Engaging fjrst-year students outside of the fjrst-year seminar course David I. Henriques Kendra M. Wo Wolgast Asst. Dean, School of Academic Academic Support Center Programs & Services Director & Disability Contact Liaison Shippensburg University Penn State Mont Alto dihenr@ship.edu kmw24@psu.edu Sunday, February 6, 2011
Learning Outcomes • Identjfy retentjon • Identjfy how technology strategies utjlized by is being used to foster campuses without the community and support resources to implement typical fjrst year seminar learning objectjves. a fjrst year seminar. • Compile results so • Brainstorm and share atuendees leave with a list strategies for locatjng of strategies and resources to support and resources for implement these implementatjon. actjvitjes.
Categories of Retentjon Strategies • • Transitjon ~ prior to start of Campus Climate classes • Departmental • Orientatjon Programs • Power of the Individual • Campus Specifjc Initjatjves • Co-Curricular/Extra • Special Populatjons Curricular • • Transitjon ~ during the Community/External academic year Constjtuency
Transition ~prior to start of classes~ • Early placement testing • Advisor/student contact prior to classes start • Faculty/student contact prior to classes start • Welcome Week • Compass/Accuplacer • Acceleration – CA/MD (dev math) • E-mail correspondence • Required advising (First year advising on fjrst Friday) • Group and one-on-one advising • Faculty advising (departmental model) • Summer orientation (group advising, leading to one-on-one advising) • Use an advising hold • Control the advisor ratio • Bridge programs • Accepted student day • Enforce deadlines • Do not allow students control of fjrst semester schedule • Have advising during orientation • Registration right before classes; must meet with advisor fjrst • Have deadline and late registration fee – Have to enforce policy
Orientation Programs • Early Admissions • New Student Orientation • Wallops Island • Early entrance/extended orientation • Mock classes during early orientation week • Have orientation and registration throughout summer (with a charge $) • Physical team building activities • Timing for fall should start in spring, summer, or immediately prior to start of classes • Students are required to complete orientation activities before registering for classes (stamp program) • Early orientation for international students (2 weeks before classes start) – Learn western academic culture, testing, outdoor team building, peer mentoring • Online orientation – Chat with peer mentors – Virtual tours
Campus Specifjc Initiatives • Living/Learning Communities • Faculty and/or Stafg Mentoring Programs • Peer Mentoring Programs • Advising Excellence • Advising/Scheduling
Special Populations • Athletes – Academic Skills Coach • Honors Students • Minority Students • Developmental Students • Undeclared • Pre-majors – Nursing wanna-be’s – T eacher education • Mentorship programs for special populations • Academic Coaching
Transition ~during the academic year~ • Early Alert/Academic Alert Programs • Early Intervention T eams • Mandatory Academic Support Programs • Student Advocacy Specialist/Learning Specialist • (PAWS) Personal Achievement Workshop Series • MLK (Martin Luther King Program) • TMMP (Thurgood Marshall Mentoring Program) • Grades fjrst.com program; early alert program that links faculty with student afgairs/student success folks. • Early alert hotline – trying to get the information to the academic programs (need to train individuals within each college) • Starfjsh (early alert program that can be purchased); interacts with Blackboard • Important the feedback loop is closed (automated e-mails from the advisor) • Intervention strategies? – Academic coaches work with referred students – Suspended/Probation students must go to Student Success Center – Success coaches mentor for study (faculty/stafg); voluntary participation – Retention mentors- for targeted populations (women’s center, at-risk students, trained in cold calling – Use the CSI as part of referral
Transition ~during the academic year~ • Cont. • Residential tutoring program required tutoring services in halls • Referrals and where do we refer them to. How do we get faculty buy in? • Mentor students who had alcohol sanctions • Allow students to select their own mentor • First year leader program devised by major. Student ofgered two mentors so they can chose one. • Peer mentoring directed toward select populations (athletes, etc.) • Peer mentoring – Very important to train mentors appropriately – Important to have mentors who connect with students • Early alert programs that refers to student success center – Encourage faculty to take roll – Share research with faculty to gain buy-in – T arget at risk students – Need communication and involvement of faculty in development of Early Alert system – Close feedback loop/discuss intervention strategies – Connect faculty to technology (class roster early alert button) • Generates automatic e-mail
Departmental • Socials • Peer & Professional Mentoring • Clubs and Organizations • Special sections of classes • Communal areas (Adirondack chairs) • Front loaded advising
Campus Climate • Meeting places • Starbucks/Cofgee house • Residence halls
Power of the individual • End of Semester/Year Recognition Events • Pay it forward…. • Customer Service
Co-Curricular/ Extra-Curricular • Service Learning – Built into graduation requirements, FYE requirements – Build partnerships with the community – Where the students live rather than have the students come to campus – Service learning department – Embedded into the FYE – How do we assess it? E-portfolio – Really wanting/needing faculty to coordinate the assessment and the service learning initiative – Linked to learning community in FYE. T utoring and literacy. – Secure individual faculty – Use campus life website to identify myriad service learning activities – Community based learning – CAB: Campus Activity Board ofgers opportunities for students (i.e. greek life) – Passport: Students get points for attending activities – Partner economic/community needs with academics (business plans, etc.) – Campus visits to transfer institutions (either outgoing or incoming) – Student involvement under residential life • Day of service/Day of Caring/Make A Difgerence Day (United Way); encourage faculty to participate • 15 hours via identifjed sites with 3-4 page refmective paper • Embedded in coursework. Need a faculty coordinator • Seek grants for program • Portfolio refmection paper required
Co-Curricular/ Extra-Curricular • Service learning (cont.) • Require students to attend one major activity (academic or other) • Link multiple courses into a learning community that has a service learning component • Build relationships with community to ofger service learning opportunities where they students live. • Students get an opportunity to win a “big ticket” item @ end of semester – more events you attend, more chances to win • Use Title 3 grant to create programming – Require students to have at least 3 service learning components. • Volunteerism • Intramurals • Clubs and organizations – based on career paths – Based on strength assessment • Work study • Student Activities • Special Student Cohorts (Ambassadors, Admissions tour guides (STARS, PALS) • Passports for attending events • Title III grants to create programming • Linking courses within learning communities • Drawing for a fabulous prize for attending events • Identify 3 main areas:
Community/External Constituency • Churches • Social Agencies (Big Brothers/Big Sisters) • Non-Profjts • Community groups
Locatjng resources and their implementatjon • Community • Campus/System Grants (Social Equity) • Charitable agencies (Service Learning/Volunteering Opportunitjes) • Non-profjts • Find campus supporters (Be recognized)
Use of Technology • Podcasts • Email • You Tube • Facebook • Textjng • Twituer • Adobe Connect • Blogs • Electronic Competjtjons ( ie Wii, textjng, Madden, etc.)
• Please complete the sign in sheet so results can be e-mailed to you.
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