First-Year Programs Designed to Support Student Growth, Success, - - PowerPoint PPT Presentation

First-Year Programs Designed to Support Student Growth, Success, and Engagement

Karlin Luedtke, Rachel Most, and Sandy Seidel Monday, October 17th 10:30 a.m.

PRESENTATION OUTLINE

• I. Overview of Five Major Changes to First-Year

Programming at U.Va.

• A. Mindfulness pracTces and opportuniTes
• B. EQi-2.0 assessments in advising seminars
• C. ePorXolio classes
• D. Advising seminars on the value of a liberal arts educaTon
• E. Strategies for Academic Success and Leadership: New first-

year course

• II. IntroducTons
• III. Group AcTvity on First-Year Programs

Mindfulness: Awareness and Habit

College Advising Seminar (COLA 1500) Fall 2016

• taught in residence hall
• experienTal mindfulness pracTces – body scan, si`ng meditaTon,

mindful movement, eaTng, walking – and discussion

• aaendance at other pracTces* on campus
• reflecTve final paper

Mindfulness Prac<ces

Interdisciplinary Seminar (INST 2500) Spring 2015, Spring 2016

• taught in the residence hall of residenTal college
• experienTal pracTces and discussion
• 2 reflecTve papers

What is Emo+onal Intelligence?

“A set of emoTonal and social skills that influence the way we perceive and express

• urselves, develop and maintain social

relaTonships, cope with challenges, and use emoTonal informaTon in an effecTve and meaningful way.”

(Also see books and ar<cles by Daniel Goleman)

EmoTonal Intelligence Model

What is an ePor5olio?

• A collecTon of digiTzed student work organized and

repurposed to demonstrate a student’s accomplishments, talents, experiences, and reflecTons.

• Collected over Tme, and (re)composed for parTcular

audiences such as instructors, prospecTve employers, or

• thers, the ePorXolio serves as a rich evidence-based

documentaTon of authenTc student accomplishments.

• The ePorXolio can also ensure students gain insight on

themselves as learners by showing their self-assessment as well as their aspiraTons and future goals.

• Skills developed for maintaining an ePorXolio can lead to

life-long learning and reflecTon processes.

Embracing Your Liberal Arts Experience

College Advising Seminar (COLA) Fall 2015; Fall 2016

• Readings included Fareed Zakaria’s 2015 In Defense of a Liberal Educa<on

and Tim Elmore’s Habitudes: The Art of Naviga<ng Transi<ons

• Discussion based class, including small groups/paired conversaTons
• Engaged AcTvity assignments
• Required meeTng and talking with faculty, administrators, and peers

within the U.Va. Community

• Eqi-2.0 assessment
• Self-reflecTve assignments
• Journal Entries
• Exercises for each Habitude image

Course EvaluaTons

Strategies for Academic Success and Leadership

Seminar in Engaging the Liberal Arts (ELA)

Spring 2015; Spring 2016

• Readings included Stefanie Weisman’s The Secrets of Top Students; readings
• n Tme and stress management; and Tim Elmore’s Habitudes: The Art of

Naviga<ng Transi<ons

• Discussion based class, including small groups/paired conversaTons
• Engaged AcTvity assignments
• Required meeTng and talking with faculty, administrators, and career

counselors

• Self-reflecTve assignments
• Journal Entries
• Exercises for each Habitude image

Course EvaluaTons

INTRODUCTIONS to those around you

(aisle or table)

• Name
• InsTtuTon
• PosiTon

Group AcTvity on Developing & ImplemenTng First-Year Programs

(4-6 people per group):

I. Community College (<10,000 students) II. Community College (>10,000 students)

• III. Private, four-year college (<4,000 students)
• IV. Private, four-year college (>4,000 students)
• V. Public, four-year college (<15,000 students)
• VI. Public, four-year college (>15,000 students)

Group AcTvity:

• I. Step One: Think ‘BLUE SKY’
• II. Step Two: IdenTfy/Discuss Barriers to

implementaTon

• III. Step Three: Brainstorm Ways to Overcome

Barriers

• IV. Step Four: Report Out to Larger Group

TAKE AWAYS:

I. Gain exposure to one insTtuTon’s aaempts to enhance the first-year through curricular innovaTon and expansion

• II. Gain exposure to aaempts being made at other

insTtuTons to enhance the first-year experience, including the obstacles and successes they have encountered

• III. Leave the discussion with one new substanTve idea to

help first-year students flourish

Karlin Luedtke kl5k@virginia.edu Rachel Most rm5f@virginia.edu Sandy Seidel ss5yr@virginia.edu