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TRANSITIONING TO COLLEGE: THE STUDENTS' STORY
MELISSA ALLAY & KAREN SMITH
OUTLINE
About ECU ECU's Freshmen Seminar Course COAD Pilot COAD Pilot Syllabi Additional Core Story Evidence Implications for Action 01 02 03 04 05 06
TRANSITIONING TO COLLEGE: THE STUDENTS' STORY MELISSA ALLAY & - - PowerPoint PPT Presentation
TRANSITIONING TO COLLEGE: THE STUDENTS' STORY MELISSA ALLAY & - - PowerPoint PPT Presentation
TRANSITIONING TO COLLEGE: THE STUDENTS' STORY MELISSA ALLAY & KAREN SMITH OUTLINE About ECU 01 ECU ' s Freshmen Seminar Course 02 COAD Pilot 03 COAD Pilot Syllabi 04 Additional Core Story Evidence 05 Implications for Action 06
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ABOUT EAST CAROLINA UNIVERSITY
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4 year, public institution Approximately 29,000 students 23,265 Undergraduates 4,362 first-time, full time students Located in Greenville, NC Carnegie Classification: Doctoral/Higher Research and Community Engagement
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ECU'S FRESHMAN SEMINAR COURSE
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FRESHMAN SEMINAR COURSE
COAD 1000: Student Development and Learning in Higher Education Extended Orientation Model 1 credit hour; for grade Meets Twice a Week Not Mandatory Instructors Section Designations
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GOALS
Develop a Sense of Belonging Academic Skills Life Skills Career Development
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COMMONALITIES
Core Competencies Syllabus Textbook Common Assignments Common Read Assignment Large Group Presentation Resiliency Module Career Exploration Paper
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CORE COMPETENCIES
Personal Development Campus Engagement Academic Engagement Student Learning
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FALL 2016 DATA
1,217 students enrolled 63 sections
Open to All 29% LLC 19% Specialty 14% Major 38%
STUDENTS
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FALL 2016 DATA
56 instructors
Student Affairs 43% Academic Advisor 39% Faculty 2% Other Department 16%
INSTRUCTORS
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COAD PILOT
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NANCY SCHLOSSBERG'S TRANSITION THEORY
Transition: any event, or non-event that results in changed relationships, routines, assumptions, and roles Four major factors that influence a person's ability to cope with a transition (4 S's) 4 S's: Situation, Self, Supports & Strategies
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PARTS OF THE STUDY
Student Completion of: 1) Schlossberg's Transition Guide 2) Reflection Paper Instructor Completion of: Reflection Paper Rubric Completed: Beginning, Middle & End of Semester Instructors trained on: 1) Transition guide and discussion points 2) Reflection paper analysis 3) Use of rubric Recruitment of Instructors
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SAMPLE
10 COAD Classes: 190 Students Total Populations: General Student (2) Transfer (1) First Generation (2) Nursing (2) Major Advisement Program (2) Veterans (1)
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PAPER SAMPLING PROCESS
Student Papers Coded Excel Randomizer Stratified Sample Female and Male 60/40 representation Total papers read: 19 (10 F; 9 M)
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DOCUMENT ANALYSIS
Individual papers reviewed holistically & individually Notes: themes, quotes, and changes All notes reviewed to gain overall themes
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CORE STORY
"When students first attend ECU, they lack the insight on self in order to confidently transition into an independent role while altering existing relationships." Transition Independent Role
Independence increases Begin to Know Self Increased confidence in ability to transition Sept Oct & Nov Dec
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SELF TRANSFORMATION
Linked to the feeling the semester is getting easier
Self Confidence Self Doubt
Decreased as semester progressed Turned into Self-Confidence and Inner Strength
Insight on Self
Better able to define themselves and know themselves
Mindset Change
Study Techniques Coping Mechanisms Choice in Friends College Stress on School Others Self Beyond College
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INDEPENDENCE
Became easier for students to balance their priorities Feel as if they are more mature Feel as if they have grown Over Time: Frequent Terms Used: Freedom Responsibilities Independence Adulthood Balancing Responsibly balancing social and academic life Sense of Independence was a Driver of: Self-Advocating Taking Initiative Better Decision Making Skills Making Better Choices
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ALTERATION OF RELATIONSHIPS
Relationship with family strengthened
Supports
Beginning of Semester End of Semester Family & Friends from Home Peers & On-Campus Resources Type of support needed from family changed Relationships with friends from home dependent on friend attending college
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COAD PILOT SYLLABI
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SYLLABI TIMELINE REVIEW
Review on the 4 COAD Core Competencies Campus Engagement Academic Engagement Student Learning Personal Development
September
Campus Engagement
October
Student Learning Academic Engagement
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MOST DISCUSSED TOPICS
Academic Engagement
Learning Styles Note Taking Memory Techniques Reading a Textbook Test Taking
Campus Engagement
Feel a part of ECU Student to Resources
Student Learning
Relationships Time Management
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LEAST LISTED TOPICS
Academic Engagement
Intro to University Level Research Connection to Faculty Setting Expectations
Campus Engagement
Peer to Faculty Connections
Personal Development
Personality Inventories: MBTI & True Colors
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ADDITIONAL CORE STORY SUPPORTING EVIDENCE
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IMPACT ASSESSMENT
My participation in COAD 1000 improved my: Awareness of own academic strengths Ability to succeed academically Knowledge of ECU's academic integrity policy Ability to understand faculty expectations of me Understanding of the importance of establishing personal goals Understanding of the importance of managing my time efficiently Ability to adjust to the college social environment Ability to use effective stress management techniques
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IMPLICATIONS FOR ACTION
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INSTRUCTOR TRAINING
Present research information to educate COAD instructors Competency template in syllabi
TELLING THE STORY
Share findings to a variety of stakeholders Infographics and presentations Funding implications
17-18 STUDY
Training for instructors refined Updated rubric Increased number of students involved in study Included off-campus first year students
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CONTACT US
MELISSA ALLAY
allaym@ecu.edu
KAREN SMITH
smithka@ecu.edu