A Learning Community Model at NC State: the FYC Village Karen - - PowerPoint PPT Presentation

A Learning Community Model at NC State: the FYC Village

Karen Hauschild Assistant Director/ Academic Adviser and Resident Mentor Coordinator Chris Chafin Interim Associate Director First Year College Division of Undergraduate Affairs

Introduction

The purpose of this session is to help other academic and student affairs professionals see the value in partnership. Through the creation of “linked” courses, a new student leadership position, the Resident Mentor, and residentially-based programs, we were able to enhance an already existing relationship between three university departments and generate a “seamless” community.

FYC’s History

The First Year College (FYC) at North Carolina State University began serving first year students during the 1995-96 academic year. The FYC encourages first year students to become involved, committed, and successful members of the

• university. The college is

particularly suited to students who prefer a year of general study accompanied with major and career guidance.

Mission of the First Year College

The mission of the First Year College at NC State University is to guide students through a structured process for transition to the University and selection of a major. This is accomplished through one-on-one advising, teaching and experiential learning, emphasizing theoretical and practical methods of inquiry, guided reflection, assessment and analysis. Through this process students will gain the foundation for acquiring the knowledge, skills and attitudes necessary to become self-reliant and productive citizen of an increasingly diverse community.

Learning Community Elements

First Year College:

Advisers-Teachers Transition/Involvement

FYC Village:

Resident Mentors Learning-centered community

First Year Inquiry:

Faculty from across curricula inquiry/critical reasoning

FYC’s Advising

At the heart of First Year College (FYC) are Academic Advisers who are centrally located on campus in Tucker Residence Hall. The students’ relationship with an Adviser begins at summer Orientation and continues to develop throughout the year. The intensive advising, personal attention and concern for students’ well-being is the central feature of the FYC student learning experience. FYC Advisers provide individualized academic advising and counseling to students. In addition to this personal interaction, academic advisers facilitate and teach a first year orientation course (MDS 101a/102a) for their FYC students each fall and

• spring. Not only do the students see the Advisers weekly in the
• rientation course, they also meet with the Adviser a minimum of

two times each semester outside of class, for a total of four

• fficial advising meetings during the school year.

First Year College Village

Residential Experience: First Year College students may enhance their first year experience by selecting to live in the First Year College Residential Community within Tucker and Owen Residence Halls. Conveniently located on Central Campus, these halls house the First Year College advising

• ffices and offer students an enriched academic and social
• environment. Students involved in the First Year College are

encouraged to live on campus and in Tucker and Owen Halls. Created a Village Advisory Council in the Fall 2004 made up of representatives from FYC, University Housing, FYI Faculty, and Student Leaders.

FYC Village Mission Statement

The First Year College in partnership with University Housing strives to create a seamless living and learning community that challenges and supports academic, personal, and social development of First Year College students in Tucker and Owen Residence Halls. To that end, the First Year College Village is designed to enhance the college transition and learning experiences of our residents by providing a safe and welcoming environment for residents to meet peers from diverse backgrounds and cultures, develop a sense of community, and connect to the larger University community.

Purpose of University Housing

Mission Statement University Housing supports the mission of NC State by providing programs, services and facilities which promote educational and personal development for campus residents. Operating Principles University Housing is committed to: Residential facilities that are comfortable, well-maintained and reasonably priced. Respect for diverse people, values, and ideas. Excellence through continuous assessment and innovation. Student-led communities which promote academic and personal success. Active partnerships with residents, faculty, staff and others. Employee development and involvement in decision-making. Safety for residents and staff as a shared responsibility. The standards of the housing and student affairs professions.

First Year Inquiry

Funded by the Hewlett Foundation The initial First-Year Inquiry courses were offered in the fall of

• 1999. The Hewlett Steering Committee tentatively set 20 as the

enrollment limit for the classes. The faculty was charged to find ways to make the small-class size contribute both to unusually strong success in the cognitive content of the course and also to the over-all objective of beginning to develop a sense of, taste for, and skills in inquiry. This objective implied three assessable

• utcomes:

 taking charge of one's thinking--development of the ability to think critically  growing beyond dualism and relativism--intellectual maturity  taking responsibility for one's own education

FYC Hallway

The First Year College is located on the Ground Floor of Tucker Residence Hall Our MDS classrooms are housed on the ground floors of our Village halls: Tucker and Owen.

Tucker Residence Hall

Owen Residence Hall

The Tucker/Owen Area

Learning Community Elements

FYC Village:

Resident Mentors Learning-centered community

Purpose of the RM Position

Resident Mentors (RMs) will serve as a para-professional component for Tucker and Owen Residence Halls and will be supervised jointly by the RM Coordinator, the Residence Director of the building assigned, and by First Year College

• Advisers. The RMs will enhance the first year experience for all

students residing in Tucker and Owen and enrolled in the MDS 101A and 102A courses. The RM will serve as a TA in selected sections of the MDS classes. Through mentoring, tutoring, and community building, the RMs will assist the student in their transition from high school to the collegiate environment and will also assist both University Housing and First Year College in creating a seamless community between Academic and Student Affairs.

Our Resident Mentors

Assessment to Date for RM

Resident Mentor Survey- distributed through FYC Advisers who work with an RM Fall 2003 & 2004. Questions related to work and impact

• f RM in the classroom as well as FYI “link”.

On-line email survey (Fall 03) distributed upon return from Spring Break. Questions related to work and impact of RM in the halls. Responsibility & Academic Performance Survey.

Things We Learned

Most students agree that they have felt more comfortable being at NC State as a result of an RM in their MDS class. Most students agree that the RM in their MDS class has offered valuable insight into their college experience. We need to increase the ratio of RM on the floor to the same RM in the classroom. Students are seeking assistance from the RM in the halls for personal and academic concerns.

Comments from Students

The Resident Mentor position has been a great help this year and offers another resource for students. I think the RM position is great. My RM was incredibly helpful. The RM is a valuable position to the residence halls, and I have gained much with their presence.

My RM is one of my best friends here at State now. I regularly hang out with him and his group of friends. Our RM is friendly and open. Amazing addition!

Where Are They Now?

Three 03-04 Resident Mentors currently serve as a Resident Advisor. Two were

• ffered a position for 04-05; one accepted.

Two 04-05 Resident Mentors were hired at semester to serve as Resident Advisor. Several intend to apply for an Resident Advisor in this year’s selection process.

RM Leadership Development Class

Began in Fall 2003: ECD 220R, an adapted RA class exclusively for RM’s. Two credit hours Class will meet two times a week for

• ne hour, 15 minutes in the Fall

semester. Co-taught by RMC, RLC and RD’s from Village.

Learning Community Elements

First Year Inquiry:

Faculty from across curricula inquiry/critical reasoning

What is a “Linked” Course?

“In the fall of 2001, an experimental format took all the FYC students who had enrolled in the same FYI course and put them into the same section of the FYC

• ne-credit course. Furthermore, all the students in a

given pair of sections live in the same residential unit. This format enables students to see one another inside and outside of class, enhances their

• pportunities to continue discussion on course topics
• utside the classroom and to bring issues from
• utside the class into the class for scrutiny and

clarification.”

Past FYI “Linked” Courses

CH 102 Q (Chemistry Lab)* COM 110Q (Intro to Public Speaking) ENT 203Q (Honey Bee & Beekeeping)* HI 210Q (Modern Europe- 1815 to Present)* HI 252Q (Modern American History)* MDS 220Q (Ocean & Coastal Frontiers) MDS 302Q (Contemporary Science, Technology & Human Values)* MUS 180Q (Introduction to Musical Experiences) MUS 200Q (Understanding Music)* PS 201Q (American Politics & Government)* PSY 201Q (Controversial Issues in Psychology)* SOC 204Q (Sociology of the Family)*

*Indicates these are courses that have been offered more than once since the program’s inception

History of the Link

Initially most were in name only Second year: some course overlap (ENT, PSY) Third year: most are overlapping course material (ENT, PSY, MUS, MDS 220 & 302, HI 210 & 252) Fourth year (04-05): Stated minimum “overlapping” of courses

Assessment to Date

Responsibility and Academic Performance Survey Boyer Center (CSEQ)-(2003-05) Awaiting report GPA Comparisons of cohorts GPA Comparison—ongoing effect Bar-On EQi Survey (2004-05) Extra questions on the ACT This is a work in progress…

2002-2003 Comparison of Linked/Non-Linked Courses

Instructor #

Linked GPA No Linked GPA

1

3.099 2.924

2

3.229 2.895

3

2.746 2.854

4

3.103 2.501

5

2.94 2.801

6

2.967 2.745

7

3.328 2.83

8

2.538* *

Total GPA 21.412 19.55 Average GPA 3.059 2.793 * Not Included in Total or

• Avg. GPA

2002-2003 Comparison of Linked & Non Linked Courses

2.5 2.7 2.9 3.1 3.3 3.5 1 2 3 4 5 6 7 Instructor Average GPA Linked GPA No Linked GPA

FYI Linked Class Analysis Fall 2002: Section 010 linked w/ SOC 204Q w/ Maxine Atkinson

Student #

SPGA

• Hrs. Attempted
• Hrs. Passed

Other FYI Classes

1

2.467 15 15

2

3.200 15 15

3

0.045 14 5 (9F)

4

3.445 15 15

5

3.636 12 12 (1S)

6

3.214 14 14

7

3.071 18 18

8

3.125 16 16

9

2.378 21 20 (1F,6CR)

10

3.292 19 19 (3CR)

11

3.961 17 17

12

3.548 22 22 (7CR, 1S) AND 111Q

13

3.417 16 12 (4LA)

14

3.000 14 14 MDS 305Q

15

3.929 18 17 (1 LA, 3CR) MA 131Q

15

3.451 17 17 AND 111Q

• Avg. GPA

3.099

Fall 2002 Non-Linked: Section 008

Student #

SGPA

• Hrs. Attempted
• Hrs. Passed

Other FYI Classes

1 3.711 15 15 CH 100Q; MDS 211Q 2 3.286 14 14 CH 100Q; PS 201Q 3 4.000 24 24 (9CR, 1S) 4 3.800 15 15 5 3.000 24 21 (6CR, 3IN) MDS 305Q 6 2.921 17 17 ADN 111Q 7 3.334 21 21 (6CR, 1S) COM110Q; PHI 205Q 8 2.848 14 11 (3 LA) 9 1.533 14 10 (3U, 1IN) MDS 305Q 10 2.907 21 21 (3CR) HI 252Q 11 3.023 15 15 MSD 302Q:008 12 1.125 17 9 (7F, 1U) 13 2.667 12 12 14 3.708 16 16 15 2.055 15 12 (3 IN) MDS 305Q 16 3.416 16 16 17 3.091 17 14 (3LA, 3CR) ENG 282Q 18 2.881 15 14 (1IN) AND 111Q 19 3.394 12 12 (1S) HI 252Q:011 20 1.778 15 12 (3 LA) AVG GPA 2.924

2003-2004 Comparison of Linked/Non-Linked Courses

Instructor #

Linked GPA

No Linked GPA 1

2.98

3.1 2

2.9

3.07 3

3.25

2.88 4

2.97

2.91 5

3.2

2.87 6

2.82

2.89 7

2.86

2.79 8

2.67

2.94 9

3.23

2.95 10

2.79*

* Total GPA 26.87 26.4 Average GPA 2.982 2.933

* Not included in Total or Avg GPA

2003-2004 Comparison of Linked & Non Linked Courses

2.5 2.7 2.9 3.1 3.3 3.5 1 2 3 4 5 6 7 8 9 Instructors Average GPA Linked GPA No Linked GPA

2004-2005 Comparison of Linked/Non-Linked/Village Courses

Instructor #

Linked GPA Village Non-Linked GPA Non-Village GPA RM a Student in Link

1

2.84 2.82

2

2.807 3.077

3

2.808 3.135 Y

4

3.164 3.288

5

2.849 2.899 Y

6

3.146 2.97

7

3.309 3.14 Y

8

3.165 2.68 Y

Average GPA

3.008 3.109 2.896

So, Show Me the Money

Historically departments that haven’t worked together in the past Expenses:

 RM Salary  Time (Staff)  Faculty Involvement for teaching (one-time annual

$1000 stipend)

 Tuition increase goes directly to increase seats in

“critical-thinking” courses

QUESTIONS????

Keep in Touch

Karen Hauschild, Assistant Director/ Adviser/RMC, First Year College, 919- 515-8266 or karen_hauschild@ncsu.edu or www.ncsu.edu/fyc Chris Chafin, Interim Associate Director, 919-515-5616, chafin@ncsu.edu