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First Year Experience

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FYE FYE

on 27 January 2014

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Transcript of First Year Experience

Setting the Tone
The Role of Faculty in the First-Year Experience

PERSONAL VALIDATION
SELF-EFFICACY
PERSONAL MEANING
ACTIVE INVOLVEMENT (ENGAGEMENT)
SOCIAL INTEGRATION
REFLECTION
SELF AWARENESS

TEN COMPONENTS OF A COMPREHENSIVE FIRST-YEAR EXPERIENCE PROGRAM
HOW MIGHT FACULTY GET INVOLVED?

Seven Pervasive Principals of Successful FYE Programming
Personal Validation:
making students feel personally
significant
--i.e., when they feel recognized as
individuals
, that they
matter
to the institution, and that the institution
cares
about them as whole persons.
Self-Efficacy:
promoting students' belief that their
personal effort
matters --when they think they can exert significant
influence
or
control
over the outcomes of their educational and personal life.
Personal Meaning:
helping students find
meaning
or
purpose
in their college experience --i.e., when they perceive
relevant connections
between what they're learning in college, current life, and their future goals
Active Involvement (Engagement) :
Reflection:
Social Integration:
Self-Awareness:
increasing the depth of student
involvement
in the learning process --i.e., the amount of
time
and
energy
that students invest in the college experience --both
inside
and
outside
of the classroom.
encouraging students to
reflect
on their college experiences,
think
deeply about them and
transform
them into a form that connects with what they already know or have previously experienced.
enhancing student success through
human interaction
,
collaboration
, and the formation of
interpersonal relationships
between the student and other members of the college community --peers, faculty, staff, administrators, and alumni.
helping students become
aware
of themselves and remain
mindful
of their learning strategies, styles, habits, and ways of thinking, as well as their personal talents, interests, values, and needs.
Sponsored by the First-Year Experience in collaboration with the Professional Teaching and Learning Center, Lake Worth campus.
WHAT DO STUDENTS WANT?
Seven Pervasive Principals of Successful FYE Programming
What does

mean to you?


WHY DOES IT MATTER?
 Students expect to interact with faculty
69% self-reported that they expect at least “occasionally”
 Reality
41% actually do

(Upcraft, Gardner, Barefoot, & Associates, 2005)

“The strongest relationship to retention occurs when all of the academic and the key non-academic factors are combined.” As
academic and social integration increases
, so does the likelihood of student persistence (Aser, 1998,; Obrien & Shedd, 2001 Tucker, 1999).
Academic Integration
Nora (1993), defines academic integration as the development of a
strong affiliation with the college academic environment both in and out of class.
Question?
How can we transcend the boundaries between the in-class and the out-of class student experiences to significantly impact academic achievement, persistence and completion?
WHAT CAN I DO ABOUT THIS?
What are potential barriers to facilitating faculty-student interactions outside the classroom?

1. Summer Transition Programming (e.g., orientation, educational planning, assessments, summer bridge)
2. Pre-Semester Orientation (just prior to the onset of the fall term)
3. Academic Advising of First-Year Students
4. Convocation/Matriculation Ceremony
5. Curriculum-Based Experiences (e.g., first-year experience course; common reading; learning communities; supplemental instruction)
6. Co-Curricular Support Programs (e.g., academic success/student success workshops; peer tutoring/mentoring; student clubs & organizations)
7. Midterm-Grade Reports & Early Alert/Warning Systems

8. Second-Term/Spring Term Support Programs (e.g., second term academic recovery course for first-term probationary students; “red flag” procedures for identifying students who display signs of not returning in the fall)
9. End-of-First-Year Culminating Experience/Ceremony (e.g., awards night)
10. First-to-Second-Year Transition Programming to Reduce “Summer Melt” (e.g., summer newsletter)
Orientation
New Student Convocation
Common Reader
Peer Coaching
SLS & Passport to Success
Interact with students at a reception following New-Student Convocation to provide students with information about their disciplines and careers related to their disciplines.
Conduct a “Getting to Know Your College Professors” session during Orientation, FYE Day, etc.
Encourage students to participate in the Passport to Success and Peer Coaching programs.
Serve as mentors to first-year students.
Sponsor departmental meetings/brown bag lunches for new students interested in majoring in their field.
Serve on the FYE Advisory Board & subcommittee.
Serve as the FYE liaison at their campuses to:
Develop campus-based workshops in conjunction with their Career Center.
Assist with the integration of FYE into adjunct orientation sessions
How can we overcome these challenges?

What will be the plan of action for our institution?
THANK YOU
The Pathways to College Network (2004)
Recommends that postsecondary institutions focus on first-year students by providing comprehensive services such as integrating academic support with teaching and learning --together with social activities and personal counseling.
First-Year Experience at
Palm Beach State College

“Helping New Students Get Off to a Great Start”
Academic Advising
Educational Planning
Student Contact Request

SCORE

Participate in the Common Reader program.
Participate in learning communities.
stewardr@palmbeachstate.edu

langs@palmbeachstate.edu

goldstse@palmbeachstate.edu

kelleyb@palmbeachstate.edu

carrollc@palmbeachstate.edu
Common Reader
Full transcript