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

ABOUT EAST CAROLINA UNIVERSITY

Located in Greenville, NC 4 year, public institution Approximately 29,000 students 23,265 Undergraduates 4,362 first-time, full time students Carnegie Classification: Doctoral/Higher Research and Community Engagement

ECU'S FRESHMAN SEMINAR COURSE

FRESHMAN SEMINAR COURSE Extended Orientation Model COAD 1000: Student Development 1 credit hour; for grade and Learning in Higher Education Meets Twice a Week Not Mandatory Instructors Section Designations

GOALS Develop a Sense of Belonging Academic Skills Life Skills Career Development

COMMONALITIES Syllabus Textbook Common Assignments Common Read Assignment Large Group Presentation Resiliency Module Career Exploration Paper Core Competencies

CORE COMPETENCIES Campus Engagement Academic Engagement Student Learning Personal Development

FALL 2016 DATA 1,217 students enrolled STUDENTS 63 sections Open to All 29% Major 38% LLC 19% Specialty 14%

FALL 2016 DATA 56 instructors INSTRUCTORS Other Department 16% Faculty 2% Student Affairs 43% Academic Advisor 39%

COAD PILOT

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

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

SAMPLE 10 COAD Classes : 190 Students Total Populations : General Student (2) Transfer (1) First Generation (2) Nursing (2) Major Advisement Program (2) Veterans (1)

PAPER SAMPLING PROCESS Student Papers Coded Excel Randomizer Stratified Sample Female and Male 60/40 representation Total papers read : 19 (10 F ; 9 M )

DOCUMENT ANALYSIS Individual papers reviewed holistically & individually Notes : themes , quotes , and changes All notes reviewed to gain overall themes

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 Sept Begin to Know Self Oct & Nov Increased confidence in ability to transition Dec Independence increases

SELF TRANSFORMATION Self Doubt Decreased as semester progressed Turned into Self - Confidence and Inner Strength Self Confidence Linked to the feeling the semester is getting easier Insight on Self Better able to define themselves and know themselves Study Techniques Coping Mechanisms Choice in Friends Mindset Change College Others Self Beyond College Stress on School

INDEPENDENCE Frequent Terms Used : Balancing Freedom Independence Responsibly balancing social and Responsibilities academic life Adulthood Sense of Independence was a Over Time : Driver of : Became easier for students to balance Self - Advocating their priorities Taking Initiative Feel as if they are more mature Better Decision Making Skills Feel as if they have grown Making Better Choices

ALTERATION OF RELATIONSHIPS Supports Beginning of Semester End of Semester Family & Friends from Home Peers & On - Campus Resources Type of support needed Relationships with friends from from family changed home dependent on friend Relationship with family attending college strengthened

COAD PILOT SYLLABI

SYLLABI TIMELINE REVIEW Review on the 4 COAD September Core Competencies Campus Engagement Campus Engagement Academic Engagement Academic Engagement Student Learning Personal Development October Student Learning

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

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

ADDITIONAL CORE STORY SUPPORTING EVIDENCE

IMPACT ASSESSMENT My participation in COAD 1000 improved my : Understanding of the Knowledge of ECU ' s Understanding of the importance of managing academic integrity policy importance of establishing my time efficiently personal goals Ability to adjust to the Awareness of own Ability to understand college social environment academic strengths faculty expectations of me Ability to use effective stress Ability to succeed academically management techniques

IMPLICATIONS FOR ACTION

17-18 STUDY TELLING THE INSTRUCTOR STORY TRAINING Training for instructors refined Updated rubric Share findings to a Present research Increased number of variety of stakeholders information to educate students involved in Infographics and COAD instructors study presentations Competency template Included off - campus Funding implications in syllabi first year students

? QUESTIONS CONTACT US MELISSA ALLAY KAREN SMITH allaym @ ecu . edu smithka @ ecu . edu