relevant web-based resources, including the Institute’s transfer research annotated bibliography. HERE to Stay: the impact of student doubting and engagement on retention Ed Foster Study Support Co-ordinator Nottingham Trent University 44 0115 848 8203 ed.foster@ntu.ac.uk Sarah Lawther Learning & Teaching Officer Nottingham Trent University 0115 848 88210 sarah.lawther@ntu.ac.uk

30 Christine Keenan Learning & Teaching Fellow Bournemouth University 01202 965307 ckeenan@bournemouth.ac.uk Becka Colley Dean of Students University of Bradford 01272 236821 b.colley@bradford.ac.uk UNITED KINGDOM When tested, 37% of first year students had considered withdrawing at some point during the year. Perhaps as might be expected, student doubters also appeared to have experienced lower levels of satisfaction and appeared less engaged when compared non-doubting peers. In the focus groups, the doubters appeared less likely to feel that they belonged to the university. When the 17 student experience factors were reviewed, there were some stark differences between the responses of doubters and non-doubters. In almost all instances, the importance of a factor was rated more highly than the students’ actual experience of it. However, the gap between importance and experience was far higher for doubting students than their non-doubting peers. Interestingly, female students were more likely to doubt, even though they were less likely to subsequently withdraw than male students. It appears whilst male students are less likely to doubt, they are less able to cope once doubts emerge. When progression rates were monitored, 98% of non-doubting students progressed, whereas only 92%

• f doubters did.* The overall pattern of withdrawal appears to give credence to Ozga & Sukhnandan’s

(1998) departure model, in which they suggest most students withdraw due to a gradual realisation that there are problems or issues of compatibility with their course, rather than due to a sudden crisis. We note that the reasons for considering leaving and for choosing to stay are not simply polar opposites of

• ne another. This may be particularly interesting in the light of Tinto’s (1993) departure model. The

most commonly-cited reasons for considering leaving are in what Tinto describes as the ‘academic system’ (p114) and relate to academic studies. For example, 112 of the 263 reasons cited by NTU doubters related to their course. When further analyzed, anxieties about coping accounted for almost half of these responses. When asked what had helped doubters to stay, the most frequently-cited responses were in Tinto’s ‘social system’ (p 114) and related to ’support from friends and family’. Friends made at university made up the largest component group. Students also reported the importance of ‘future goals’, ‘determination and personal drive’ and ‘starting to adapt to their studies’. * These rates were higher than the overall institutional rates of progression; we suspect due to the self- selecting nature of the survey.

31 FYE vs. Multi-Age Learning Communities: What are the benefits of mentorship to first year students in multi-aged learning communities? Sarah Molitoris Resident Director for Living Learning Communities Oberlin College 440-775-6669 sarah.molitoris@oberlin.edu UNITED STATES This session would outline two different learning community models: 1) first year learning communities 2) multi-aged learning communities that include first year students. Major benefits of first year learning communities are: shared experience of being a first year student, ability to completely focus on issues facing first year students, structured top down approach to organization from year to year, simplification of first year advising processes, cohesion and continuity opportunities between

• rientation and start of the first year, and ability to provide age appropriate activities. All of these

benefits are possible because of the homogenous age group and experiences of students coming into the college environment. Benefits of first year experience are compounded when students are placed in a community because of common interest. This style of learning community generally has high retention

• f students from their first to second years and high graduation rates compared to the general

incoming, student populations. When students have the opportunity to register for classes as a cohort, a strong academic focus is established from day one and creates a community of friends and colleagues. First year learning communities have the unique ability to adapt year to year to changing freshman

• classes. For multi-aged learning communities, major benefits are: traditions and community norms

passed down from year to year, mentorship of first years by older students in the community, and integration of first year students into the larger campus community through learning community

• involvement. Learning communities open to all ages of students have an oral tradition of passing down

community norms and traditions from year to year. As an incoming student to a community, there is a clear community identity, which provides continuity from year to year. This can instill a sense of pride in the community. There are also informal leadership opportunities for older students to mentor incoming

• students. This mentorship is able to be continuous as students can remain in the community beyond the

first year. These types of communities provide a safe space for students to return to through their entire college experience, if they so choose. This presentation will include video testimonials from students who have gone through both types of these communities. The session will close with time for discussion

• n learning community structures, trends and philosophy. Participants will be engaged by considering

their own ideas of learning communities and how these systems support students in their own campus culture. Students say they value relationships with Personal Tutors: so how can we promote staff and student engagement?

32 Sue Robbins Principal Lecturer in Student Experience and University Teaching Fellow Oxford Brookes University + 44 1865 484192 srobbins@brookes.ac.uk UNITED KINGDOM PASS (Personal and Academic Support System) provides integrated and pro-active support for bioscience students during their first year, setting up working relationships between staff and students that continue throughout their studies. Personal Tutors hold group tutorials with their first year tutees 4-5 times each semester. Tutees are allocated to staff strictly in line with staff academic disciplines, making relationship building easier as staff and students have common academic interests. PASS tutorials are a vehicle for delivering academic study and scientific writing skills training to new students, facilitating the academic transition from learning in school to more advanced study at university. Regular meetings facilitate relationship building between academics and tutees that is valued by both students and staff. A knock-on effect of increased staff-student interaction and relationship building is that students go to tutors with non-academic factors affecting their ability to study. Where students face challenging life issues, unless these are addressed, they may become unable to study effectively and drop out of university or fail academically. PASS Referral provides a safety net for supporting students as they work through their problems. Tutors refer students to a trained academic who acts as a triage, working with students to determine a way forward, providing a link to Student Services and referral to counselling where appropriate. When students with problems (health, family issues, bereavement, financial, accommodation) know that they are being supporting while they address these issues, they usually become able to focus on their studies. Other poorly performing students are identified and mentored through PASS Intervention. PASS has been developed using action research methodology with staff and student participation rates recorded. It is evaluated through on-line survey, student interviews and focus groups, and staff interviews. Evidence will be provided showing that staff and student participation rates have risen since embedding PASS tutorials within a taught module. First year student retention has risen from 83% to 92% over 4 years and the Dean of Life Sciences attributes this primarily to PASS. PASS has retained student registration costs at £1.22 million in retained fee income over the last four years. Discussion: What makes a good Personal Tutor? Are they born to it and if they’re not a natural, can they be trained? What support do Personal Tutors need? What academic transition issues are faced by students moving from school to university? How can we support and teach them our ways

• f doing things?

Challenges and Issues Facing First-Year International Students Mark Allen Poisel Associate Provost for Student Success

33 Pace University 212-346-1208 mpoisel@pace.edu UNITED STATES The purpose of the roundtable discussion is to explore the unique needs of international students who choose to attend college outside of their home country. The key to a student’s success is the transition process and what the institution can do to help new international students maneuver a new educational system, new country, new community, potential language barriers, and the bureaucracy of a new

• institution. Many institutions struggle with providing transition assistance beyond a new student
• rientation and most students aren’t sure how to get the assistance the need (or how to overcome

cultural barriers that might inhibit them from seeking assistance). As the number of international students increase on both the graduate and undergraduate level, U.S. institutions are struggling with assisting new students in learning a new educational system that might have very different academic standards are requirements. Students who choose to attend college outside of their native country face issues of acculturation, community building, different educational systems and requirements, as well as completing simple daily tasks. Topics of discussion could include transition, acculturation, community building, educational systems, academic standards, language barriers, community building, mentoring, and providing services to new students. Participants will be asked to share their personal experiences from their campuses as well as any programs or initiatives that they find are working on their campus. Discussions will also occur to review the challenges students, faculty, and staff are facing and what can be done to assist everyone on the campus make the experience beneficial to the entire college

• community. As each country or campus can be very unique, participants will be asked to contribute how

they are assessing need on the campus as well as evaluating challenges and opportunities for international students on their campuses. The students’ total experience will be discussed as it impacts their first and subsequent years at the college. Participants will discuss future strategies on how they can enhance the first year experience for international students to ease a student’s transition and increase factors for success and retention. Student Success in the 21st Century: Working with Interactive Resources to Support Student Engagement, Retention and Learning Lynda Thompson Digital Development Manager Palgrave Macmillan Publishers 0044 1256 302894 l.thompson@palgrave.com Jennifer Schmidt Project Editor

34 Palgrave Macmillan 0044 1256 303578 j.schmidt@palgrave.com Suzannah Burywood Publisher Palgrave Macmillan 0044 1256 302885 s.burywood@palgrove.com UNITED KINGDOM No Summary Assessing the Integration of Information Literacy into a Hybrid Course Using Screencasting Mary Ann Trail Associate Professor in the Library Richard Stockton College of New Jersey 609-652-4857 Trailm@stockton.edu UNITED STATES The presenter will use multiple media to highlight the preparation, procedures, data collection, and analysis that formed the basis for this case. The details of the collaboration between an academic librarian and a professor of speech pathology to infuse information literacy into a hybrid course will allow attendees to explore the applications on their own campuses and to select aspects of the study that they can adopt. The presenter will outline the Information Literacy Standards that are suggested by the Association of College and Research Libraries (ACRL). She will explain the ways in which thinking skills and information literacy learning outcomes reflect the various standards and demonstrate the techniques for developing screencasts. Participants will be apprised of the implementation and assessment of the videos in a hybrid seminar and the types of assignments that the collaborators used to extend the students’ learning. These included web based discussions and the evaluation of a website and research papers with implications for evidence-based practice in speech-language pathology and

• audiology. The assignments assessed both knowledge and application of information literacy

components and were developed collaboratively between the faculty member and the librarians. The project included a pre-post assessment of basic information literacy skills such as reading a citation, Boolean logic, and identifying scholarly materials. The students also completed survey questions related to frequency of library usage and attitudes toward the library at both the start and the end of the

• semester. As an assessment measure, after independently viewing the tutorials online, the students

35 completed a quiz related to content. In addition, students engaged in an online discussion about information literacy skills they had learned in the course. Thirty percent of the grade for the final research paper related directly to the application of information literacy skills. For example, students needed to demonstrate that they included information from scholarly sources including peer-reviewed

• journals. Grades for the final paper were determined using a rubric. Screencasting is a means of

providing ongoing instruction that can be reinforced with appropriate scaffolding in the classroom. Its multimedia format makes it accessible for students with a variety of learning styles. Students can review the information multiple times at their own pace. Based on the results of the current study, after participating in tutorial instruction using screencasting, students were able to apply information literacy skills in the development of a review of literature. Clinical Learning Communities Wil Dielis Coordinator Internationalization, School of Health, Saxion Saxion University of Applied Sciences, School of Health 0031 53 4871449 w.p.dielis@saxion.nl Frank Klein Overmeen Course Director Podiatry, School of Health, Saxion Saxion University of Applied Sciences, School of Health 0031 53 4871805 f.a.b.kleinovermeen@saxion.nl NETHERLANDS Clinical Learning Communities Background: First year students in health care programmes are scheduled to ‘work’ in learning communities in clinical settings, for half or one day a week. These communities focus on collaborative learning and therefore 1st, 2nd, 3rd and 4th year students are brought together. By active interaction, the first year students learn with, from and about the ‘older’ students. This creates more effectiveness and a deeper, more profound knowledge. There is a focus on a shared purpose, mutual regard and caring, and an instance on integrity and truthfulness. These communities, can be seen as the social context in which learning is most productive. By creating this learning community in clinical settings, students learn in authentic professional situations. Based on the constructive learning theory, it is important to develop this meaningful and representative environment. The height of authentic learning is in the real world with complex problems and their solutions. It brings into play complex tasks, multiple levels of expertise, multiple perspectives, ways of working and habits of mind. Students involved in authentic learning are motivated to persevere despite initial disorientation or frustration, as long as the environment simulates what really counts: meaning and relevance. The learning community provides the opportunity for students to work/study from a variety of theoretical

36 and practical perspectives and to make choices and reflect on their learning, both individually and as a team or community. The complexity of the work to be done in clinical learning communities incites students to integrate the different professional roles and associated competences. The learning community assumes constructivist learning; not only by creating authentic environments, but also by sharing student’s unique prior knowledge, experiences and beliefs. Organization: For all health Studies in Saxion’s School of Health (physiotherapy, podiatry and nursing) these Clinical Learning Communities are organized. Students participate as ‘junior’ students in the first year of their programme and as ‘senior’ students in their final years. The senior students are situated in the clinic mostly full time and play their role in the community a part of the week. First year students only participate half or one day per week in the community. All students in the learning community have their tasks and responsibilities, based on the level of competence. The clinical professionals supervise the students with respect to their

• responsibility. Findings by students: will be shown during conference.

The Flying Start Academic Coaching Programme Matthew Hunt Schools & Colleges Liaison Manager and Programme Administrator Sheffield Hallam University +4401142253452 m.hunt@shu.ac.uk UNITED KINGDOM The presentation reviews internal and external research on the area of student transition and retention previously available and highlights key differences between the experiences of students at further and higher education. Concentrating on internal research in 2005 reviewing the issues raised through LTA forums and internal WP transition support research relating to student transition and retention, I will then discuss the implementation and subsequent development of the Flying Start Academic Coaching programme and the key statistical data gathered through annual reviews indicating its contribution to the student experience and student success. The presentation will cover session themes and overall aims of the programme and future developments around supporting the experience of students throughout their first year of study. Parent Orientation: Using a Focus on Developmental Advising as the Foundation John "Jeb" Branin Associate Dean of University College Southern Utah University 435-586-5424 branin@suu.edu

37 Patrick Clarke Dean of University College Southern Utah University 435-586-5479 clarke@suu.edu UNITED STATES This presentation consists of two parts: The first part of the presentation describes the philosophical approach to parent orientation at SUU. It introduces participants to the concept of orienting parents by helping them view academics at the University through a lens of developmental advising. SUU believes that approaching parent orientation from a foundation of advising, it better prepares parents to view the challenges both they and their students will face as opportunities for growth as opposed to

• bstacles to getting what they want. The National Academic Advising Association's (NACADA) web

resources on developmental advising features on its front page an article by Peggy King that quotes Burns B. Crookston's article in the Journal of College Student Personnel titled "A Developmental View of Academic Advising as Teaching." It states, in part "...developmental academic advising 'is concerned not

• nly with a specific personal or vocational decision but also with facilitating the student's rational

processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making, and evaluation skills. Not only are these advising functions but . . . they are essentially teaching functions as well (p. 5).'" The second part of the presentation walks the participants through the parent orientation programming at SUU. As the programming unfolds we will explain how we identify each challenge for parents and students as opportunities for development. We provide parents with specific examples of how they can use their experience and energy to productively support their

• students. Some specific topics that are addressed are: SUU's "inverted pyramid" model of using advising

as a foundation for orientation, specific challenges faced by new students that can be viewed as developmental opportunities, specific challenges faced by parents that can be viewed the same way, the evolution of responsibility for university students, and "getting the whole pie" of a liberal arts education (using the boundless opportunities available at the University for development outside of just academic development. Learning From Each Other: A Discussion about Building Effective Experiential Programming into the Curriculum Patrick Clarke Dean of University College Southern Utah University 435-586-5479 clarke@suu.edu

38 Jeb Branin Associate Dean of University College Southern Utah University 435-586-5424 branin@suu.edu UNITED STATES The presentation is designed to explore with colleagues from other institutions the practical implications

• f establishing an intentional, integrated Experiential Learning program on a college or university
• campus. The presentation will begin with a brief introduction of the topic by focusing on its history in

American Higher Education and the work of David Kolb, who is considered by many to be a pioneer in the area of experiential learning. Kolb's "Learning Cycle" will be considered as a possible model, among

• thers, from which institutions could find philosophical and theoretical grounding for their own work.

This portion should take between 5-7 minutes. Next, a sampling of models will be provided from a variety of institutions to help participants consider possibilities for their own campuses. This portion should take about 5 minutes. Presenters will then summarize work at Southern Utah University (SUU) to build their own intentional program, which is to be implemented at the start of the 2011 fall semester. This summary will highlight how an institutional SWOT (strengths, weaknesses, opportunities, threats) analysis revealed a robust, yet sporadic history of experiential learning on campus and motivated a campus community to organize itself and build an intentional program integrated into the curriculum. The relevance of thematic categories and need to build a set of “shepherding” courses will also be

• shared. The importance of the interface with first-year student programming will be highlighted. This

portion will take about 8 minutes. This will be a summary, not a full-blown and detailed explanation. At this point of the presentation, an open discussion will be encouraged where participants can share feedback to either help SUU in its implementation efforts and/or share general thoughts about the topic to enrich the dialogue for the benefit those in attendance. The main objective of the presentation is to help participants share ideas, network, and brainstorm about how to begin new programs or bolster efforts on campuses where models already exist. Presenters also hope to garner helpful feedback about what to anticipate as they move forward with their implementation work. The discussion will last the balance of the time. Getting Engaged (In the Community): Creating a Large Scale Community Service Event as Part of First Year Programming Pam Branin Coordinator, Service & Learning Center Southern Utah University 435-586-5596 braninp@suu.edu

39 Jeb Branin Director Southern Utah University 435-586-5424 branin@suu.edu UNITED STATES Section one of the presentation will include a review of research, theory and recommendations on integrating service into first year experiences. Hatcher, Bringle, and Muthiah’s (2002) recommendations, from the FYE monograph, Service-Learning and the First-Year Experience will be highlighted, as well as a review of positive outcomes associated with service-learning integration into first-year experiences. Section two of the presentation will outline Southern Utah University’s creation and execution of a large-scale, one-day service event that all new students (approximately 1600) are required to participate

• in. This section includes the theoretical and logistical process of developing community partnerships and

sites; developing student leaders and campus faculty and staff to assist; planning for students with disabilities; transportation to sites; coordinating with public officials, media and other publics; and facilitating opportunities for reflection. Section three will highlight assessment processes and results, including the narrative reflection sheets that all student participants and student leaders complete, which are coded to look for learning outcome themes; a follow up survey administered later in the school year to evaluate longer term learning and service/service-learning participation; and feedback from community partners. Also included in this section are anticipated changes made to this year’s Service Saturday based on assessment results. Finally, time will be allowed for discussion, questions and answers. Providing Hope: Southern Utah University's HOPE (Helping Our People Eat) Pantry, the Development

• f a Campus-Based Food Pantry

Pam Branin Coordinator, Service & Learning Center Southern Utah University 435-586-5596 braninp@suu.edu UNITED STATES While there is much research done on food insecurity and hunger in communities and in specific populations, little research exists regarding food insecurity and hunger among college students. This poster session will present information on the creation of a campus-based, student-serving food pantry, the Southern Utah University HOPE (Helping Our People Eat) Pantry. Included will be information on the assessment process that determined a need for such a service; the creation process, encompassing

40 securing a location, provide for staffing, and stocking it with needed food and non-food items; as well as the on-going efforts to assess need and use. Also covered will be the student leadership and service- learning opportunities developed in connection with the Pantry, involving several nutrition students each semester. Finally, highlights will be provided of three similar campus-based pantries in our geographical region modeled after SUU's HOPE Pantry. Surviving and Thriving Our Economic Realities Lisa Hunter Assistant Dean for Intellectual Foundations SUNY Buffalo State College 716-878-5906 hunterlr@buffalostate.edu Heather Maldonado Assistant Dean of University College SUNY Buffalo State College 716-878-5906 maldonhd@buffalostate.edu Holly Quicksey Assistant to the Dean of University College SUNY Buffalo State 716-878-5906 quickshv@buffalostate.edu UNITED STATES Higher education institutions across the world are facing difficult financial decisions at a time when academic progress in college is of paramount concern. First-year programs are often impacted or eliminated as campus university budgets shrink. Such decisions deprive the curriculum of addressing the learning outcomes of these programs. The current budgetary landscape must be examined from the perspective of first-year programs if institutions are to uphold their mission, values, and goals. This roundtable discussion will begin with a brief description of the challenges facing higher education related to the current economic climate. Dialogue will continue through an exploration of the current and potential impacts of proposed higher education budget decisions with respect to first-year

• programming. This discussion will also explore the tangential impacts experienced by other campus

requirements, which are inextricably associated with first-year programming. The remaining discussion will focus on strategies, resources, and solutions for developing, implementing, and retaining first-year programs despite difficult economic climates.

41 Don’t Know Where To Start? Look To Your Data! Holly Quicksey Assistant to the Dean, University College SUNY College at Buffalo 716-878-5937 quickshv@buffalostate.edu Heather Maldonado Assistant Dean of University College SUNY Buffalo State College 716-878-5906 maldonhd@buffalostate.edu Lisa Hunter Assist Dean, Intellectual Foundations SUNY, College at Buffalo 716-878-5906 hunterlr@buffalostate.edu UNITED STATES Around the world, post secondary institutions’ primary goal is to recruit and retain students through to

• graduation. Moreover, the influence of a global marketplace and the value placed on a higher education

degree makes; retention of students and institutional longevity vital. Therefore, Data driven decision making is an effective approach in the developmental process of first year initiatives. This presentation will begin with a brief description of who are new students, and some of the issues that impact their learning, college experiences, and desire to persist. Next, the presentation will showcase current first- year initiatives created from various types of institutional data, including, Map-Works, College Learning Assessment, and instructional research. Finally, a discussion will conclude with a focus on program adaptability and best practice. Student transition out of the first year: A European perspective Matthew Portas University Teaching Fellow Teesside University 01642 342359 m.portas@tees.ac.uk

42 UNITED KINGDOM This presentation will explore some of the issues students highlight in their experience of the transition

• ut of the first year. It will examine examples of strategies which help students with this transition and

support them on to future success. Well established university-wide initiatives to support first year students transition into the University had improved first-year retention and progression rates. Despite this an analysis of data revealed that the attrition second year was the same as the first year figures. This meant the university was still losing students who had been successfully inducted to higher education and completed first year. We investigated why this was by establishing students perceptions

• f the transition out of first-year. Students studying full-time on three-year undergraduate degree

programmes volunteered to participate in a focus group to establish their views of the transition from year one. Focus groups consisted of 6-8 students separated into either first year or a second year

• students. Students from programmes across the university attended and the groups were not

programme or school specific. The groups met at the end of the academic year and a set of standardised questions were used to direct the discussion between the students. A representative from the sabbatical office of the local Student’s Union facilitated each session. First year students were asked their views on their impending transition to the second year of their programme whilst second year’s were asked about their perceptions pre-transition as well as the realities of being a second year student. Preliminary findings from this work will support this presentation. The first year students thought the difference at second year would be more work and that study level would be harder. The second year students agreed this was their perception before transition. Importantly the second year students identified in reality there was more work and more depth to learning. Additionally, they highlighted autonomy of learning was greater, with less academic support. They suggested they relied on peers more and their time managing and planning were more important. Students identified existing and suggested strategies that make the transition to second year easier. The presentation concludes by identifying directions for future practice and strategies for improving the transition out of first year. There will then be time for audience input and discussion around issues raised in the presentation. The Development of Electronic Grading Rubrics to Support the Development of Desirable Learning Strategies in First-Year Students Patrick Lai Associate Director of Educational Development The Hong Kong Polytechnic University 852- 2766-6294 etktlai@inet.polyu.edu.hk JAPAN Hong Kong is restructuring its secondary-tertiary interface, hence there is a need to bridge the gap between secondary school and university to equip students with knowledge, skills and attitudes

43 necessary for success in university. One key component of these reforms is to engage first-year students in self-regulation, autonomous learning and deep understanding. To support this, the university system is introducing criterion-referenced assessment (CRA) to assess student performance on the basis of pre- determined criteria and performance standards. The term “rubric” is used to describe the criteria and performance standards that guide this process (Popham, 1997). In facilitating the transfer from secondary school to university, it is important for first-year students to understand how CRA works and learn to use feedback on their work to improve their own learning. However, the rubric can be difficult to use with large classes, so the feedback students receive is frequently too late or insufficiently detailed for them to make use of it to enhance their learning. This paper describes an attempt to address this problem by supporting teachers to manage large quantities of assessment data through using electronic grading rubrics. The focus for this project was generic competencies, particularly professional competence, creativity and innovation and critical thinking and problem-solving abilities. MS Excel was used as a tool to create dynamic electronic rubrics that enabled the users to enter grades for each rubric criterion and to obtain final grades based on pre-determined parameters. This was later developed into an online electronic grading platform with features including provisions for teachers to set up their rubrics, establish their own parameters for defining and calculate an overall grade for each student. The platform was modified to allow teachers to click directly on boxes in the rubric, and to allow for use by multiple assessors at any time. The assessor can generate, instantly, a completed rubric for each student that can be printed and distributes so they can see where their performances fit in relation to the criteria and standards. Students can also be given overall grades and reports can be generated to summarize the class performance for separate criteria and overall. A further benefit is that this tool can be used for institutional enhancement because it enables departments/faculties to generate summary reports on students’ achievement of selected institutional learning outcomes that can be used across the institution to enhance teaching and learning. Popham, J. W. (1997). What’s wrong- and right- with

• rubrics. Educational Leadership, 97(2), 72.

Using Assessment Data to Improve Learning Sonia Gonsalves Professor of Psychology The Richard Stockton College of New Jersey 609-652-4622 sonia.gonsalves@stockton.edu UNITED STATES It is increasingly evident that faculty are being held to a standard of evidence-based pedagogical practice in their work, and that programs, schools in colleges and institutions must meet similar standards. From the classroom to the institution, faculty, staff, and administrators are engaging in assessment activities. At many levels and in various ways there is a lot of data gathering going on at most colleges and

• universities. However, there is much less effective use of assessment data than there is assessment

44

• activity. From my participation at conferences and meetings of college and university personnel over the

past several years, I am persuaded that there is widespread underuse of assessment data in the

• academy. First year students are among the most measured, surveyed, tested, and solicited for

participation in focus groups. Most colleges have a wealth of data on their newest arrivals. Many first year students are surveyed for the National Survey of Student Engagement (NSSE), tested in The Collegiate Learning Assessment (CLA) and the iCritical, and surveyed as participants for many other measures of attitude and achievement. How should we use the information that we have? How are we using it? Session participants who are representing institutions who are making full use of the data that they have collected on their first year students will have an opportunity to share those best practices with us and to describe how they developed and are sustaining them. Participants from institutions that are receiving assessment reports, puzzling over the findings, rejoicing at, or denying the revelations, but not taking the next step to using the data will be part of the discussion as to why their work is only half-

• done. I will outline the various levels of assessment use and describe various paths to make it routine.

The assessment and accountability thrust that is currently part of the landscape in higher education is making it increasingly difficult for institutions to ignore the pressure to engage in assessment activity. Assessment activity, however, is only one step in the assessment process. The main outcome of assessment, for an educational institution, should be a change in the way we do business at the classroom level, and as part of institutional culture. Assessment should generate information to inform evidence-based decisions and to improve our effectiveness as we facilitate learning. In this session we will explore the levels of use and share methodologies for putting on-hand assessment data to work for the students, in particular the first year students, to improve their learning. Festina lente (try hurrying slowly) towards a third generation FYE in an Australian regional context Katherine Lindsay Director of Curriculum, Newcastle Law School The University of Newcastle Australia (02) 49215872 Katherine.Lindsay@newcastle.edu.au AUSTRALIA This paper outlines the strategies adopted during the 2010 Teaching and Learning fellowship at the University of Newcastle Australia, to gather evidence of institutional FYE practice, to inform academic and professional staff of leading research and practice in national and international FYE scholarship, to create and disseminate resources to support effective curricular and co-curricular FYE initiatives. These strategies were adopted in order to seed systemic institutional change in attitudes and practices to FYE at the institution. The Fellowship sought to encourage staff at the institutions to move towards a "third generation" approach to FYE, characterized by professional partnerships and integrated approaches. The Australian experience and research at one institution is offered to stimulate both thought and practice in other places. Newcastle's experience is emblematic of the work of many institutions in many

45

• locations. The work is put in the context of Australian higher education policy, practice and research,

whilst also drawing contrasts with overseas initiatives. The pattern of grassroots engagement with academic and professional staff adopted during the fellowship is explained and critiqued in terms of sustainable approaches to an integrated and comprehensive institutional approach to FYE. The comprehensive engagement during the fellowship with 2007-2010 FYE grant recipients demonstrates both the effectiveness of grant funding in supporting sustainable FYE initiatives, but also a form of institutional amnesia where individual initiatives are neither celebrated nor extended and embedded across the university. The ongoing challenges for sustained institutional change, such as communication, diverse patterns of engagement and active resistance are explored, as well as the documented need for appropriate support mechanisms for staff of goodwill who wish to move (even slowly) towards cultural change on FYE. The experience at the University of Newcastle in Australia served to highlight a range of challenges that will find a common resonance across countries and higher education systems. How to provide appropriate leadership, policy and action to achieve the kind of comprehensive and integrated approach to FYE that 21st century students deserve will form the final section of the paper, encouraging attendees to share experiences at their own institutions by way of comparison and contrast. Professors May Hold the Key but Peer Mentors Unlock the Door to Student Persistence Edesa Scarborough Director First Year Experience The University of Tampa 813-257-3571 escarborough@ut.edu Chris Gurrie Assistant Prof, Speech, Theatre and Dance The University of Tampa 813-253-3333 ext: 1711 cgurrie@ut.edu UNITED STATES The University of Tampa’s Peer Mentors known as Gateways Mentors are housed under the Associate Dean for the Baccalaureate Experience, making it one of only two student programs reporting directly to academic affairs. These Peer mentors aid faculty in delivery of UT’s mandatory, year-long college success course (Gateways) during both fall and spring semesters. Because of the alignment among the faculty who deliver the course and where the peer mentors report, the discussion leaders will include a full tenured faculty member, who teaches in the program and the program administrator. Participants will have the opportunity to interact with and gain a unique perspective from two distinct sides of academia (faculty and administration) all working together to achieve first year student success. This presentation/ discussion will focus mainly on topics such as; how to develop, fund and maintain a peer

46 mentor program. How can you attain and maintain faculty buy-in and involvement in a student program. How a committed peer mentor can be a vital tool in achieving student success and persistence. Immediacy Immediately: Connecting with Students in a Technology-rich World Chris Gurrie Assistant Professor and Director of Speech, First Year Committee member The University of Tampa 813-257-1711 cgurrie@ut.edu UNITED STATES Competent instructors may have perfect notes, perfect PowerPoints, and the strong support from

• administration. Yet, there may just be “something” about their teaching that is not connecting with
• students. This something is immediacy! Professors rarely watch each other teach and perhaps record

their own teaching on even rarer occasions. This session is intended to motivate instructors and scholars to introspectively look at their own teaching “performance” to see what areas can get even better. The session will first focus on the literature about immediacy. The presenter will highlight the immediacy literature, its development, its purpose, its place in the classroom, and current literature from the field. Brief discussion with the session participants will help everyone understand immediacy. Next, the session will focus on Millennial and first year student characteristics. The presenter will highlight the literature (pretty commonly known to first year professionals) about today’s first year students: multi- tasking, tech-savvy, importance, consumerism, and other literature mentioned above. The presenter will again ask for discussion to ensure understanding and increase audience engagement. This part of the session will highlight the question: if students are immediacy-seekers, why/when are they not seeking it from the instructor? In other words, are you having trouble with your students on their phones, laptops, etc? The third section of the session will call for interaction/problem solving. The presenter will use a series of public speaking activities to highlight characteristics of immediacy that all instructors witness in their classrooms. After this, the presenter will again refer to immediacy theorists as and session participants to discuss best practices to help professors better engage students. Participants will leave with a list of things to look for in their own immediacy behavior, their students’ immediacy, and things to do to improve both. Briefly, immediacy can be improved by: having a colleague watch you teach, taping a typical class day, having the students teaching in an outgoing class, using self-evaluation techniques about body language, eye contact, movement, and use of technology. Using theories from Brody (1999), participants will leave with information about how to improve in these areas. Issues of confidence, support, and conflict will also be discussed and shared. In addition to improving teacher immediacy, participants will leave with sample policies and techniques for creating a culture of student immediacy in class. This will include room design, atmosphere, environment, and more. The whole purpose of the session is to improve instructor-student connection.

47 Been There, Done That… It's Time For a Change in Our First Year Program Edesa Scarborough Director of First Year Experience The University of Tampa 813-257-3571 escarborough@ut.edu Chris Gurrie Assistant Professor, Speech The University of Tampa 813-257-1711 cgurrie@ut.edu UNITED STATES The University of Tampa's FYS has been in place over 15 years. During its life cycle it has undergone many changes but none as radical as the new proposal to change the entire thematic structure of the

• program. The university has grown and what was once a small, required, extended orientation FYS

program with a total of 25 sections and 500 students, is now a program that houses over 1500

• freshmen. Needless to say, the old program model is no longer appropriate. UT's First Year Seminar is

taught by faculty and recruiting more and more faculty to teach the seminar became increasingly more

• difficult. Challenges of rigor from senior faculty, assessment from administrators, and demands on

finances from student population and economic times have led to a re-evaluation of the current program--and to this round table. 1) Presenters will begin roundtable with the explanation above and highlight the demographics and history of the first year experience at the University of Tampa since its

• inception. 2) After this explanation, presenters will explain how they are changing the program amidst

increase calls for academic rigor and careful attention to finances and assessment. To do this, the presenters have proposed a themed program of FYE at their institution. The purpose of this is multi- dimensional: a) themes create faculty buy-in through teaching strategy (example provided) b) themes create student buy-in c) integration of block scheduling and linked-learning communities d) these are easier to implement without complete overhaul (and extreme use of resources) e) passion for themed topics will show through faculty teaching and student interest e) the pilot semester will offer assessment data for administers and financial offices 3) After the explanation of the new changes to UT's program and the new directions it is taking (15-20 minutes), session participants will caucus in various groups to answer questions of: a) where was your program b) where is it now c) how can you change it, if you need to d) what are you doing well? e) what is your biggest challenge 4) The final few minutes of the round table will bring the whole session together to discuss as a group some of the answers to the above questions--with the intent of connecting people who have similar interests, desires, and who have "been there done that" and need a change!

48 Peer-led transition strategies and the first year experience - implementation, implications and insights Sarah O' Shea Co-ordinator, Adult, Vocational and Higher Education The University of Wollongong +61 2 4221-5838 saraho@uow.edu.au Pauline Lysaght Associate Professor The University of Wollongong pauline@uow.edu.au AUSTRALIA In an increasingly mass system of education, the difficulties associated with creating and maintaining contact with students are clear. Learners frequently have a number of competing demands for their time and some may not spend a huge amount of time on campus. This can mean that creating and sustaining relationships with peers may not be a priority or a possibility. Equally, for teaching staff, larger classes means that students may be one face in many, particularly in the early stages of their degree program, only in the latter years emerging as individuals. With this in mind, it is important that institutions themselves explore ways to assist in the creation of social networks not only to improve the social well-being of learners but also, their learning. This session will detail one approach to engaging students in the university community and thereby assisting the transition to this learning environment. The Uni-Start: Transition to University program and its more recent reiteration UStart@UOW are initiatives that focus on new university students who are derived from disadvantaged backgrounds. Both programs seek to prepare students for the realities of study by creating a social learning network with more experienced students. Uni-Start relies on authentic and contextualized resources and sources of information, which ultimately serve to reveal the cultural tools embedded within the university

• environment. The presentation is designed to provide an overview of the program and will cover the

following areas: • Describe how this initiative was implemented in two different institutions • Suggest sources of funding and provide advice about how other institutions might implement the program • Highlight how the program has been adapted and explain why particular approaches have been

• adopted. • Describe how these programs have been evaluated at both institutions and highlight the

results from these evaluations. • Explain the multi-layered nature of interaction that occurs as a result of these types of programs • Draw on the student reflections written by student facilitators and participants The objective of the presentation is both to encourage those present to explore the

• pportunities offered by these peer transition programs and also reflect upon the practicalities of

introducing such initiatives within their own professional contexts.

49 A Vision of First year Students Today: Encouraging Persistence Through Relationship Carol Thompson Professor and Co-Director of the Academy for Teaching and Learning Excellence University of Arkansas At Little Rock 501-569-3158 clthompson@ualr.edu Julie Flinn Professor University of Arkansas at Little Rock 501-569-3166 jbflinn@ualr.edu Marceline Thompson-Hayes Associate Professor Arkansas State University mhayes@astate.edu UNITED STATES Building relationships between faculty and students (and students with other students) is critical for student success. This session focuses on what faculty can do to establish meaningful these meaningful, appropriate relationships with students. It is no surprise that people thrive in environments where they feel valued, respected and can form deeper relationships. Philosopher Martin Buber in his seminal work, I and Thou, indicated that the “relation is the cradle of life.” Buber further describes the disconnect human beings feel when they are treated as “its” rather than genuine, unique human beings, he called “thou.” This session works to share ways faculty can create a climate around each classroom, indeed each interaction with students where genuine relationships can be formed. In this session we explore research and theory supporting fostering relationships, learn techniques that encourage relational building, and share with the group ideas and exercises they have been using in their own classes. African American Male Initiative Program: A Student Success Model Charles Donaldson Vice Chancellor of Educational and Student Services University of Arkansas at Little Rock 501-569-3328 cwdonaldson@ualr.edu Darryl McGee

50 Associate Dean of Students University of Arkansas at Little Rock 501-569-3328 dkmcgee@ualr.edu Harvell Howard AAMI/TEAMS Coordinator University of Arkansas at Little Rock 501-569-8711 hlhoward@ualr.edu Logan Hampton Director of Student Development Center University of Arkansas at Little Rock 501-569-8283 lchampton@ualr.edu UNITED STATES The African American Male Initiative, a student success program, empowers, supports, and assists African American male students with retention and graduation at the University of Arkansas at Little

• Rock. The decided purpose is to increase the retention and graduation rates of African American male
• students. AAMI student participants are assigned peer success advisers (PSA), upper class students who

have excelled academically and exemplify strong leadership skills. AAMI provides an intrusive advising process that involves intentional contact with students with the goal of developing a caring and beneficial relationship that leads to increased motivation and persistence. Utilizing preventative mode

• f intrusive advising, advisers anticipate problems and teach problem-solving skills and strategies. AAMI

requires program participants to complete an online Making Achievement Possible Survey (MAP-Works) which provides information on student characteristics, academic integration, self-assessment, and social

• integration. The survey results reveal details of the student’s academic self-efficacy, commitment to

higher education, analytical skills, time management, and peer connection. AAMI designs and presents programs to assist students with making a successful transition to college, understanding the institutional milieu, developing the necessary academic skills and behaviors , and achieving success both inside and outside of the classroom. These programs are accomplished through student development

• workshops. For example, “Time Will Pass, Will You?” is one such workshop that assists the students in

realizing the importance of time management in regards to studying for their classes and extracurricular

• activities. Moreover, during Fall 2010, the program added a graded, three credit-hour First Year

Experience (FYE) course for the participants, which assisted them in making a positive transition from high school to college. The FYE class teaches students to use critical thinking skills, strategies for college reading, note-taking skills, and the importance of choosing civility.

51 Making first year teaching strategies sustainable in faculty development courses by a design change from deductive to inductive reasoning Suki Ekaratne Senior Academic Staff Developer University of Bath + (0)1225-383236 suki.sdc@gmail.com Shrinika Weerakoon Senior Lecturer University of Colombo shrinika@gmail.com UNITED KINGDOM We will show that faculty development courses which design learning activities based on inductive reasoning and constructivist pedagogic approaches facilitate faculty to reorient themselves to consistently use supportive teaching strategies, as needed for First Year student transition. To do so, an 8-month training course for faculty on teaching development will be used, where trainees were guided to deductively use Bloom’s taxonomy to conceptualize the design of student Learning Outcomes and for engaging students in classroom activities for incremental levels of learning. Faculty, however, experienced that First Year (FY) students found it difficult to engage in learning tasks involving higher cognitive levels. After discussing this aspect with faculty, they perceived that a reoriented teaching strategy, incorporating a less-hurried approach with greater scaffolding support, had to be adopted as a First Year Experience (FYE), if first year students were to progressively engage in such tasks successfully. Even so, faculty expressed frustration as classroom exigencies, such as content coverage, pressurized them to regress into habit-formed teaching strategies they had used earlier or had used for teaching advanced undergraduate years. Sharing this frustration as course tutors, we subsequently repositioned course material, such as the Perry model, for trainees to first inductively identify the dualist-multiplist transition as a challenge that needed support for a successful FYE. Faculty then identified Bloom’s taxonomy, and its levels, using it as a facilitatory tool to visualize the trajectory that FY students would be facilitated to take up as part of the classroom learning -teaching strategy. Faculty were then able to identify readily with the transition-development-achievement (TDA) assessment model (Taylor, 2008) as stages to visualize a supportive strategy for the FYE. Feedback indicated that the repositioned Perry model and Bloom’s taxonomy helped faculty to reorient their classroom teaching and to incorporate a transition focus that was needed to support the desired FYE and that the TDA model helped them further scaffold this reoriented teaching strategy to a concept map that could easily be visualized and consistently practiced in the classroom. One of us piloted the above induction approach incorporating the repositioned Perry model in a 1-day GTA training course at another university and was able to similarly reorient the conceptualization of FYE teaching strategies.

52 Same time, same place....or is it? The findings of a project looking at a transition programme of students from a Foundation Degree in a partner college to Top-up degree at the University of Brighton Marilyn Doust Student Support Tutor University of Brighton 01323 643792 or 01273 643700 m.i.doust@brighton.ac.uk Catherine McConnell Lecturer in Learning Development, Centre for Learning and Teaching University of Brighton 01273 641920 cr78@brighton.ac.uk UNITED KINGDOM This presentation reports on an initiative exploring the potential of a peer learning scheme and transitions programme implemented to enhance students’ experience of transition between UK Foundation Degree (Associate's Degree in a US context) and Top-Up Degree (full Bachelors). The academic transition that students face when entering higher education, particularly when arriving from Further Education colleges, can often determine their persistence, or impact their academic success. Transitioning onto a Top-Up Degree in a different institution is considered an additional ‘first-year experience’ for these students who, in effect, have to adjust to a new learning setting to complete the final leg of their qualification. As Foundation and Top-Up Degree recruitment appears to be rising, new and improved interventions that continue to support and improve these students' experiences are

• needed. This project aims to address this need for enhanced induction processes with a peer focus, to

trial an additional mode of delivery that reaches greater numbers of students at an earlier stage in their

• course. This presentation will share the findings of the project and will include a film about PASS (a peer

learning scheme), case studies of students attendees and PASS leaders, and qualitative and quantitative

• data. Through the dissemination of this project, we hope to exchange and develop good practice

between the University of Brighton and its partner colleges in relation to working with and supporting the transition, persistence and achievement of a diversity of learners, whilst improving retention in this area of higher education Learning from their Experience: Advice from Senior Undergraduates for First-Year Students Pursuing Science Degrees Ashley Welsh Research Coordinator University of British Columbia 604-827-3119 welshash@interchange.ubc.ca CANADA

53 I will begin the presentation by providing a brief overview of my research at UBC and will ask the audience to form small groups of 3 to 5 people. In these groups, individuals will list three factors that they perceive as the most influential to undergraduates’ academic performance. Once this task has been completed, each group will briefly share their factors and why they chose them. This engagement will inform me regarding the background of the audience and provide insight as to how the audience’s perceptions might differ or be similar to students’ perceptions. Following this activity, I will provide a more thorough background to the study and summarize the theoretical framework and methods for data collection, analysis and interpretation. The presentation will touch on the development of this exploratory mixed method study and how such research might be conducted at other institutions. The bulk of the presentation will focus on the results and the student voice that emerged from the study. Based on an analysis of the data, students perceived the following factors as most important for first- year students to master: developing appropriate study skills and habits; developing positive relationships with faculty early on in their degree; learning to balance their academic and non-academic responsibilities; seeking help from advisors to complete a degree plan; and building both an academic and social community. At the end of this session, I will focus on the recommendations that have been shared with administration, faculty, student development staff, and students at UBC. In previous presentations, this topic has fostered rich discussion among various individuals within higher education. Administration and faculty at UBC have been enlightened to the multitude of factors inside and outside

• f the classroom that can influence the time and energy a student devotes to their academics. As a

result, I will leave ample time for discussion to engage the audience as to how these factors might be relevant to their own institutions and how as a collective, we might improve the success and experience

• f first-year students in post-secondary education.

An effective model for examining the impact of college on students: UCLA's Cooperative Institutional Research Program John Pryor Director, Cooperative Institutional Research Program University of California, Los Angeles; Higher Education Research Institute 310-825-1925 john.pryor@ucla.edu UNITED STATES The Higher Education Research Institute at UCLA has been examining the impact that attending college has on students for decades. Over that period of time the researchers at HERI have introduced and tested many theories about what the effect of college is on students, and how college affects some students differently than others. The data that we use to do this is mostly captured from student and faculty surveys in our Cooperative Institutional Research Program, commonly known as CIRP. This session will describe the underlying philosophy of that program and will be of interest to those outside the USA who might want to start such a program and to those in the USA who want to learn more about assessing the impact of college. There are important issues that need to be taken into account when trying to assess the impact of college and these outcomes. These are characteristics and traits that the student already posses before they enter your college. This is the input section of Astin’s I-E-O model, which we will explain in the session. These characteristics can help you to pinpoint what types of

54 students might be making more progress towards your institutional goals than others, and once you know that you have the ammunition you need in order to improve. An effective assessment program must include all three types of information: input, environment, and outcome. In specific examples of college outcomes, we have seen that student-faculty interaction has many positive effects on a multitude of learning outcomes. We have also seen that academic disengagement is important to try to counter on our campuses, and that we need to assist students who feel overwhelmed and work towards reducing perceptions of the learning environment as being overly competitive. As academic institutions it is paramount that we turn our intellectual inquiry onto the college experience. It is only in this way that we can hope to facilitate institutional improvement. Adjustment issues for first year students in a diverse, multi-professional Health Sciences faculty Geney Gunston Lecturer and First Year Convenor University of Cape Town +27214066249 geney.gunston@uct.ac.za SOUTH AFRICA Previous research has highlighted the significance of the first year experience in addressing the concerning patterns of low participation and high attrition in South African higher education institutions. First year success is vital in the context of scarcity of skills and in determining the quantity and quality of graduate outcomes. In the past decade, the Faculty of Health Sciences (FHS) at the University of Cape Town (UCT) has introduced radical curricular changes in the undergraduate programmes. While these changes affect all students, the biggest impact has been on the first year cohort. In addition, from 2009, students entered university from a revised outcomes-based school curriculum. Both the preparedness of this group of students and the suitability of the measures put in place by the faculty to ensure the quality of the first year experience were in question. This project forms part of an ongoing effort to create an enabling institutional environment and improve both the general student experience and the quality of student learning, thus enhancing the quality and profile of UCT’s graduates. Ethical approval was received to gather data from first year students in the FHS. This was done by means of an online questionnaire administered during the second semester of 2010. Demographic data as well as quantitative ratings (Likert Scale) and qualitative comments were gathered regarding students' quality

• f experience, degree of satisfaction and perceptions of institutional support in the areas of faculty

environment, social adjustment, personal growth and development and academic adjustment. The response rate was 56% (188/ 337 students). Results were analysed to identify both positive and challenging experiences. Key challenges reported by students included taking responsibility for themselves, managing their study time well and coping with the stresses related to being at university. While more than 50% of respondents reported experiencing painful or difficult events with negative academic impact during the first year at university, only 4% reported that they did not know about the support available in the faculty. Of those who accessed support, 80% felt that the support adequately addressed the problem. In conclusion, the data from this study have provided a clear picture of the demographic diversity of the student body and of areas of adjustment that students experienced as stressful or difficult. Where students experienced difficulty or dissatisfaction, this evidence has been used to support the need for change, in order to maximize successful transition.

55 Growing an FYE initiative for the diverse student population at the University of Johannesburg André van Zyl First Year Experience coordinator University of Johannesburg 0027 (0)11 559 3285 andrevz@uj.ac.za SOUTH AFRICA The University of Johannesburg is an urban comprehensive (offering a variety of traditionally separated levels of qualification) university located in Johannesburg, South Africa. The institution serves approximately 45 000 students on four campuses and has a relatively open-access policy. The student population at UJ is very diverse and accurately represents the South African population in terms of gender, socio-economic status and population group makeup. The institution is also home to a variety of foreign students (especially from the rest of Africa) resulting in a highly heterogeneous student

• population. As is the case in the whole of the SA higher education system, students at UJ struggle to

adapt successfully and high low levels of student success and retention have been reported. In line with international trends students in their first year of study have been found to be particularly at risk of early departure. The recognized difficulties associated with the transition from school to university are exacerbated by findings such as that approximately 55% of newly entering students at UJ are first generation university entrants and that many students come to this urban institution from rural areas. In an effort to improve first year student success and retention UJ has decided to develop an appropriate and integrated institutional response. A three year development process has resulted in the development of the UJ First Year Experience (FYE) Initiative. The UJ FYE is in its second year of implementation and is being grown and developed to create an “ethos and a way of life” at the institution that is intentionally conducive to student success. Because of the complexity of the problem

• f improving student success, the highly heterogeneous student population and with limited resources

available it was decided to strongly base the UJ FYE on research. This data-driven approach included establishing a clearer picture of who UJ students are, finding out what our students actually experience at UJ and measuring the effectiveness of any initiatives as far as it was possible. Tinto’s longitudinal interactionist model was used as a theoretical base to conceptualize and design interventions and initiatives as part of the UJ FYE. His theory allowed the highly complex issue of student early departure to be broken down into more specific target areas to guide interventions. It has also served as theoretical base (enriched with ideas from a variety of other theorists such as Astin and Berger’s use of Bourdieu) for trying to understand the process involved in student retention. The Practitioner Model – a new approach to enhancing the first year student experience. Michelle "Shell" Morgan Student Experience Manager and Learning and Teaching Coordinator University of Kingston 07751104040 michelle.morgan@kingston.ac.uk

56 UNITED KINGDOM Supporting and enhancing the undergraduate student experience across the student lifecycle is a critical activity in higher education today not only to aid retention and progression but in a highly competitive HE market, the quality of the student experience is pivotal to a HEIs ability to attract students. The student lifecycle at university is made up of a number of transition points that occur in a specific order. Institutions often use this as a framework to improve and enhance the student experience. However, the student body today is more diverse than ever before in terms of demographics and study mode. Higher education in the western world has undergone massification in the past 30 years but in the past 10 years, it has undergone wide-ification as a result of governments’ commitment to widening access. It is critical that any planning to enhance the student experience, especially the first year, takes account of these changes. The Practitioner Model builds upon the Student Lifecycle Model and explains why it will help those responsible for improving and enhancing the student experience across the UG or PG student lifecycle to “join up the dots” in terms of interlinking and delivering academic, welfare and support activities at a faculty/department and university level. It will assist them in developing effective and targeted initiatives to enhance and improve the transition process and the student experience in general thus impacting on retention and progression. Evaluating Generative Learning Objects (eMI GLOs) as a tool for (1) helping students adapt to university study and (2) for developing students’ critical thinking skills Alyssa Phillips Director of Combined Studies University of Manchester +44 161 275 3001 Alyssa.J.Phillips@manchester.ac.uk UNITED KINGDOM One of the academic skills first year undergraduate students struggle to develop is the skill to evaluate multiple interpretations. Faced with expert reading in their disciplines students often ask “how can they contribute to the scholarly debate”. “Why do their views matter?” This paper will evaluate a template that can be used and developed to help students develop critical and evaluative academic skills. The Evaluating Multiple Interpretations Generative Learning Object (eMI GLO) template was developed as a reusable learning objective and was a collaborative venture between the Subject Centre for History, Classics and Archeology, the CETL in Reusable Learning Objects, and Universities’ Collaboration in e-

• Learning. The software for developing eMI GLOs can be found at: http://www.glomaker.org/ At the

University of Manchester we have developed 15 subject based eMI GLOs and one general eMI GLO for use by Humanities students, using the GLO maker software. This project was funded by LearnHigher CETL in the 2009-10 academic year, and the implementation and student evaluation of these learning resources has been taking place over the 2010-11 academic year. This project has been a collaborative effort at the University of Manchester and involved postgraduate students who developed the discipline specific eMI GLO material. This paper will focus on the evaluation of the use of the eMI GLO template for helping undergraduate students in Humanities develop evaluative and critical thinking skills. The eMI

57 GLOs developed for this project were incorporated into a first year academic skills course unit in Combined Studies and were used as a basis for student discussion online via our VLE (Blackboard). Two examples of 16 eMI GLOs from this project will be demonstrated and evaluated. The first entitled “what is a university?” aims to assist students with transition to university study, by encouraging them to evaluate what they hope to get out of their degree and what is expected at university. A theme of this learning resource is to encourage student appreciation of the scholarly community they are joining. The second eMI GLO entitled “The Trolley Problem” (developed by Beccy Simpson) examines The Trolley thought experiment in terms of the 3 different ethical judgments present in the Philosophy discipline. Both eMI GLOs require students to consider differing viewpoints and asks them to assess why they would support a particular interpretation. As Beccy Simpson writes in her eMI GLO “Question everything!” This paper will evaluate how students responded to this learning resource, through an in- depth analysis of their online discussion. The evaluation will focus on the level of critical thinking and evaluation skills demonstrated by this group of first year students at the University of Manchester. It will consider the value of the eMI GLO template for developing students’ critical and evaluative academic

• skills. The author of this paper wishes to acknowledge the contributions to this evaluation project of

Janet Tatlock, Beccy Simpson, and first year Combined Studies students. A MODEL FOR IMPROVING STUDENT RETENTION, EXCELLENCE AND SUCCESS AT A SOUTH AFRICAN UNIVERSITY Nthabiseng Ogude Professor and Deputy Vice-Chancellor University of Pretoria +27 124204187 nthabiseng.ogude@up.ac.za Wendy Kilfoil Professor University of Pretoria wendy.kilfoil@up.ac.za Gerhard du Plessis Head, Unit for Higher Education Research & Innovation (HERI), Department of Education Innovation University of Pretoria gerhard.duplessis@up.ac.za SOUTH AFRICA Using a developmental research approach the research answers three questions: (i) what approach should the UP adopt to systematically improve the 1st year experience of diverse students within the high school,UP and South African Higher Education contexts? (ii) how should the 1st year experience initiatives contribute to improvement of institutional performance? (iii) How do we create systemic

• rganizational learning loops that can ensure the success of students for whom the institution was not

designed? The Preliminary investigation of the Developmental research process addresses question (i). Findings include. (a) Lack of strategic support for previous initiatives (b)Targeting “students at risk”, stigmatizes Black students mostly, as cognitively incapable while institutional drop-out rates indicate

58 that “A average” students also drop out indicating that meta- and non-cognitive factors that affect student retention are not addressed; (c) initiatives should be led from the Academic Affairs portfolio to have an impact on student academic performance. The weaknesses are addressed by establishment of a sub-committee of the Senate Committee for Teaching and Learning chaired by a Deputy Vice-Chancellor (DVC). The Steering Committee for Student Success comprises Deputy deans in the 9 Faculties and Directors of the Library, Student Affairs, Admissions, Centre for Teaching and Learning, Academic Administration, Finance and Residences. The 2nd stage of the developmental research, Theoretical embedding, addresses question (ii). Members of the Steering Committee presented literature findings

• n student success at monthly meetings held over 18 months. The works of Tinto, Kuh, Conley and
• thers and their appropriateness for the development of a UP specific model were debated. Three areas

namely Institutional readiness, Faculty readiness and Student academic readiness, support and tracking were identified as key to the success of the model Question, (iii) is addressed through the Empirical Testing stage. Criteria for identifying projects in the areas of institutional, faculty and student readiness, support and tracking were developed. Projects aligned to institutional and faculty priorities of sustainability, excellence, relevance and diversity are identified. The Kellogg Model of input, processes and outputs provided an organizing framework for the model. The input component of the model deals with the contribution of the DVC to the success of student success initiatives through implementation of projects that improve institutional readiness and attain sustainability. Examples of projects implemented are given. The process component outlines priority projects that target specific student sub-groups and high impact courses in the first year of study. The student sub-groups and the courses are identified in consultation with faculties. Criteria used to identify and prioritize these projects, the student sub-groups and the courses and their alignment to excellence, diversity and relevance are

• discussed. In the output component, measurable outputs that can contribute to the improvement of

performance indicators (retention, pass rates) at departmental, faculty are outlined. Outcomes that can be achieved cumulatively at the institutional level, throughput and graduation rates are elucidated. Ready to move along: readiness and learning experience Juan-Claude Lemmens Senior Research Analyst University of Pretoria +27124204161 jlemmens@up.ac.za SOUTH AFRICA Prospective first-year students are usually very eager to spread their wings and explore their new learning environment. There are however many factors that predispose first-year students to risk, especially in the South African context. ‘Risk’ from an institutional perspective refers to students who are at risk for failure or voluntary withdrawal. In South Africa a great cause for concern is the low participation rates and the low graduation rates of students who are in the system. The cause of this reality relates to more than just a lack of academic ability. Readiness theory, as described by Conley will provide a theoretical framework for participants to understand the elements necessary for a successful transition from high school to university. The presentation will continue by describing a generic institutional student support model which is underpinned by readiness theory and services to address the mentioned national and institutional educational circumstances. The model creates a platform

59 through which student are assessed, referred to support services, placed in programmes as early as possible and monitored over time. The presentation will shift to the Student Academic Readiness Survey (STARS) and the First Year Experience Survey (FYES). The STARS assesses students’ support needs in fields like motivation, well-being, integration and support, goal orientation, academic skills, anticipated academic involvement, and vocational identity. The STARS was administered in 2010 to 6835 student from five Faculties during the orientation week in February. Demographic information was sourced from the institutional database and is merged with student responses. Reports were generated from the STARS data, including individual student STARS reports and Faculty / Institutional profiles. The FYES can be considered as a follow-up of the STARS, as it measures the same constructs. Provision is also made for items measuring perceptions regarding learning experience. The aim is to determine whether first- year students were able to make the transition from school to university. The FYES was administered among 1656 students from the five Faculties in October 2010. The data of these surveys were processed in exactly the same way as applies to the STARS data. Correlations of standardized STARS and FYES factor scores with first semester marks tend to be significantly positive, although low. Rasch item analysis showed satisfactory reliability and fit. A test-retest format analyses tend to show maturity in students over time. Finally, a strategy of developing profiles per risk area for the 2010 and 2011 cohort will be shared. Spirituality, Authenticity, Wholeness, and Self-Renewal in the Academy Mary Stuart Hunter Associate Vice President University of South Carolina 803-777-4761 shunter@sc.edu John Gardner Senior Fellow NRCFYESIT, University of South Carolina 828-862-8005 gardner@jngi.org Betsy Barefoot Fellow NRCFYESIT, University of South Carolina 828-862-8005 barefoot@jngi.org UNITED STATES The session will open with the presenters providing context and background on this important topic. Then in a small group, participants will be invited to discuss the following questions: 1. In your institutional life and work, can you think of specific times or situations in which you have experienced a clash between your personal values and institutional values and practices? Give specific examples of times or occasions in which you felt compelled to compromise your values and beliefs. 2. What kind of collegial behavior or administrative policies generate value conflicts for you or create inauthentic

60 behavior? 3. In what ways are the beliefs and values of your department or institution congruent or incongruent with your own? 4. Are there times when your interactions with students have offered

• pportunities to discuss issues of spirituality, authenticity, and wholeness? How have you reacted to the
• pportunity? 5. Does your institution provide safe structures or opportunities for the sharing of values?

Would the process used for this session facilitate such sharing on your home campus? The session will conclude with the presenters facilitating a processing of the discussion and a sharing of resources on the topic. Being extensively engaged, having experiential empathy and spirituality in student support Mpho Jama Lecturer & Academic Support and Development Practitioner, Division Health Sciences Education University of the Free State +27 (0) 51 405 3394 JamaMP@ufs.ac.za SOUTH AFRICA Since the topic addresses issues and trends in the medical discipline, this session will give a brief description of the medical programme and discuss literature studies dealing with stress among the

• students. The session will also provide information on the generic academic support usually given to

these students and then specifically support in the context of non-traditional medical students at the presenters institution. Also, the three main concepts guiding the topic will be discussed i.e. (1) the meaning of extensive engagement in general and how it is used in research and specifically the journey

• f the presenter who has been extensively engaged with the students in the past 11years; (2) the

meaning of experiential empathy in general and why the presenter claims to have applied it in supporting non-traditional medical students and (3) provide an overview of spirituality in higher education and its importance as a stress-buffer for medical students and how it is applied by the presenter, other staff members and the students themselves. The above information will also be supported by data collected by means of interviews, students' consultations records and questionnaires used by the presenter as both an academic support and development practitioner and researcher in the medical school. Why do students attend Peer Assisted Study Programmes? An Application of the Theory of Planned Behaviour Melanie Giles Senior Lecturer University of Ulster 028 70 324655 ml.giles@ulster.ac.uk Joan Condell Lecturer in Computing and Intelligent Systems

61 University of Ulster j.condell@ulster.ac.uk Amanda Zacharopoulou Senior Lecturer in Law University of Ulster a.zacharopoulou@ulster.ac.uk Laura O’Neill Student, School of Psychology University of Ulster ONeill-L13@email.ulster.ac.uk UNITED KINGDOM Providing opportunities for students to build supportive networks and fostering student engagement are key factors in retention, student motivation and achievement. PASS (Peer Assisted Study Sessions), a teaching initiative derived from the American model of Supplemental Instruction (SI), is a recognised way of achieving these objectives by providing opportunities for students to interact with their peers in collaborative study groups within the context of their discipline. This year, the School of Psychology together with the Schools of Law and Computing and Intelligent Systems are piloting the PASS initiative within the University of Ulster. Whilst early indications suggest that the scheme is having a positive impact, it is acknowledged that for students to reap the benefits, they need to expend a certain quality

• f effort. With this in mind, this study employed the Theory of Planned Behaviour (TPB), a socio-

psychological framework to predict and explain attendance at peer assisted study sessions and to support the evaluation of its effectiveness. A strength of the TPB appears to lie not only in its ability to predict behaviour but also in its ability to provide a basis for identifying where and how to target strategies for changing behaviour. Specifically, the theory suggests that an individual’s decision to engage in behaviour is based on their attitude, the influence of their significant others and perceived control which in turn are said to be influenced by a set of underlying beliefs. By measuring these underlying beliefs we can explore why people hold certain attitudes, for example, why students choose to engage in peer assisted study, which in turn can provide valuable information for informing the future delivery of the programme. The findings not only support the view that the TPB is a useful predictor of students motivations to attend a peer assisted study programme, explaining 69% of the variance in intention (F(4,68)= 37.98, p<0.01), but perhaps more importantly, have identified both attitude (â = .60, p< 0.01) and confidence (â = .28, p< 0.01) as important predictors. An analysis of the underlying beliefs suggests that those who attend most regularly are more convinced that the scheme will help them to ‘gain a better understanding of the course material’ and will enable them to ‘ask questions they wouldn’t normally ask in lectures’. These students also performed much better. Indeed, module marks increased as the number of PASS sessions attended increased in all subjects associated with the PASS

• project. For example, the mean module mark in Maths was 83.8% for those who had attended 5

sessions or more compared to 59.8% for those who had attended less frequently. Findings also suggest that the scheme is aiding the transition process by allowing students to build supportive networks. The Role of Cognitive and Noncognitive Factors in the Academic Success of First-Generation vs. Multigeneration Students: Research Findings and Applications

62 Paul Gore Associate Professor, Director of Institutional Analysis University of Utah 801-599-4567 paul.gore@utah.edu A.J. Metz Assistant Professor University of Utah 801-581-5847 UNITED STATES There exists widespread agreement among policymakers, educational leaders, and the business community that the U.S. must enhance the educational achievement of its youth. Currently between 70 and 80% of high school freshman students graduate from high school (Green & Forster, 2003) and only 34% of 18 - 24 years olds are attending college (NCHEMS, 2006). Among those who go on to college,

• nly 23% meet college academic readiness benchmarks in English, math, reading, and science (ACT,

2009a), and one out of every three students will enroll in one or more developmental education

• courses. Matriculation in a post-secondary institution is no guarantee of success – national first-year

college departure rates range from approximately 45% at two-year colleges to approximately 25% at four-year public institutions (ACT, 2009b). Students from low-income (e.g., family incomes of less than $25,000) and first-generation backgrounds fare even worse. These students are significantly less likely to persist and graduate from college (Horn, Berger, & Carroll, 2005; Ishitani, 2003; Lohfink & Paulsen, 2005) and display a much higher rate of high school dropout (Cataldi, Laird, KewaRamani, & Chapman, 2009; Neild, Stoner-Eby, & Furstenberg, 2008) compared to students from higher socio-economic backgrounds

• r from families where a parent has completed college. This presentation will describe the results of a

large scale national research effort (N>10,000) to identify the role of cognitive and noncognitive facets

• f first-generation student success. Specifically, we will describe the performance of cognitive and

noncognitive variables in predicting first generation student outcomes and compare those results to an equally large sample of multigenerational (traditional) students. Observed differences in these predictive models have important implications for institutions working with first-generation students. The second half of our presentation will focus on interventions. Specifically, we will describe how several post-secondary institutions crafted programs to take advantage of measured noncognitive student strengths and weaknesses to promote the success of first-generation students. Promoting College Readiness A.J. Metz Assistant Professor University of Utah 801-581-5847 aj.metz@utah.edu Paul Gore

63 Associate Professor University of Utah 801-581-7233 paul.gore@utah.edu UNITED STATES The costs of secondary and post-secondary attrition are profound and experienced by society, institutions, and individuals. Recent research focusing on the role of non-cognitive factors (e.g., commitment to college, engagement in campus activities, academic discipline) identified between 6 and 9 constructs that help explain student persistence and academic performance beyond that which can be explained by traditional cognitive measures (standardized test scores and high school GPA). The Student Strengths Inventory (SSI) is a brief psychometrically sound measure of non-cognitive factors that could be used in high school and early college as a vehicle for developing and delivering comprehensive college/workforce readiness and success programs. The SSI is a 48-item measure of six factors (academic engagement, educational commitment, campus engagement, social comfort, academic self-efficacy, and resiliency) known to be the most potent predictors of academic outcomes. This instrument is most appropriate for use with high school juniors, seniors, and college freshmen. Colleges and universities have been measuring non-cognitive factors for several years and use the results to (a) identify students at risk for academic underperformance or attrition, (b) align campus resources to meet the needs of incoming student cohorts, (c) promote specific student support services to those most in need of those

• services. Given the demonstrated importance of these factors in post-secondary student success, there

exists tremendous potential for developing assessment and intervention models in high schools. We believe that knowledge of a student's cognitive and non-cognitive strengths and deficits can provide educators, school counselors, and parents with a more comprehensive picture of that student's readiness for college and work. Like the college data-use models described above, we further believe that high schools can take advantage of non-cognitive assessment results to provide support services, focus efforts in student readiness curriculum, and build and implement personal education/career plans in consultation with teachers, parents, and school counselors. This presentation will describe our work using the Student Strengths Inventory at four different high schools throughout the United States. Each high school represents a different implementation strategy. For example, in a local charter school we have worked with teachers, school counselors, parents, and administrators within the context of an advisory period model that makes use of SSI assessment data (at the aggregate, classroom, and individual student level) to deliver curriculum focused on educational planning, commitment and aspiration, resource utilization and resiliency, self-efficacy, and academic and social engagement. The role of parents, teachers, school counselors, and administrators in each of these school-wide intervention programs will be discussed in addition to scalability and generalizability of these models. FYE: Much More Than a Class Michelle Kearns Director, Student Success and Retention and the First-Year Experience Utah Valley University 801-863-8976 michelle.kearns@uvu.edu

64 Marcy Glassford Program Coordinator, Student Success and Retention Utah Valley University 801-863-7067 marcyg@uvu.edu Martha Wilson Program Coordinator, Student Success and Retention Utah Valley University 801-863-5190 martha2@uvu.edu UNITED STATES Utah Valley University offers a comprehensive first-year experience (FYE) to all new students. FYE begins

• nce a student is admitted to the university and continues throughout the first academic year. Following

is a list of programs and services designed to support first-year students. Many activities go on behind the scenes and some may not apply to all students. A list of first-year programs all students should participate in will also be reviewed. FYE programs and services to be explained: personalized admission, assessment, orientation, personalized advisement, University Student Success Class, major and career exploration, freshman reading program, outreach (StartSmart, Retention Mentors), Wolverine Tracks (degree planning), Early Alert, Stoplight, recognition, campus involvement and connection, leave of absence, parent and family outreach, and resources. Faculty are a critical component of student success and the first-year experience but how do you get them to engage in the “best practices?” A faculty training and professional development program in the first-year experience was designed and

• implemented. Elements and samples from the this training program will be shared. Data is a essential

component of this training program. Outcome and assessment data will be used to conclude the presentation, followed by a question and answer period. “ UVU ASCENDS” – a 3-day induction/orientation program for multicultural students (A=Academic, S=Strategies for the, C=Challenging, E=Educational, N=Needs of, D=Diverse, S=Students) Gwen Anderson Director, Multicultural Center Utah Valley University 801-863-8143 andersgw@uvu.edu Brett Breton Assistant Director Utah Valley University 801-863-8885 BBreton@uvu.edu

65 Ken Sekaquaptewa Native Multicultural Advisor Specialist Utah Valley University 801-863-7276 NYEWI@uvu.edu Barney Nye Multicultural Program Coordinator Utah Valley University 801-863-7194 Ken.Sekaquaptewa@uvu.edu UNITED STATES We first present an overview with handouts, PowerPoint pictures, programs, annual assessments and data showing growth. We’ll show student testimonials and retention data. To illustrate the “ice- breaker,” conference participants engage in the “Who’s Here?” exercise that includes lively group discussions, with candy rewards for the most colorful stories. We explain a Theme for the three day conference that is culturally authentic, symbolic and motivational. We introduce highlights of an academic workshop (“Anyone Can Succeed!”) with planners, “Stand and Deliver” video clips and exercises to introduce academic skills. A workshop entitled “Color Code” helps students to understand personality styles with a personality assessment handout, and video clips. “How the Brain Works” is highly interactive, helping students to understand how learning occurs and is enhanced. Diversity appreciation discussions follow video clips from the “Color of Fear” and “Last Chance for Eden” with

• handouts. Cultural group exercises powerfully validate ethnic identity. They include an unforgettable

“Native American Talking Circle” and a “Privilege” exercise. We’ll demonstrate “Jeopardy” – a wrap-up exercise that reinforces workshop concepts taught earlier. Students form teams of canoe racers and

• ften get dunked in UVU’s man-made lake. There is a Talent Show followed by African American styled

gospel singing. The President gives closing remarks. Depending on time allowed, we’ll highlight the most exciting elements of our three day “UVU ASCENDS program with handouts, PowerPoints, illustrations and instructions for conference attendees. Meaningful testimonials which state the profound impact this program has had in a minority student’s academic journey. From Sophia: “I loved the Talking Circle!” I learned the past shouldn’t hold you back from the future; it’s still a concept that I am trying to fully

• grasp. This program helps motivate students; peer support is one critical element. I was so happy to be

in a diverse group. I’m just sad that it’s all over and it is truly a home away from home. From Taylor: “Thank you so much for all your enthusiasm! I feel so lucky to be a Multicultural student at UVU!” From Kayla: “ Everyone in my family wishes they could have come!” From Monica: “These 3 days were

• amazing. I thought this was a great experience for me to open up my culture instead of being afraid!”

From Coral: “I feel at home already!” From Araceli: Thank you for all the food, gifts, and fun! You guys understand us. We feel like we’re number ONE! Retention Begins with Recruitment: Creating Stronger Partnerships Kirk Young Director, The Center for the Advancement of Leadership

66 Utah Valley University 801-863-8431 Kirk.Young@uvu.edu Whitney Olsen Recruitment Coordinator, Prospective Student Services Utah Valley University 801-863-6182 peircena@uvu.edu Natalie Peirce Assistant Director, Prospective Student Services Utah Valley University 801-863-6549 peircena@uvu.edu UNITED STATES Research indicates that a significant number of students do not return for their sophomore year of university studies. Unfortunately, much of this “drop out” occurs due to lack of communication. Our student communication plan at Utah Valley University is created to serve the purpose of developing a consistent retention mindset, beginning with the recruitment office and continuing to admissions, first year experience, and retention. We believe that by having the first year experience as an important part

• f our recruitment efforts, on that permeates all manner of student-focused communications, more

students will become involved in activities and will continue their education beyond the first year. The First Year Experience begins with the initial student contact. This may take place at a high school, college fair, or on a campus tour. To a recruitment office, the first year experience is an integral component. It is used to show that the university not only cares about the success of the student but has a plan in place for that success before they arrive. For this reason UVU heavily promotes the first year experience activities through various marketing efforts. These efforts include several points of contact such as the high school presentation, preview book, visitors guide, parent handbook, website, VIP pages, and emails to students. Recruitment contacts are a major resource to the FYE office. Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education Janet Colvin Assistant Professor Utah Valley University 801-863-7282 colvinja@uvu.edu Marinda Ashman Assistant Professor Utah Valley University 801-863-7227 mashman@uvu.edu

67 UNITED STATES As students of all ages are entering, or re-entering, colleges across the country, these students are looking for help to be successful. Institutions are looking for ways to support the students on their

• campuses. Institutions and students alike want students to be successful. We want students to return

each semester and eventually to graduate. One way to learn to be successful is from your peers. As Goodlad in Students as Tutors and Mentors (1998) identified, the peer group is one of the single most powerful influences in undergraduate studies. Young people often prefer to learn from someone in their similar situation, or their peer, someone that is in their same social standing. Peer Mentors at Utah Valley University (UVU) work with instructors and students in the University Student Success class (CLSS 1000) to leverage students for success. Our research has brought to light the need for peer mentors, students and instructors to all understand the primary five roles that a peer mentor holds. The presentation will cover research methodology, results, risks and benefits, power and resistance, and

• conclusions. Based on our research we will share in our presentation what we learned, what we have

implemented, and we plan to do now. Presenters will share with participants what lead to conducting the research and the method of research that was used. Research participants, interviews, observations, and coding will be discussed. Presenters will share the results of data and the implications of those findings, explaining how peer mentors, students, and instructors define the roles of the peer mentors. These five roles of a peer mentor; Trusted Friend, Connecting Link, Peer Leader, Student Advocate, and Learning Coach will be discussed in depth. Risks and benefits were uncovered during the research. Presenters will share these risks and benefits and how they evident in the relationship between the peer mentor, student and instructor. Presenters will share the power and resistant issues that are present in the peer mentor, student, and instructor relationship. Finally, the presenters will share the conclusions that were drawn from the research and what they plan to implement on their campus to increase the effectiveness of their peer mentoring program. Transformational Learning in the Classroom: A Character-Based Course for the First-Year Experience Denise Richards Associate Professor Utah Valley University 801-863-8277 denise.richards@uvu.edu Lisa Lambert Assistant Professor Utah Valley University 8018638741 lisa.lambert@uvu.edu UNITED STATES It is critical for first year students to be able to quickly connect their college experience with learning habits that will keep them engaged throughout their educational goals and at the same time be able

68 sustain their learning to apply it in the workforce and last a lifetime. Glisczinski (2007) distinguished between two types of learning that take place in higher education: instrumental learning, which is the acquisition and storage of a large amount of information and transformative learning, which equips students with the critical thinking skills and experiences to understand and apply knowledge. In addition, several researchers (Brock, 2010; Taylor, 2003; Pfeffer & Fong, 2001) have suggested that traditional college educations are not succeeding at preparing students with skills to meet 21st century

• challenges. As our future workers, college students must have the ability to adapt, be responsive,

understand, and apply their learning in ways that will not only enhance society, but will also help them to be leaders of change. Research on transformational learning in the classroom is showing some exciting trends for student outcomes that has the potential to revolutionize teaching and learning— especially during the first year. However, the research has not been explicit in directing educators toward specific college curriculum. Initial research results with students at UVU who have taken the course, The 7 Habits of Highly Effective People, is showing substantive and transformative effects. This course, a character and ethics based curriculum, focuses on creating significant shifts in thinking through dialogue, reflective writing, and practice outside of the classroom. Instructors facilitate and encourage critical thinking about self awareness. This metacognitive emphasis elicits substantive shifts in thinking and transformational life changes. The implications for retention and persistence to graduation are clear: first year students who engage at the transformative level with curriculum designed to ground them in personal leadership will become life-long learners and contributors to society. In this session, the practices and curriculum that elicited these research results will be discussed. A demonstration of how the tenets of transformational learning were on display in the classroom will also be a focus in the

• session. Participants will both learn and practice some of the optimal conditions that an educator can

invoke to create transformative learning experiences in the classroom. Educational strategies will be solicited from participants’ experiences in the classroom to develop a collection of best practices of transformational learning. Building Engaged Learning Student Communities with Private Housing Partners Grant Flygare Director, Office of Student Involvement Utah Valley University 801-863-6949 grant.flygare@uvu.edu UNITED STATES Introduction of University and our serious challenge in engaging students who are new to campus either as first-year students or as transfer students. Brief discussion of attempts to address the challenge: some success with little satisfaction Presentation of the building of a new paradigm of engaging student populations in the place where they live through partnerships with private housing complexes. Presentation of initial trial and error efforts Presentation of building the win-win thinking between the University and the housing partners Presentation of real progress in building engaged learning communities, social networks and building student leadership as students take on the challenge of engaging their fellow roommates, neighbors and new friends. Presentation of engaging the administration and other campus partners to help build the support system for off-campus students. Presentation of working with off-campus private housing partners: building the win-win for them.

69 Showing how housing retention in signing leases, "looking out" for the complex, and building as supportive student program increases their bottom line and safety record. Open for Q&A Engaging underrepresented groups in Higher Education: A campus Latino Initiative Yudi Lewis Program Director - Latino Initiative Utah Valley University 801-863-7297 yudi.lewis@uvu.edu UNITED STATES This presentation will demonstrate how a higher education institution could create an effective initiative to reach out to underrepresented groups. Also, it will show how its efforts to align with UVU’s institutional goals have created a strong partnership with school districts, parents, and community

• rganizations. Also, it will outline how the Latino Initiative’s objectives relate to the institutional

engagement goals and the K-16 initiatives that have been successful. OBJECTIVE #1 Increase academic and leadership opportunities for Latino youth to prepare for and succeed in the K-16 educational

• pathway. Engagement goals – People of Integrity, Academic Excellence, Leadership & Mentoring K-16

INITIATIVES • Unidos Saldremos Adelante Leadership Program • Paso-a-Paso Partnership • Latinos in Action (LIA)Partnership • Latino Youth Leadership in Action Conference (LYLAC) • Concurrent Enrollment Latino Emphasis OBJECTIVE #2 Expand the economic impact of the Latino community by preparing students to be contributors in a variety of careers. Engagement goals – Professional Competence, Life & Career Development K-16 INITIATIVES • Latino Educators of Tomorrow (LET) – Summer Bridge Program (7 weeks) • Hospitality Managers of Tomorrow (HMT) – Summer Bridge Program (7 weeks) • Latino Scientists of Tomorrow (LST) – Summer Bridge Program (7 weeks) OBJECTIVE #3 Enhance services that validate and celebrate the Latino student, family, community, and Cultural experiences. Engagement goals – Stewards of place Student, Family, Culture, & Community Enrichment K-16 INITIATIVES • Latin American Celebration • Mexican Government Partnership • Latino Parent Nights • Latino Legacy Dance Group • English as Second Language Program Taking a bold step - embedding Language, Literacy and Numeracy development for all students. Susan Young Dean, Victoria University College Victoria University, Melbourne +61402250931 susan.young@vu.edu.au AUSTRALIA Victoria University (VU) is determined to support its highly diverse student body to ensure every student has the opportunity to experience success. During the past decades VU has built strong capability in

70 providing language, literacy and numeracy (LLN) support for students. This provision has not been comprehensive largely because of limits to the available resources. Now with the Australian policy focus

• n social inclusion and widening participation there is more emphasis on the need to attend to the LLN

requirements of all students. In 2010 a pilot study with first year students from two schools was conducted where students were given a post-entry assessment of basic skills measured against the Australian Core Skills Framework. The results of this pilot led to the establishment of the university wide LLN strategy which includes post entry assessment of basic skills in eight program areas, LLN interventions to address developmental needs, an evaluation framework to measure the impact for students along with professional development programs for staff. Participants in this discussion will focus on how VU is taking the bold step in establishing a whole of institution commitment to LLN support and development. There will be a discussion on how the LLN strategy was formulated, endorsed and resourced at institutional level. The elements of the LLN strategy will be presented and participants will be able to discuss, question and add input from their own contexts. The conversation will consider approaches to lobby for support and commitment from a wide cross section of management, teaching and support staff. The next consideration is the development of an approach to measuring the impact of the strategy to justify future funding allocations and to disseminate the findings to the wider university

• community. The discussion will explore methods of sustaining university-wide commitment to the

strategy through the communication of outcomes and making the LLN strategy important in terms of student success and university wide academic outcomes. Impact of Innovative Skills-Based Science Course on Student Retention in Science, Technology, Engineering, and Mathematics (STEM) Kathleen Koenig Associate Professor of Physics Wright State University 937-775-3139 kathy.koenig@wright.edu Michael Edwards Associate Professor of Physics Wright State University 9377754617 michael.edwards@wright.edu UNITED STATES Roughly 42% of students enrolled in our College of Science and Mathematics leave after their first year. Although barriers to student persistence in science, technology, engineering, and mathematics (STEM) are complex, many incoming STEM majors are under-prepared both in content and cognitive abilities and struggle through introductory courses. Many spend their first college year completing pre-requisite math courses and subsequently lose interest and opt out of STEM. As part of our efforts to improve retention, we developed an innovative multidisciplinary science course for incoming students ineligible for their majors courses due to mid-to-low math placement scores. The course topics were selected based on feedback from introductory science instructors who identified a common set of skills deemed necessary to succeed in their courses. These included the ability to create/interpret graphs, proficiency

71 in unit conversion, and the ability to engage effectively in all aspects of the scientific investigation process, including writing coherent evidence-based lab reports. Other topics were selected based on the research literature and include a focus on scientific reasoning; including proportional reasoning, ability to identify and control variables, and hypothesis testing. Students were pre- and post-tested using Lawson’s Classroom Test of Scientific Reasoning. For two cohorts of students beginning in fall 2008 and 2009, significant gains were observed for the total test score (p < 0.000) and for proportional reasoning (p < 0.000), ability to identify and control variables (p < 0.000), and hypothesis testing (p<0.05). Marked improvement was also observed for student ability to design, conduct, and communicate results of scientific investigations in written reports. Because students may rewrite all graded lab reports for half their lost points back, an indication of success is that 48% of students submitted lab report rewrites for the first report with only 22% submitting rewrites on the final report. In addition, of the 107 students who did rewrites, they scored on average 64% on the first report before rewrites and 83% on the last report before rewrites. Most importantly, the course had a dramatic impact on student first-to-second year retention in STEM; with 78% retention for students who completed our innovative course compared to 56% retention for students of similar math placement who opted out of our course (p < 0.005). The course has been well received with 85% of students indicating they would recommend it to a friend and all interviewed students indicating that the course prepared them for subsequent STEM courses. Developing Comprehensive Advising System for First Year International Students: When Peer Mentoring Is Combined with First Year Seminar Hyunsang Kim Academic Advisor Yonsei University 82 2 2123 3214 jimkim@yonsei.ac.kr Bong Hwan Han Academic Advisor Yonsei University 82 2 2123 3047

• nepack@yonsei.ac.kr

Kyung Sun Doh Academic Advisor Yonsei University 82 2 2123 3215 ksdoh@yonsei.ac.kr Mee Hye Woo Academic Advisor Yonsei University 82 2 2123 3210 momo@yonsei.ac.kr

72 KOREA It is hard to meet the needs of first year foreign students. Not only they want to know of things that advisors should answer, but they inquire every single detail of college life and the life in the new

• country. Obviously, certain needs of foreign students can be better served by their peers. But students

could provide misleading information, which can put foreign students at risk. Therefore it is critical to

• ffer peer mentoring under proper supervision. As an attempt to implement peer mentoring with little

risk, we developed a comprehensive advising model by combining peer mentoring with an existing

• course. Gateway to College for Foreign Students is a typical first year seminar. It is one credit course

taught by a team of professors and advisors and a conduit for faculty advising. Students enrolled in this course are paired up with a mentor. A mentor is carefully assigned based on sex, age, personal background and characteristics discovered in mentor’s application form. A student who finished at least two semesters can apply for mentor position. Although there is no minimum GPA, it is one of the facts we look at. A qualified mentor can attain one credit after successful completion. A mentor is required to meet with his/her mentee at least once a week and to submit a mentoring report. A mentor is required to post the report at mentor online community each week. All mentors can read others’ reports and get ideas what others do. Also it allows us to monitor mentoring. A mentoring guidebook is provided to

• mentors. The guidebook suggests activities a mentor can do with a mentee based on academic calendar.

We recruit mentors a month prior to a semester. A student who has interests is to submit an

• application. Its main goal is to see if a candidate properly understands the goals of the program. All

mentors are required to attend a mentor orientation, mid semester mentor meeting, Korean culture experience day, and the first and last class of Gateway to College. As you have noticed, peer mentoring is carefully threaded into the Gateway to College course. Mentors and mentees meet in the first class of Gateway to College. Korean culture experience day is one of the Gateway to College class when each pair can get to each other better. In the last class, mentors and mentees exchange gratitude and last

• words. By joining freshman seminar with peer mentoring, we can have a comprehensive advising

package that can meet every single need of first year international students. Since it is a combination of two independent components, there are many parties involved in its operation. Therefore bringing different opinions together is the key to its successful operation. Academic and Educational Integrity as Part of the FYE Robert Kenedy Associate Professor York University 416736-2100 Ext. 77458 rkenedy@yorku.ca CANADA Understanding the importance of and strategies for maintaining a high standard of academic integrity in university scholarship is often a daunting prospect for first year students. Faculty, librarians, university administrators, teaching assistants, and peer mentors face many challenges when explaining the pedagogical importance of academic integrity to first year students and when encountering breeches of academic integrity. It is often when students write their first paper that challenges with the transition to university writing and referencing becomes evident, especially in relation to academic integrity. Many

73 first year students struggle with the unexpected requirements of properly citing sources, using different bibliographic styles, paraphrasing properly, as well as expressing concepts and ideas in their own words. Confusion and conflict may also arise with respect to group work and acceptable levels of collaboration

• n assignments. Invigilators face their own set of academic integrity issues associated with tests and
• exams. This roundtable session will explore current and future issues, trends, and best practices

associated with fostering academic integrity in the first year. It will also explore strategies to facilitate the integration of academic integrity into student learning and scholarship. Facilitators will consider a pedagogical approach to academic integrity that treats it as a complex multidimensional issue, and which includes information literacy, ethics, academic integrity tutorials, quizzes, and various online

• resources. The group will explore the value of having unified, multilevel and integrated approaches that

are “pan university/college”. Finally, group members will be encouraged to explore the role of technology both in promoting academic integrity and in facilitating academic dishonesty (i.e., through

• n-line essay mills and other similar services). Overall, the purpose of this roundtable session is to

explore challenges and solutions associated with integrating academic integrity into the first year experience, and to encourage the development of new and innovative strategies to address this crucial element of successful scholarship and a crucial element of university life. Developing and Implementing a Continuum Model for the First Year Experience Norma Sue Fisher-Stitt AVP Academic Learning Initiatives York University 416-736-5280 normasue@yorku.ca CANADA This session will provide information on a pan-university initiative underway at York University in Toronto in order to enhance the first year experience and to improve retention. York is a large (50,000 + students), urban, primarily commuter-based university, and the FYE Continuum Model is based on the understanding that first year students have different needs at different points in the time leading to their arrival at the university and during their first year. To address these needs, we have introduced numerous initiatives starting from the time that the student applies through to the end of the first year

• f study. Many of these FYE activities and initiatives are overseen by a pan-university collective known

as the Retention Council. The Retention Council at York University was established in 2007; since 2009 it has been co-chaired by the VP Students and the AVP Academic Learning Initiatives (a senior faculty member who reports to the Provost). This organisational structure acknowledges and confirms the understanding that student success relies on the active involvement of university personnel both in and

• utside the classroom. The mission of the Retention Council is to create and sustain avenues for

communication and collaboration; to ensure that program assessment occurs in student success initiatives; to achieve excellence in student experience and success as measured by student retention, academic achievement, and a statement of satisfactory experience at York University; and to develop and support initiatives designed to improve the educational experience of York students. The Retention Council has six sub-committees: advising; year-to- year transition; faculty; students; data and resources; and peer mentoring. The year-to-year transition subcommittee works closely with admissions in planning communications with incoming students throughout the summer. The subcommittee also

74 interacts with the Faculties and faculty members to establish links between curricular and co/extra- curricular activities. In 2009 and 2010, the year-to-year transition subcommittee assumed responsibility for the inaugural two years of our Fall Co-curricular Week (FCW). This session will introduce the range of activities offered to students during the summer and the first term of study, including FCW. The session will feature the work of the year-to-year subcommittee as well as other pan-university initiatives that include themed floors in residence, peer mentoring, and learning communities. Successful Transitions Through Peer Mentoring: A Qualitative Analysis of Student Leadership and Mentoring Robert Kenedy Associate Professor York University 416 736-2100 Ext. 77458 rkenedy@yorku.ca CANADA This interactive presentation is designed to facilitate discussion about the interview and focus group data from my study on peer mentoring. I will encourage audience involvement through presenting the research findings in a way that critically assesses the merits and challenges of peer mentoring throughout the post-secondary transition. Those attending the session will be encouraged to apply the research findings from this study in order to think about their own peer mentoring programs as well as consider the methodological issues associated with mentorship research. In terms of presenting the data, I will begin by discussing the highlights of this qualitative research that focused on post-program perceptions of 12 mentors and 25 mentees. The analysis suggested that there were more challenges than actual successes based on what both mentors and mentees expected and experienced throughout their involvement with the peer mentoring program. As a result of the findings, the research results suggest many ways of improving mentoring. The analysis of the findings revealed that a mentoring program with clear goals and a specific purpose could potentially have a positive impact on a student’s social and academic development. The research findings also suggest that mentoring may help students become more autonomous (Chickering and Reisser, 1993) by helping them locate and navigate through academic services such as writing and advising centres, as well as other relevant services (e.g., adding or dropping courses, petitioning grades, changing majors, and navigating through the university campus and website). The results also suggest that it is necessary to carefully plan in order to incorporate peer mentoring development into the training and overall learning outcomes of a mentoring program. This could have also been reinforced in terms of mentor re-training. This would include training (and re- training/reinforcing) peer mentors in order to facilitate critical skill development by encouraging them to discuss their academic experiences (e.g., with time management, exam preparation, essay writing, etc.). The sharing of academic skills by mentors with strong academic and social skills could also promote collaboration outside of the classroom (Cueso, 2002). The findings also indicate that the

• utcome of this collaboration may be helpful in terms of referring mentees to writing and academic

skills centers in order to facilitate mentee success and student retention (Tinto, 1993). Furthermore, having a specific orientation session for mentees that includes mentors could facilitate clearer roles regarding mentorship expectations and parameters.