From 0 to 60+: From 0 to 60+: Revving up FYE at Warp Revving up - - PowerPoint PPT Presentation

From 0 to 60+: From 0 to 60+: Revving up FYE at Warp Revving up FYE at Warp Speed Speed

Nancy Casey Nancy Casey Mary Piccioli Mary Piccioli Ann Lehman Ann Lehman

• St. Bonaventure University
• St. Bonaventure University

~ Live ~ Learn ~ Serve ~ Lead ~ Live ~ Learn ~ Serve ~ Lead

• St. Bonaventure University

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Framework for Discussion Framework for Discussion

 Who we are

Who we are

 Where we were

Where we were

 What we did

What we did

 What happened

What happened

 Why

Why

• St. Bonaventure University

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SBU at a Glance SBU at a Glance

 A Catholic University in the Franciscan

A Catholic University in the Franciscan tradition tradition

 A highly residential campus, located in

A highly residential campus, located in Western New York state Western New York state

 2,000 undergraduates/500 graduate students

2,000 undergraduates/500 graduate students

 Liberal arts core, majors in arts and sciences,

Liberal arts core, majors in arts and sciences, as well as strong professional preparation in as well as strong professional preparation in education, business and journalism/mass education, business and journalism/mass communication communication

“ “At St. Bonaventure University, we come to know our students on an At St. Bonaventure University, we come to know our students on an individual basis and become their mentors. We strive to bring out the individual basis and become their mentors. We strive to bring out the best in every individual. “ best in every individual. “

• St. Bonaventure University

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January 2006 January 2006

Where We Were Where We Were

 Lower than desired enrollment

Lower than desired enrollment

 A dip in retention rates

A dip in retention rates

 Several ad hoc groups, individuals and

Several ad hoc groups, individuals and committees were discussing and committees were discussing and researching on freshman issues, resulting researching on freshman issues, resulting in tentative and not-so-tentative in tentative and not-so-tentative suggestions for change from multiple suggestions for change from multiple individuals and committees across campus individuals and committees across campus

 An “invitation” from the Provost to design

An “invitation” from the Provost to design living and learning structures for freshmen living and learning structures for freshmen

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What Was In Place? What Was In Place?

 20 years’ experience with multiple versions

20 years’ experience with multiple versions

• f freshman seminars
• f freshman seminars

 “

“Required” UNIV 101 (freshman seminar) in Required” UNIV 101 (freshman seminar) in two schools two schools

 Peer mentors in two of fjve schools

Peer mentors in two of fjve schools

 Passion: Many faculty and stafg who were

Passion: Many faculty and stafg who were committed to doing something for freshman committed to doing something for freshman

 Finally, “buy-in” from the University

Finally, “buy-in” from the University Strategic Planning Committee and cabinet Strategic Planning Committee and cabinet

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What We Did…and What We What We Did…and What We Learned Learned

 We rolled up our sleeves and dove in

We rolled up our sleeves and dove in head fjrst head fjrst

 Gathered those who had been

Gathered those who had been passionate about the issues passionate about the issues

 We listed our dreams and visions

We listed our dreams and visions

 We identifjed the “must dos” for fall

We identifjed the “must dos” for fall 2006 2006

 And we learned…

And we learned…

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FIRST: It T akes A Campus… FIRST: It T akes A Campus…

The FYE @ SBU initiative was a result

• f an unprecedented

campus-wide collaboration, involving more than 60 individuals from all areas of the University:

• Administration
• Faculty
• Staff
• Students

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SECOND: It COULD Be Done SECOND: It COULD Be Done

Moving at Warp Speed Moving at Warp Speed

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THIRD: THIRD: It’s All about

It’s All about C Conversations

• nversations

We talked …. We talked …. and we talked … and we talked … and we talked… and we talked… and then we talked! and then we talked!

You must originate, and you must sympathize; you must You must originate, and you must sympathize; you must possess, at the same time, the habit of communicating and possess, at the same time, the habit of communicating and the habit of listening. The union is rather rare, but irresistible. the habit of listening. The union is rather rare, but irresistible.

Benjamin Disraeli, 1st Earl of Beaconsfjeld Benjamin Disraeli, 1st Earl of Beaconsfjeld

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We T alked … We T alked …

 With Faculty from all schools

With Faculty from all schools

– Who taught freshmen courses Who taught freshmen courses – Who advised freshmen Who advised freshmen – Who were concerned with teaching and Who were concerned with teaching and learning learning

 With Stafg

With Stafg

– Who worked with freshmen in residence halls Who worked with freshmen in residence halls – Who provided academic support services Who provided academic support services – Who had regular contact with freshmen and Who had regular contact with freshmen and their parents their parents

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We T alked… We T alked…

With our Trustees

With our Trustees

With the religious

With the religious community community

With individuals and

With individuals and committees wrestling with committees wrestling with related issues related issues

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Most Importantly, We T alked Most Importantly, We T alked with Students with Students

 The

The very fjrst very fjrst formal thing we did formal thing we did was to have focus groups of was to have focus groups of freshmen and sophomores freshmen and sophomores

– We explored orientation We explored orientation – We asked about their residential We asked about their residential experiences experiences

 There were student members on all

There were student members on all committees committees

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Articulating Articulating the VISION: the VISION: What Did What Did We Dream? We Dream?

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What MUST We Have? What What MUST We Have? What Would NOT work? Would NOT work?

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We Articulated Our Mission: We Articulated Our Mission: FYE @ SBU FYE @ SBU

The mission of the First-Year Experience program at St. Bonaventure University

is to support

is to support students as they transition to University life students as they transition to University life and to promote success in academic and and to promote success in academic and residential environments by providing residential environments by providing integrated learning and living programming integrated learning and living programming designed to engage them fully in the life of designed to engage them fully in the life of the University. the University.

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We Set FYE Goals We Set FYE Goals



Improved student engagement Improved student engagement



Improved student academic Improved student academic performance performance



Improved retention Improved retention



Improved residence life experience Improved residence life experience



Increased Opportunities for Increased Opportunities for Campus Community to be involved Campus Community to be involved in Student Engagement in Student Engagement

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The First-Year Experience at SBU: 5 Major Components

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The Residence “Pieces” The Residence “Pieces”

 “

“Original” Plans Original” Plans

– Freshman-only residence halls Freshman-only residence halls – Opt-in affjnity groups (themed living) Opt-in affjnity groups (themed living) – Alliance with Offjce of Residence Life Alliance with Offjce of Residence Life – New training for residence life stafg New training for residence life stafg – FYE mentors FYE mentors

 “

“Modifjcations and Additions” -- Modifjcations and Additions” --

Fall ’06 Fall ’06 – Freshman-focused weekend Freshman-focused weekend programming programming – FYE mentor role adjustments FYE mentor role adjustments – Rethinking Affjnity Groups Rethinking Affjnity Groups

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The Academic “Pieces” The Academic “Pieces”

 “

“Original” Plans Original” Plans

– Enroll all students in UNIV 101 Enroll all students in UNIV 101 – No freshman takes more than 1 “core No freshman takes more than 1 “core curriculum” course curriculum” course – Learning Communities “lite” Learning Communities “lite” – All Bonaventure Reads All Bonaventure Reads – SBU Planner SBU Planner

 “

“Modifjcations and Additions” -- fall Modifjcations and Additions” -- fall ‘06 ‘06

– New spring semester class for students New spring semester class for students

• n probation
• n probation

– FYE mentors holding study hall hours FYE mentors holding study hall hours – FYE mentors providing supplemental FYE mentors providing supplemental instruction instruction – Additional Learning Communities Additional Learning Communities

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Common Reading “Piece” Common Reading “Piece”

 Original Plans

Original Plans

– Announce the book at Announce the book at Orientation Orientation – Video & Group discussion Video & Group discussion at Welcome Days at Welcome Days – Author visit and talk Author visit and talk – Use of the book in UNIV Use of the book in UNIV 101 101

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Acknowledging the Franciscan Acknowledging the Franciscan Commitment to Service Commitment to Service

 “

“Original” Plans Original” Plans

– Plans for a Day of Service Plans for a Day of Service – Collaboration with on-campus service groups Collaboration with on-campus service groups – A “local service” Affjnity Group A “local service” Affjnity Group

 “

“Modifjcations and Additions” -- fall ‘06 Modifjcations and Additions” -- fall ‘06

– Alliance with Journey Project to combine their Alliance with Journey Project to combine their First Year Service with FYE First Year Service with FYE – Addition of service component to UNIV 101 Addition of service component to UNIV 101

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Assessment-Driven Action Assessment-Driven Action

 We started with an assessment plan

We started with an assessment plan

– We analyzed where we were We analyzed where we were – We developed a vision of where we wanted We developed a vision of where we wanted to be to be

 We examined existing data

We examined existing data

 We set goals and identifjed data sources

We set goals and identifjed data sources

– We planned to use all available data We planned to use all available data – We designed some new research We designed some new research

 And we focused on key principles

And we focused on key principles

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Results: Impact on Academic Results: Impact on Academic Achievement Achievement

2005-06 2006-07 #

% (of

• riginal

class)

#

% (of

• riginal

class)

# incoming Freshmen 478 461 Average GPA at end of 1st semester 2.68* 2.77 Academic Standing After 1st Semester # in academic difficulty after 1st semester (CUM < 2.0) 108 22.6% 85 18.4% Students with GPA between 1.70 and 2.0 33 6.9% 36 7.8% Students with GPA < 1.70 53 11.1% 49 10.6% Students dismissed 15 3.1% 9 2.0% Students who withdrew during 1st semester 6 1.26% 7 1.5% Students on Dean's List for first semester 132 28% 164 35.6%

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Results: Learning Communities Results: Learning Communities for Active and Collaborative for Active and Collaborative Learning Learning

Goal

Actual # Actual %

# Opting for participation in a Learning Community 10.0% 40 9%

• f the LC participants…

#/% in LC returning after 1 semester

95.0% 40 100%

Average 1st Semester GPA

3.3

#/% of LC students in academic difficulty (<2.0) after 1 semester

10.0% 0% Data on affjnity groups is identical….

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Results: Retention Results: Retention

2005-06 2006-07 # %

GOAL

#

%

(of original class)

# incoming Freshmen 478 461 #/% returning after 1 semester

437 91.4% 92.5% 426 92.4%

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Residence Life Goals Residence Life Goals

 Increased programming

Increased programming

 Increased positive living behaviors

Increased positive living behaviors

 Increased interaction between living

Increased interaction between living and learning environments and learning environments

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Results: Residence Life Results: Residence Life

 Freshman residence halls established

Freshman residence halls established

 Noted decrease in

Noted decrease in

– Alcohol-related incidents Alcohol-related incidents – Drug-related incidents Drug-related incidents – Property abuse/misuse Property abuse/misuse – Interpersonal disrespect Interpersonal disrespect

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What Next? Back to Dreams, What Next? Back to Dreams, Musts, Don’ts Musts, Don’ts

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Plans for 2 Plans for 2nd

nd Year

Year

 Development and assessment of additional

Development and assessment of additional components components

– Academics Academics

• Freshman Foundations

Freshman Foundations

– SERVICE SERVICE

• Formalize service activities in UNIV 101

Formalize service activities in UNIV 101

• Ofger service opportunities as a natural part of the

Ofger service opportunities as a natural part of the freshman year freshman year

– LEADERSHIP LEADERSHIP

• Modifjcations to FYE mentor positions

Modifjcations to FYE mentor positions

• Increased use of peer mentoring

Increased use of peer mentoring

– SYE – The Sophomore Year Experience SYE – The Sophomore Year Experience

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Deeper Assessment: Additional Deeper Assessment: Additional Data Source Data Source

 Ongoing faculty & stafg research

Ongoing faculty & stafg research projects projects

– The Biggest Problem The Biggest Problem – Parents’ Perceptions of Parents’ Perceptions of The Biggest Problem The Biggest Problem – Student well-being Student well-being

 NSSE

NSSE

 CIRP

CIRP

 Focus: keeping our eyes wide open

Focus: keeping our eyes wide open

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The Most Important Thing We The Most Important Thing We Learned: Learned: It Takes A Campus It Takes A Campus

Good discourse sinks difgerences and seeks agreements. Good discourse sinks difgerences and seeks agreements.

Amos Bronson Alcott Amos Bronson Alcott

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Conversation Was Key Conversation Was Key

There is no such thing as a worthless conversation, provided you know what to listen for. And questions are the breath

• f life for a conversation.

James Nathan Miller

James Nathan Miller

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Contact Information Contact Information

Nancy Casey ~ ncasey@sbu.edu Nancy Casey ~ ncasey@sbu.edu Mary Piccioli ~ mpicc@sbu.edu Mary Piccioli ~ mpicc@sbu.edu Ann Lehman ~ alehman@sbu.edu Ann Lehman ~ alehman@sbu.edu