Jean E. Ness Project Director University of Minnesota Phone: 612-625-5322 E-mail: [email protected] Expanding the Circle: Transition for Native Students Summary: The presenter will describe the history and background of how the curriculum, "Expanding the Circle: Respecting the Past, Preparing for the Future," the first and most extensive transition curriculum for American Indian students in transition, came to be. The curriculum was developed as a result of extensive community collaboration and the experiences of developing summer and school year transition activities since 1996 for American Indian high school students throughout the 11 Minnesota Ojibwe and Dakota reservations and communities. Activities are specifically designed for American Indian high school students to support them in their transition from high school to postsecondary education. Tribal colleges are looking at this curriculum as a model for the "transition into college" course after entry into college or the summer prior. Transition curriculum is not a new concept. A wide variety of transition materials originally developed in the disability community. There is an impressive array of curricula to address the freshman year experience in college - for those students who come to college under-prepared for the academic rigors. A variety of materials also exist about the educational and cultural needs of American Indian students in the school setting. However, little has been developed to combine these components to address the specific and particular needs of American Indian youth in their transition to the post high school experience. The value of this curriculum has been clear. As teachers of American Indian high school students in transition have learned, the curriculum has provided culturally appropriate, quality materials to use with students in the transition process; activities that have been field tested and revised based work with hundred of with American Indian high school students, paraprofessionals, teachers, and administrators; strategies and activities that can be used to meet state’s graduation standards; and ideas to include parents, family, and community members in the transition process. Sharon K. Ferrett Senior Academic Advisor Humboldt State University Phone: 707-826-5111 E-mail: [email protected] Zen and the Art of Retention Summary: Every college and university rank retention as one of their major concerns. Many have adapted a variety of programs and services to help freshmen succeed. Despite effort and money, retention remains a major concern in higher education. In fact, as budgets shrink, retention is an increasingly important topic for colleges. At many colleges a fourth of freshmen students do not graduate. It makes little sense to pour thousands of dollars into recruiting if a well-developed retention programs is not implemented. This workshop presents practical strategies that help students succeed. It also provides ways to create a mind shift to see creatively and come up with solutions that work. This session will focus on how administrators, staff and faculty can work together to increase retention. Practical strategies, tips and suggestions for connecting with students will be discussed. Dr. Ralph Anttonen Chairman of Developmental Studies Millersville University Phone: 717-872-3483 E-mail: [email protected] A Century of Experience in Advocacy, Leadership, and Change - Part 1 The Politics Summary: This session will draw from the recent research by Anttonen and Chaskes published in the spring of 2002 in the Journal of the First-Year Experience and Students in Transition. This research examined the characteristics and tactics employed by past award recipients (1989-1998) of the "Outstanding First Year Student Advocate" award given annually by the National Resource Center for The First-Year Experience and Students in Transition and the Houghton Mifflin Company. All three panelists are past recipients of this award and represent one hundred years of combined experience in building programs at each of their respective universities. This presentation will center on the aspects of higher education leadership, politics, and lasting change in the academe. Discussion will highlight the political skills needed to bring about change in what some have characterized as the "land of organized anarchy." The differences and similarities between management and leadership will be explored and the relationship between advocacy and leadership investigated. The personal characteristics of advocates as they relate to developing and maintaining FYE programs will be presented. These characteristics include persistence, patience, flexibility, sense of humor, listening skills, risk taking, and creativity. The importance of the advocate's institutional status and longevity will be stressed.

The final segment of the session will talk about the answering of the campus naysayers and building coalitions. Responses to academic Darwinism, not the role of the faculty, and resistance to change will be included in this part of the presentation. Throughout the session, the panelists will share their experience and welcome questions and concerns from the audience. In addition, the audience should be able to see not only differences in styles of the three advocates but also the similarities that passionately drive these individuals to take the risks needed to build programs for students. Additional Presenter 1: Dr. Jay Chaskes Director Rowan University Phone: 856-256-4822 Email: [email protected] Additional Presenter 2: Dr. Sally Roden Associate Provost and Dean of Undergraduate Studies University of Central Arkansas Phone: 501-450-5000 Email: [email protected] Dr. Ralph Anttonen Chairman of Developmental Studies Millersville University Phone: 717-872-3483 E-mail: [email protected] A Century of Experience in Advocacy, Leadership, and Change - Part 2 Tactics

Strategies and

Summary: This session will draw upon the soon to be published chapter (" Advocating for First Year Students: A Guide for Practitioners") written by Dr. Jay Chaskes and Dr. Ralph Anttonen and projected to appear in 2003 in a Jossey Bass book edited by Lee Upcraft, John Gardner and Betsy Barefoot. All three of the panelists are past recipients of the "Outstanding First-Year Student Advocate" award given annually by the National Resource Center for the First-Year Experience and Students in Transition and the Houghton Mifflin Company. The three panelists have a total of one hundred years of combined experience in building programs at each of their respective universities. The presentation will center on the importance of having a definite program goal and doing one's homework. The need to go to a variety of national and local FYE meetings, surveying appropriate literature, networking, and taking full advantage of the many FYE resources of the National Center will be explained. The ability to compromise but maintain the integrity of the proposed FYE venture will be emphasized and highlighted. The final segment of the session will stress the importance of having the institution make a commitment to the program with a line item budget along with the dangers of grant funded ventures. In addition, the importance of training and sharing the credit with all stakeholders will be discussed. Also, the need for an ongoing assessment plan and the mentoring the next generation of program leaders will conclude this session. The entire presentation will center in on the "nuts and bolts" of starting a FYE program and will encourage participants to interact with the panel and ask questions about building FYE ventures at their own schools. Additional Presenter 1: Dr. Jay Chaskes Director, Center for the Study of Student Life Rowan University Phone: 856-256-4822 Email: [email protected] Additional Presenter 2: Dr. Sally Roden Associate Provost and Dean of Undergraduate Studies University of Central Arkansas Phone: 501-450-5000 Email: [email protected] Joan Totten Department Head, Developmental Programs and Curriculum Ferris State University Phone: (231) 591-3764 E-mail: [email protected] How We Increased Our Freshman Seminar Class Sections to 153 At Ferris State University Summary: The session will begin by giving a history of freshman seminar classes at Ferris State. Statistics will be presented showing a constant retention rate from fall

to fall for students in seminar sections as compared to student who did not enroll in a seminar. The process for moving to mandatory enrollment for all freshmen for the fall 2002 semester will be outlined. The department head, freshman seminar coordinator, and college dean visited with associate deans and educational counselors from all five undergraduate colleges on campus (Arts & Sciences, Allied Health Sciences, Business, Education and Human Services, and Technology) to determine the number of sections needed for each college and the contact person for scheduling details and faculty assignment recommendations. Continual dialogue with the colleges will be outlined. The session will discuss the acceptance (or lack of) by the colleges for the mandatory freshman seminar class, the selection process for each college for instructor recommendations, the scheduling process, and the enrollment procedures. During the 2002 winter semester, day long instructor training sessions were offered and will be discussed in detail. The established primary course objectives presented to all instructors, new and experienced, will be discussed. Methods and resources for meeting the course objectives and goals will be presented in the concurrent session. The varied methods and resources will be explained. Survey and retention results from fall 2002 will be presented, followed by a time for questions. (Next year, we hope to present the student retention fall to fall data for the 153 sections.) Dr. Jordy Bell Associate Academic Dean Marymount College of Fordham University Phone: (914) 332-8241 E-mail: [email protected] Teaching Assistant-Peer Mentor Program in the First Semester Seminar at Marymount College Summary: Marymount College of Fordham University requires all entering first-year students to take the full semester First Semester Seminar (FSS). This course, Women's Voices, Women's Choices, is an academic hybrid, combining common readings and films for all students with section-specific topics. As Marymount remains a college for women within the university, our mission continues to emphasize preparing women for leadership. The FSS is taught by full-time faculty, along with a cadre of Teaching Assistants who receive academic credit. These students, primarily returning sophomores, fulfill a multiplicity of roles, both academic and developmental. These include: attending all classes and films; forming relationships with students; acting as a resource for students on all matters pertaining to the college; competing all assigned readings; giving academic support to students who want help with the readings or papers; planning a class activity related to a reading; keeping a reflective journal with observations and thoughts about the FSS; and writing a research paper related to the section topic. In this session Dr. Jordy Bell, Associate Academic Dean and coordinator of the FSS, will present a brief history of the growth and development of the FSS, the history of the Teaching Assistant program, and evaluation data on the TA program. Further, she will outline plans for the creation of a TA Mentor program in which a number of the 2002 TA's will become an additional support group for the 2003 TA's. At present the TA's are supported by monthly meetings with the coordinator and a number of FSS faculty. Finally, four of the present TA's will talk about how they see their present roles and what they want to accomplish as TA Mentors next year. There will be time for questions and general group discussion. Additional Presenter 1: Elizabeth Boylan Student Marymount College of Fordham University Phone: (914) 323-7454 E-mail: [email protected] Additional Presenter 2: Colleen Cahill Student Marymount College of Fordham University Phone: (914) 323-7691 E-mail: [email protected] Additional Presenter 3: Kourtney Hines Student Marymount College of Fordham University Phone: (914) 323-7631 E-mail: [email protected] Additional Presenter 4: Clare Mahoney Student Marymount College of Fordham University

Phone: (914) 323-7538 E-mail: [email protected] Dr. Ralph G. Anttonen Chairman of Developmental Studies, Director of Undecided Program Millersville University Phone: (717) 872-3483 E-mail: [email protected] Using an Undecided Program to Bridge the Gap Between Academic and Student Affairs Summary: The Undecided Program at Millersville University has been in existence since 1986. At present, over 350 incoming first-year, transfer and adult students are advised by over 100 volunteer faculty, student affairs, and administrative personnel. These advisors receive summer training and retraining on the curriculum, student life, and the choice of a major. Videos on every major at Millersville are an important part of the program and are housed in the student affairs Career Services office where they can be readily accessed by any student. Two years ago, as an outgrowth of a committee on alcohol abuse jointly established by the provost and the vice-president for academic affairs, and the vice president for student affairs, the recommendation was made to establish a first-year residence hall and seminar. This residence hall has been in existence for two years, and approximately 120 students each year have received a 1credit seminar taught in the residence hall. This seminar has been taught by six instructors per year, and these teachers have come from a variety of academic disciplines. This year, the student affairs member of this proposal not only taught one of the seminars but also has his office housed in the Undecided residence hall. Data on the retention rate and choice of major have been kept for the Undecided Program since 1986, are available on the Undecided webpage, and will be shared in this presentation. In addition, grade point average and alcohol abuse data have been complied for the past two years for the Undecided seminar and residence hall component. The session will conclude with future plans to bring about even more collaboration between the academic and student affair areas of Millersville University. Throughout the entire presentation, questions from the audience will be encouraged, and welcomed. Additional Presenter 1: Dr. Phillip S. Riordan Assistant Vice President/Housing and Residential Programs Millersville University Phone: (717) 872-3162 E-mail: [email protected] Robert Springer Director of Institutional Research Elon University Phone: (336) 278-6644 E-mail: [email protected] Using Your First College Year Survey to Assess the First-Year Experiences Summary: While many institutions have been surveying freshmen at the end of their first year, there has not been a national first-year survey until the Your First College Year (YFCY) survey. This relatively new survey provides information on faculty-student interactions, activity engagement, self-assessed abilities, and satisfaction levels for programs and services. Besides being able to compare ones self on a national level, the YFCY also provides results for longitudinal analysis. The results and uses from this first-time endeavor will be presented. This presentation will show: A brief overview of survey administration processes at Elon Reasons this survey is selected to assess the first year experiences A slightly more detailed explanation for the YFCY survey administration process The factors used to select information that is presented to senior staff The depth and richness of data that is currently generating additional analysis from: Longitudinal analysis with CIRP results Triangulation with other in-house and national surveys Correlation studies supporting / refuting antidotal data Merging results with registrar’s data Dr. Cynthia Wolf Johnson Associate Vice Chancellor for Student Learning University of North Carolina at Chapel Hill Phone: (919) 966-4045 E-mail: [email protected] Approaching Controversy Due to Approaching the Qur’an for Summer Reading

Summary: Transforming higher education requires leadership of the faculty, student affairs professionals and the college presidents (Leadership Reconsidered: Engaging Higher Education in Social Change, W.K. Kellogg Foundation, 2000). Such leadership requires strengthening our capacity to promote creativity, collaboration, citizenship cultural enrichment empathy and respect for diversity and difference (p. 16). Enhancing the intellectual climate of an institution requires increasing expectations for students. One of the more common new expectations is that first year students participate in a summer reading program by reading a book, or series of articles, prior to attending college and being prepared to discuss the reading(s) once on the campus. In 1999, the University of North Carolina at Chapel Hill began implementing a summer reading program for all new undergraduates (first years and transfers). One of the goals of the program is to expose students to new ideas that will widen their comfort zone. In 2002, UNC-Chapel Hill made a bold move by assigning Approaching the Qur’an: The Early Revelations introduced and translated by Michael A. Sells, to all new undergraduates as their required summer reading. A new challenge presented itself - significant controversy over the selection of a book that expands ones understanding of diversity in the context of religion, resulting in national and international scrutiny. This session will include a brief review of literature on the importance of learning outside the classroom; goals of the Carolina Summer Reading Program; and an in-depth look at the controversy resulting from the 2002 book selection. Key issues surrounding the controversy and strategies for managing the situation, with a particular focus on significant collaborative efforts, will be addressed. The session will conclude with a summary of the lessons learned by the summer reading program coordinator, the Chancellor and the University. A minimum of 15 minutes will be saved for discussion. Dr. Cynthia Wolf Johnson Associate Vice Chancellor for Student Learning University of North Carolina at Chapel Hill Phone: (919) 966-4045 E-mail: [email protected] Proselytizing or Academic Freedom?

UNC-Chapel Hill’s 2002 Summer Reading

Summary: Transforming higher education requires leadership of the faculty, student affairs professionals and the college presidents (Leadership Reconsidered: Engaging Higher Education in Social Change, W.K. Kellogg Foundation, 2000). Such leadership requires strengthening our capacity to promote creativity, collaboration, citizenship cultural enrichment empathy and respect for diversity and difference (p. 16). It also involves our personal resources of academic freedom, autonomy, critical thinking, and a willingness to challenge (p. 88). In 1999, the University of North Carolina at Chapel Hill began implementing a summer reading program for all new undergraduates. One of the goals of the program is to expose first year and transfer students to new ideas that will widen their comfort zone. In 2002, the University made a bold move by assigning Approaching the Qur’an: The Early Revelations introduced and translated by Michael A. Sells, to all new undergraduates as their required summer reading. A committee chaired by a faculty member, and composed of faculty, staff and students selected this book. The Chancellor supported the book selection from the start. Mid-way through the summer, a national debate began about the appropriateness of such a selection. For some, this was an inappropriate selection due to its religious nature; others argued for academic freedom. This significant controversy, over the selection of a particular book that expands ones understanding of cultural diversity in the context of religion, resulted in national and international scrutiny. This session will include a brief overview of the history and goals of the Carolina Summer Reading Program, and a more in-depth look at the controversy that resulted from the 2002 book selection. Participants will identify key issues surrounding the controversy. The presenter will highlight how the debate turned from objections of the book selection to a focus on academic freedom. Participants will be engaged in discussion throughout the presentation. Renee M. Bernard Coordinator of First-Year Advising and Retention Saint Francis University Phone: (814) 472-2766 E-mail: [email protected] R.E.T.A.I.N.S.:

Real Education to Assist and Inspire New Students

Summary: Our presentation involves detailing the conception, planning, and assessing of the R.E.T.A.I.N.S. program at our university and the role it plays in our retention. R.E.T.A.I.N.S. (Real Education to Assist and Inspire New Students) is a series of workshops designed to meet the unique needs of first year students. Workshops are facilitated by Saint Francis University faculty and staff as well as by local community members. The workshops assist students in developing their academic skills, provide them with a deeper understanding of the services of the university, and assist them with many of the adjustment issues that will confront them during their first year at college. R.E.T.A.I.N.S. was awarded the Excellence in Education Endowment at our university. The workshops are held 1 to 3 times a week on a variety of topics. Topics range from academic panels on expectations and post-mid-term grades to roommate and long-

distance relationship issues. Each topic is chosen with first-year retention issues in mind. Our presentation utilizes PowerPoint to detail the conception behind the program, the success in planning it, and the on-going assessment of it. We will also express the importance of combining the many aspects of the university (academic departments and student development) into one successful effort. Additional Presenter 1: Jaimie Steel Area Coordinator for Residence Life Saint Francis University Phone: (814) 472-3322 E-mail: [email protected] Additional Presenter 2: Erica Murgas Tutor Coordinator, Academic Center for Enrichment Saint Francis University Phone: E-mail: Cheri Tillman Freshmen Year Experience Coordinator Valdosta State University Phone: (229) 245-2493 E-mail: [email protected] From E.P. to E.T.:

Something to Phone Home About

Summary: After introducing the presenters, the general topics to be covered, and outlining the content of the program session, participants will be asked for their expectations which will be recorded and included in the closing discussions. (5 minutes) Participants will be introduced to the Electronic Portfolio that is used by students in the FYE program at Valdosta State University. The purposes, construction, and components of the EP are changing, and the EP is becoming a more vital part of the program. (10 minutes) Participants will be presented information on the integration of the portfolio and the VSU FYE Website, and the changes that are taking place. Discussion will include format changes to accommodate new uses for the EP and further utilization of the FYE Websites as a campus resource. (10 minutes) A PowerPoint presentation on the development of the EP and future uses will be given. It will include changes to the website to improve access and utilization by students, academic advisors, potential employers, family members, alumni association and others who represent stakeholders in the FYE Program. Issues like program evaluation, becoming a valuable service to other campus departments, and program promotion will be included. (15 minutes) Attendees will view a 5-minute film on the FYE program components and goals prior to completing an Exceptional Thinking exercise. They will be provided handouts and asked to generate new ideas for the VSU program as well as design an initial plan for utilizing an EP in there own programs. (10 minutes) The session will conclude with discussion, feedback and materials distribution (2 CDs). Copies of the presentation, sample portfolio, and other notes will be distributed on a CD at the end of the presentation. (10 minutes) Additional Presenter 1: J. Maxwell Jackson, EdD Consultant Rio De Suenos, S.A. and Argosy University Phone: (941) 289-2611 Email: [email protected] Darrell Anthony Luzzo Senior Vice President Junior Achievement Inc. Phone: (719) 540-6280 E-mail: [email protected] Overcoming Academic Hurdles through Multiple Intelligences Summary: Howard Gardner's theory of multiple intelligences posits that every human being possesses varying degrees of intelligence across eight key areas: verbal-linguistic, mathematical-logical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Gardner believes that different people have varying amounts of each of these eight types of intelligence. Furthermore, research has shown that each intellectual type is associated with its own ways of effective teaching and learning. Gardner’s multiple intelligences theory provides a useful framework for analyzing intellectual strengths and the learning strategies that work well for individuals with particular strengths. This interactive presentation will demonstrate the value of

Gardner’s theory in providing first-year students with an arsenal of effective academic success strategies to support their particular intellectual strengths. Following a brief overview of Gardner’s theory of multiple intelligences, participants will have the opportunity to conduct a brief self-evaluation of multiple intelligences that has been used previously in a variety of workshop and academic training settings. This evaluation process, which focuses on the relationship between multiple intelligences and various preferred teaching and learning styles, will provide ample data to support the grouping of participants into small group environments on the basis of intellectual strengths. The remainder of the session will capitalize on the small group setting to help participants (a) learn how they differ from each other in their multiple intelligences and preferred learning strategies; (b) brainstorm additional learning strategies for students to use; and (c) create and share group reports/demonstrations on useful ideas for introducing a variety of multiple intelligence supported, college success strategies in first year experience losses. Mona Casady Associate Dean of University College Southwest Missouri State University Phone: (417) 836-8343 E-mail: [email protected] How to Get and Maintain the EDGE Summary: To assist teachers and administrators of FYE courses, Mona will share key ways by which the EDGE of a college success course can be gained and maintained. The audience will receive helpful handouts and will have opportunities to interact. E--Enveloping multiple course objectives into a limited time capsule: If you have many course objectives and topics to cover within a short time frame, how can you select the best and squeeze the most within the term? How can you help students realize the importance of a course that earns only 1 or 2 credits? D--Drawing on the expertise and support of every department on campus: Unlike any other course at most colleges and universities, the FYE course touches nearly every departmental unit on campus. All major campus resources and services need to be made known. Each academic department needs to be represented in the teaching arena. Getting approval for funding has to go through the administrative council. G--Getting more faculty involved in teaching the course: Both student affairs personnel and academic affairs personnel are known to be excellent teachers of FYE. Student affairs personnel typically are more easily recruited than faculty. Campuses that require a majority or all of the sections to be taught by faculty must address the issues that discourage faculty involvement. E--Encouraging teachers to use interactive activities that motivate students: Teaching a new course outside one's discipline is a monumental hurdle. Many teachers resort to their comfort zone--lecturing. They need to be convinced on the importance of interactive learning, shown how to lead such activities, and provided with motivational materials. At the conclusion of this session, administrators and teachers of FYE courses should be charged with energy, ideas, and materials that will give them the EDGE at their campuses. Karl Knorr Student Teaching Coordinator Concordia University Wisconsin Phone: (262) 243-4418 E-mail: [email protected] YOUR FYE Course for UNDECIDED Students Summary: The presentation begins with the idea that undecided students are at risk for dropping out of school for a variety of reasons. In addition, these students generally feel a great pressure to have a major, yet research shows that most college freshmen change their major at least once during their college careers. Therefore, it is wise for undecided students to take their time and make an informed decision about their choice of profession. Having an FYE course designed specifically for undecided students serves a number of purposes. The class can serve as a support group, ensuring these students that they are not alone in being undecided. The curriculum of the course can be modified to specifically address the needs of undecided students. Because undecided students do not have the comfort of having a major, these students must recognize the general values of a college degree and embrace these values while searching for their choice of major. Specific curriculum adaptations include providing students the opportunity to sit in on college classes of interest and meet with program directors, professors, and students to determine a possible career. Another option includes a job-shadowing opportunity to determine interest in a profession. Finally, the undecided FYE curriculum schedules an extended period of time connecting students to the Career Services Center (CSC) where students meet regularly with the CSC director, take a series of career assessments, discuss these assessments with the director which leads to a final reaction paper about career possibilities. A focus of this FYE course is to simply NARROW the career options a student has. The goal is NOT to have students pick a major by the time the semester is over. It is

hoped that students will make a valued connection to the CSC and use this center beyond the first semester of college. The focus again is on a slow and informed decision. The presentation concludes with some comparison data of the FYE course for undecided students with the typical FYE courses at the college. In addition, formative motivation surveys, an exit survey questionnaire and retention statistics will be shared. Linda Cabot Director, OIT Customer Support Georgia Institute of Technology Phone: (404) 894-6145 E-mail: [email protected] Humanizing the First-Year Experience at a Technological Institute Summary: At Georgia Institute of Technology, the emphasis is on research, hard science, technology, and career success. There is a wide range of perceptions about the difficulty of succeeding at Tech. Women, minorities, and international students can be overwhelmed in attempts to translate their experiences into Tech culture. We have identified four areas of concern: 1. The average SAT score for entering students, fall, 2002, was 1,336. Most students were top of their classes. Many did not have to study or manage their time. At Tech, they instantly become average and find they must adjust quickly to a reality that does not spoon feed. Little time is given to adjust to large, impersonal classes, lack of sleep, grades less than A, and limited time for computer games. 2. Engineering, science, and technology schools at Tech require students to complete a set, rigorous curriculum from the onset. There is no opportunity to adjust to difficult courses such as calculus or computer science. 3. Professors are rewarded in relationship to research and grants as opposed to classroom activities. This creates a perception of Tech’s culture as being cold and hard. Students must make an extra effort to connect with professors who are often not motivated to meet needs. 4. Traditions at Tech are handed down over generations. It is not uncommon for students to explain that father or grandfather attended Tech. There is family pressure for the student to become an engineer and do well at Tech. Students from outside the United States must assimilate into this insider culture. Prior to 1950, there were no women at Georgia Tech and this is reflected in a male dominated culture. These are but four factors described in the presentation and in efforts to help students become a successful part of the Tech community. Additional Presenter 1: Patricia Kennington, Ph.D. Assistant Director, Success Programs Georgia Institute of Technology Additional Presenter 2: Kimberly Blue, MS George W. Woodruff School of Mechanical Engineering Laura Soldner Former Director, First Year Experience (FYE) Program and Associate Professor, Department of English Northern Michigan University Phone: (906) 227-2672 E-mail: [email protected] Man Overboard: Why First-Year Seminar Faculty Jump Ship Summary: Northern Michigan University’s blocked First Year Experience (FYE) Program has been in existence for eight years and has grown from 165 participants and ten full-time, first-year seminar faculty members in the Fall of 1995 to over 800 participants and 42 seminar faculty members in the Fall of 2002. During that time, what started out as a faculty-driven and faculty-taught initiative has evolved into a program with everdecreasing faculty participation. Why this lack of faculty persistence? After a brief historical synopsis of the program and the presenters’ roles within it, the session leaders will present highlights from a review of the literature. It must be noted, however, that while much has been written on the retention of first-year students, little has made it to print regarding the persistence of their faculty members. The discussion will include works by Wanca-Thibault, Shepherd, and Staley on the Personal, Professional, and Political Effects of Teaching a First-Year Seminar: A Faculty Census as well as Calder and Gordon in Institutionalizing College Networks for Student Success. Next, the presenters will share results from a survey tool administered to 44 fulltime faculty involved in teaching UN 100 between the Fall of 1995 and the Fall of 2002. In the discussion, the presenters will identify factors that increased or decreased faculty persistence and will provide specific suggestions to maintain and encourage faculty involvement. The session will conclude with open dialogue. Additional Presenter 1: Yvonne Lee

Former Summer Coordinator, First-Year Experience (FYE) Program and Professor, Technology and Occupational Sciences Northern Michigan University Phone: (906) 227-1545 E-mail: [email protected] Dr. Charles T. Muse Vice President for Academic Affairs Florence-Darlington Technical College Phone: (843) 661-8101 E-mail: [email protected] A Learner Centered Approach to Teaching Organizational Skills, Goal Setting, and Time Management Summary: This session is designed to provide an approach to teaching organizational skills, time management, and goal setting from a learner centered approach. It begins with a short time management assessment that will set the stage for that illustrates each participate's knowledge of time management and organizational skills. This assessment will be followed by a discussion of Florence-Darlington Technical College's approach in presenting a learner centered first year student course. A diagnostic checkup example of time management and organizational skills will be presented followed by an example and practical application of a daily time analysis. At this point, an assessment tool for identifying time management strengths and weaknesses will be introduced with each participate having an opportunity to take the assessment. A daily schedule for student planning will be presented with an example. A ten point diagnostic checkup for goal setting will be introduced and provided as another practical application for participates. This exercise will be followed by an example of a goal setting technique designed for first year students. Handouts will be provided of a PowerPoint presentation with copies of each example and exercise. Dr. Robert M. Sherfield Professor Community College of Southern Nevada Phone: (702) 260-1222 E-mail: [email protected] Problem Solving and Critical Thinking Through Case Studies Summary: The case study method was developed at Harvard University in the 1800’s as a way to teach medicine, business, and law. Simply stated, a case study is a story. Cases ask us to look inside the lives, actions, challenges, and trials of ordinary people in extraordinary situations. The use of cases among students can increase their motivation and promote involvement in discussions or debates. Properly used, they engage every student in affective involvement and learning. They promote critical thinking and problem solving skills. Case studies encourage cooperative learning and teach the value of teamwork. They compel participants to strengthen their listening and communication abilities. They ask students to explore their own value system and cultural/social morals. They take students further than the classroom experience by asking them to discover the implications of the issues on society. Cases ask that we look beyond the immediate to see the bigger picture. Finally, they can bring about personal change and promote internal growth among first-year students. Even with the overwhelming evidence that Case Students promote learning, myths still exist about cases. This workshop will help you understand and deal with the myths, and take you through an actual case. MYTH #1 û Case Studies Are Easy and I Don’t Have To Do That Much MYTH #2 û Case Studies Do Not Take Much Time At All MYTH #3 û Everybody Loves Case Studies MYTH #4 û The Case Itself Gives You All You Need To Know MYTH #5 û My Opinion Is All I Need To Work With A Case Study MYTH #6 û All Cases Can Be Solved MYTH #7 û We Will Find The Right Answer Participants will be given booklets with several cases and a detailed analysis form for discussion. Marmy Clason Assistant Professor of Communication, FYE Instructor Concordia University Wisconsin Phone: (262) 243-4535 E-mail: [email protected] On the Edge of Success, A Class for Students on Academic Probation Summary: At this moment, hundreds of students find themselves on academic probation. They may have failed, but are they failures? We prefer to construct them as students who are on the edge of success.

Concordia University has developed a classroom intervention designed to restore probation students to greater academic success. This one-credit class is built upon a carefully laid philosophical foundation. The presentation will begin by presenting the philosophical framework for this intervention. That philosophy directs the content of the course itself. The participants will see that this content somewhat resembles what is being done in many first-year orientation classrooms, but has a unique twist since it is directed to students who have struggled with at least one semester of college class work. Finally, we will speak about effective strategies for conveying this content to the unique population of this course. Participants will be given time to ask questions and offer comments on the topic. Additional Presenter 1: John A. Beck, Ph.D. Associate Professor of Hebrew, FYE Director Concordia University Wisconsin Phone: (262) 243-4260 E-mail: [email protected] Dr. Nancy R. Mansfield Director of Freshmen Studies and Associate Professor Georgia State University Phone: (404) 651-2717 E-mail: [email protected] A Model for Engaging Faculty:

Integration of Curriculum in Learning Communities

Summary: We will present a model for engaging faculty in the process of integrating curriculum across disciplines. First, we will describe how the Freshmen Learning Community (FLC) program at Georgia State University encourages and rewards crosscurriculum design through a peer-reviewed process that awards summer stipends for faculty. Faculty members submit proposals for summer funding to an FLC Integrated Course Development Program supported by the Office of the Provost. Summer grants are awarded to faculty on a competitive basis for curriculum design projects that promote integrated learning experiences. We will share the Call for Proposals, the proposal rating sheet and data documenting the level of faculty participation in the program. Second, examples of specific assignments that represent integrated learning in various disciplines will be provided. We will address how this model and the change in curriculum design resulted in transforming the way first-semester students learn at GSU. The session will conclude with a guided discussion on applying this model to various campus settings. Participants will be encouraged to evaluate the fit of the integrated learning model to their institution. Additional Presenter 1: Dr. Nannette Commander Associate Professor, Director of Academic Excellence, Counseling Center Georgia State University Phone: (404) 463-9460 E-mail: [email protected] Dr. Edward Stephenson Assistant Professor of Psychology Florida Memorial College Phone: (305) 623-1404 E-mail: Including Writing in the Course Plan: Teaching Writing in the Disciplines as a First-Year Experience Summary: Goals and Objectives of the Session The primary goal of the session is to discuss the rationale behind discipline-specific writing, in general, and writing for psychology in particular. It is argued that while the purpose of writing within one’s discipline serves to engage students as active learners in their own intellectual development (Howard and Jamieson 1995), writing for psychology is specifically designed to impart knowledge which enlightens us with regard to our understanding of self and world. In addition, writing for psychology enables students to demonstrate: a) familiarity with the field of psychology as a whole, as well as with it’s major areas of study b) a basic knowledge of the psychological principles underlying human learning and behavior c) an understanding of the social influences upon relationships d) familiarity with the practical applications of psychology to everyday life and e) familiarity with the basic scientific basis for the study of psychology. It is further argued, that the degree to which we effectively impart this knowledge and meet the above objectives, is determined by our adherence to certain parameters of knowledge. These parameters include: 1) Relevance: the degree to which what we write about is grounded in our concrete, everyday experiences 2) Applied Knowledge: that which facilitates our understanding of self and world. 3) Culturally Diverse Knowledge: knowledge that recognizes the culturally diverse nature of our society. Here writing becomes a means of affirming difference. An example of an assignment that falls within this category is {to interview someone

from another culture and analyzing it based on particular cultural dimensions} 4) Self-Reflective Knowledge: writing designed to uncover knowledge that lies within the inner dimensions of self, the recovery of which is experienced as humanizing and empowering. An example of an assignment within this category is to engage in “free- associative writing.” 5) Psychological Knowledge: that which pertains to theoretical concepts and approaches and the general vocabulary that one finds within the discipline of psychology 6) Research-Oriented Knowledge: knowledge based on psychological research. An example of an assignment that falls into this category is to review a journal article focusing on the various sections. Also write a research-oriented term paper 7) Transformative Knowledge: knowledge that liberates the student from those societal forces which threaten to dehumanize and undermine their integrity. Such knowledge, as Paulo Freire would have it, elevates our consciousness making us aware of inherent ideological contradictions responsible for maintaining the African American self within states of internalized oppression. Such knowledge reinforces and affirms our sense of agency. From this perspective, writing becomes a liberatory act. An example of an assignment which falls into this category is to {write a review of the film Malcolm X in relation to the various stages of racial identity development} Target Group The session will be directed to faculty from the various disciplines who are interested in incorporating and teaching writing in their courses. It is, however, specifically designed for psychology faculty who view writing as an integral part of the course experience and who are committed to the improvement of writing amongst their students. Nature of Presentation The presentation will take the form of a lecture in which audience participation and interaction is desired. Outcomes of the Session It is expected that the audience will a) develop an increased awareness about the importance of teaching writing in their courses so as to engage students as active learners thus enhancing their overall experience of being exposed to the field of psychology b) see how writing may facilitate the attainment of the course objectives c) become knowledgeable about the various parameters of knowledge which must be considered when teaching psychology d) develop a practical knowledge of the various approaches and processes involved in writing psychology-oriented material and e) learn how to prepare a course syllabus that incorporates writing and critical thinking as an integral dimension of the course. The syllabus will be generic in nature with guidelines for designing writing assignments that incorporate the various parameters of knowledge and critical thinking components. Ms. Antonia Vouthounes First-Year Experience Coordinator Salve Regina University Phone: 1-401-341-2383 E-mail: [email protected] The View from Our Campus Summary: In this presentation we will demonstrate how we link a student's growing sense of self-awareness to a more sophisticated world view through a wellness model, an introduction to the local community and a service learning experience based on the University Mission. During the summer between high school and college, all incoming First Year students at Salve Regina University read a common text, "The Question of God" by Armond Nicholi. Through a series of guided journal reflections, students examine their own positions on God, morality, belief, happiness, and community in the context of a comparison of the worldviews of Sigmund Freud and C.S. Lewis. During their first year at Salve Regina, these students enroll in a year long new student seminar designed to depend their grasp of themselves and their world in three specific ways: * A Wellness Model, which helps them assess their strengths and weaknesses in six areas: Intellectual, Spiritual, Emotional, Social/Cultural, Physical, and Career. * Connection with Community, through a focus on the history, diversity, socioeconomic makeup, and art of Newport, R.I. * A Service Learning Activity, based on the University Mission's injunction to "work for a world that is harmonious, just, and merciful." The New Student Seminar helps students acclimate and connect to the University through small sections (10-12 students) organized by faculty and staff instructors working with volunteer Sophomore Mentors. Sample materials and students' and instructors' evaluations of this integrated first year experience will be shared. Additional Presenter 1: Dr. Paula Martasian Associate Professor of Psychology Salve Regina University Phone: (401) 341-3187

E-mail: [email protected] Additional Presenter 2: Teresa Brown Associate Director of Residential Life Salve Regina University Phone: (401) 341-2280 E-mail: [email protected] David King Director of Learning Communities and Assistant Professor of English Kennesaw State University Phone: (770) 499-3220 E-mail: [email protected] Think When You Link:

The Thematic Seminar in Freshman Learning Communities

Summary: In recent years the freshman seminar has evolved and matured beyond its fundamental roots in orientation and transition. Now, the course is likely to be strong in academic content that is often organized according to a specific theme. This approach to the seminar is particularly effective within the context of a learning community in which the other courses reiterate the special topic. Students are more likely to be engaged by a seminar that addresses their own interests, and they are ultimately more receptive to coursework that is challenging and provocative. Furthermore, when the course is offered within a learning community, students develop a better appreciation for multidisciplinary work and a greater affinity for the ideals of general education. At the same time, more traditional aims of the freshman seminar--including study skills, communication, critical thinking, and research--are enhanced because they are taught in an applied manner. Yet students are not the only beneficiaries of this more substantial approach. Faculty are more likely to participate in freshman courses that include academic content related to their own interests and disciplines. Consequently, their teaching is strengthened and their mentoring roles become more meaningful. Learning communities always promise to increase student success and promote faculty development, yet these claims are more likely realized when learning communities include a freshman seminar that becomes the academic heart of the community even as it remains a source for understanding, orientation, and personal fulfillment. This presentation will be especially valuable for faculty who are either developing freshman learning communities on their campuses or who are trying to improve their existing programs. Sample syllabi, results of ongoing assessment, and course descriptions will be provided. Greg Smith Director, First-Year Interest Groups University of Wisconsin-Madison Phone: (608) 263-6504 E-mail: [email protected] Integrating Course Content in a First-Year Interest Group Program Summary: Development of the First-Year Interest Group program at UW-Madison was prompted by an institution-wide plan to enhance campus diversity education, improve campus climate, and increase student performance and retention. The program is designed to bring a large research campus down to a human scale by creating learning communities among students during their first semester on campus, engaging students in meaningful ways with issues of diversity, and seamlessly integrating academics with residential life. The program is a concentrated effort to provide an integrated learning experience, a collaborative learning environment, and a community of teachers and learners within the larger university. At first glance, this program is similar to FIGs at other universities: Each FIG consists of 20 students living in the same residence hall who co-enroll in a cluster of three classes linked by a common theme. One characteristic of the UW-Madison model that sets it apart is that the central "synthesizing" course which enrolls only the 20 students in that FIG is taught by a faculty member who assumes the responsibility for integrating into that seminar appropriate content from the other two linked classes. The integration of course content remains fundamental to this program. Another important component of this program is that "diversity education" is part of its mission. Examples of FIG titles include "An Overview of Serious Mental Illness," "Communication, Culture, and Disability," and "Language, Race, and Identity." In addition, some FIGs include service-learning components. Assessment reaches all stakeholders and includes pre- and post-program questionnaires and student surveys, student focus groups, faculty focus groups, and debriefing interviews with faculty and staff. Initial assessment results indicate program successes: high retention rates (93% after 2 semesters) and high student achievement (3.14 average GPA after 2 semesters). Students indicate that the program eased their transition to college and integration of course content increased their understanding of subject matter. Faculty have been impressed with the high level of student engagement in learning and the high quality of work produced by their FIG students. Faculty have also commented on the unexpected benefits gained by collaboration with colleagues as they have worked on course content integration.

Barbara D. Jackson Associate Dean, University College Indiana University Purdue University Indianapolis Phone: (317) 274-8923 E-mail: [email protected] Critical Inquiry:

A New Model for Supporting First-Year Academic Transitions

Summary: Empirical studies have confirmed what many faculty already know - that high school and college expectations, especially in reading, writing, and critical thinking are very different. Vast numbers of entering students, even those with strong high school achievement are often not prepared for the change. At the same time, recent research and practice in developmental or transitional education have led us to contest the assumptions embedded in models of the widespread remedial programs that developed since the 1960’s. Educators now search for paradigms that work to transition students from high school to college, rather than “fix” students before they are placed in real college courses. As an institution, IUPUI mirrors national trends in regards to supporting contemporary students, and the story of the Indianapolis campus’ experience with transitional programs for entering students may aid in illuminating an effective strategy that is more effective in helping students to succeed. Responding to an opportunity to replace a traditional stand alone reading and study skills program, University College faculty, utilized the findings of research, advice of consultants and the support of several key peer institutions and developed a new course, U112 Critical Inquiry which was implemented in Fall, 2002. Linked to specific sections of freshmen courses, it both supports student success in the discipline course and develops generic and transferable learning strategies in reading, writing and critical thinking. Critical Inquiry sections linked to introductory courses in Afro-American studies, anthropology, biology, communication studies, composition, history, psychology, sociology, and women studies have been offered so far, with plans to extend these linkages to additional first year courses. This presentation will provide a comprehensive overview of our experience with this new model, including the foundational principles of the course, its format, curriculum and pedagogy; issues related to faculty recruitment, development and collaboration; and the results of institutional assessment. Dr. Barbara Jackson will provide the context for the development of critical inquiry and will discuss the foundational principles upon which this new intervention is based. These include: 1) It should be designed to enhance success for virtually all first year students; 2) It must require transitional academic work that is collegiatelevel and meaningful to students; 3) It must be attentive to the development of transferable collegiate learning strategies; 4) It should emphasize text-based strategies of critical analysis 5) The course should encourage the development of communities of learners. The specifics of course format, curriculum, and pedagogies will be summarized and supported by hand out materials. Faculty issues, especially the partnership between the critical inquiry instructor and the discipline faculty in the linked course will be presented next. This discussion will be led by Bradford Sample, Gina Sanchez Gibau and Lisa Ruch who have participated in those roles. Supplemental materials related to faculty development principles and practices will be provided. The results of institutional assessment will be presented by Dr. Gayle Williams and will include results of data collected from analysis of student focus groups and quantitative data analyzed by our institutional research office. These results are quite strongly positive in terms of student satisfaction, persistence and success in courses linked to critical inquiry. We hope to engage discussion related to our on-going challenges of assessing student learning including the areas of critical thinking, the application of information literacy. Additional Presenter 1: Gayle Williams Assistant Dean IUPUI Phone: (317) 274-8923 E-mail: [email protected] Additional Presenter 2: Bradford Sample Critical Inquiry Instructor IUPUI Phone: (317) 278-6216 E-mail: [email protected] Additional Presenter 3: Gina Sanchez Gibau Assistant Professor IUPUI Phone: (317) 274-4926 E-mail: [email protected] Additional Presenter 4: Lisa Ruch

Critical Inquiry Instructor and Asst. Dir. of Advising IUPUI Phone: (317) 274-8145 E-mail: [email protected] Joanne Damminger Assistant Director, Career and Academic Planning Rowan University Phone: (856) 256-4453 E-mail: [email protected] A Learning Community for Undeclared Freshmen:

Just Do It!

Summary: Many campuses and departments want to set up a program to provide support to a specific group of students with whom they work directly but find themselves waiting for others on the campus to design such supportive programming. Don’t wait any longer. JUST DO IT! That’s what we did at Rowan University for our undeclared students who needed transitional skills, intrusive academic advising, self-assessment, major exploration, and developmental career planning. Rowan University created the Visions of the Future: Setting Your Career Plan in Motion Leaning Community to meet the needs of these undecided freshmen. The learning community was designed to provide the environment and tools to help these students adjust to campus life, meet other students, interact with faculty, assess their values, interests, and skills, and learn about their learning styles to be more active learners in their educational process. This workshop will provide the details for creating a comprehensive learning community with 2 linked courses (one of which is a freshman seminar course), grouped housing, and supportive programming. Worksheets will be disseminated for exploring majors and careers to lead to an intelligent major decision so you can JUST DO IT on your campus too. Chris Fudge Director, The Writing and Learning Center The Citadel Phone: (843) 953-5305 E-mail: [email protected] Citadel 101:

What a Difference a Course Makes!

Summary: A brief summary of The Citadel's First-Year Experience course and an overview of the Admissions statistics will be presented. Then, we will present a model that enhances success. This plan will take the audience through a step-by-step process which encourages collaboration from many departments on campus. Next, we will describe in detail our Learning Strategies Program and how it directly relates to the First-Year Experience Progam. We will demonstrate how our faculty-requested workshops work hand-inhand with increased retention. We will present a model for intervention by Human Affairs Officers and provide examples of this successful intervention. Also, we will explain the concept of Academic Officers and illustrate how integral their role is in retention. In addition, we will provide a model of our Honor Court system and illustrate how this system is integrated into our First-Year Experience course. The benefits of one-on-one conferencing will be discussed and a program of peer mentoring will be presented. A methodology for following these students for all four years will be explained. And finally, we will discuss the important role of administrators and support faculty. All of these elements help to create an 80% rate of retention. Additional Presenter 1: Amy Battle Assistant Director The Citadel Phone: (843) 953-5305 E-mail: [email protected] Dr. Mark L. Campbell Department Chair/Act 101 Tutorial Coordinator Slippery Rock University Phone: (724) 738-4410 E-mail: [email protected] Comprehensive Academic Support Services for First-Year At-Risk Students Summary: The presenters will discuss Slippery Rock University of Pennsylvania's initiatives for first-year at-risk students who are enrolled in an academic support service program. Particular attention will be given to orientation, first-year seminar, learning communities, intensive academic advisement, and peer helping/tutoring. + The academically focused first-year student orientation, held in March, April, and June, familiarizes students and families with information pertaining to academic advisement, academic support services, and programmatic expectations. Students meet with faculty advisors to develop their fall schedules.

+ Program students are enrolled in a first-year seminar course with their major academic advisor as the instructor. The course serves as a valuable vehicle for group academic advisement and an extended continuation of orientation activities. Specific course activities include a faculty interview, group presentations on University services, and field trips. + Many first-year students (70%) choose to enroll in a learning community. The Learning Community Clusters (LCC) involve cooperative linkages among freshman English, first-year seminar, and a content-based course (e.g., history). Evaluation has shown that LCC participants have significantly higher grade point averages and retention rates after their first-year. + Program faculty offer intensive academic advisement and monitoring for students throughout the academic year, including the use of an early academic warning system, midterm grade reviews, and degree audit reports. + A peer assistance program pairs new students with upper-class peer helpers who provide social and academic mentoring, and a peer tutoring center offers individual and group academic assistance, including Supplemental Instruction (SI). The presenters will share detailed descriptions of the initiatives listed above and their applicability to first-year programming. In addition, the use of several on-going assessment techniques (user surveys, research studies, etc.) will be explained as they relate to formative and summative program evaluation. Additional Presenter 1: Deb Mariacher Assistant Professor/Act 101 Director Slippery Rock University Phone: (724) 738-2618 E-mail: [email protected] Additional Presenter 2: Jessamine Montero Instructor/Act 101 Counselor Slippery Rock University Phone: (724) 738-2687 E-mail: [email protected] Dr. Carolyn Hopper Learning Strategies Coordinator Middle Tennessee State University Phone: (615) 898-2157 E-mail: [email protected] What Brain Research Brings to Learning Strategies Summary: Perhaps the most important element of the freshman experience or a students’ entire college experience is learning how to learn. In How People Learn, John Bransford points out that the goal of education today is helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics and the arts. Neuroscientists have learned more about the brain in the last decade than in the entire preceding century. In analyzing what neuroscience is discovering about the brain and memory there many pieces of the puzzle that make for efficient and long-term learning. Too often we concentrate on the content of what our students need to learn and not on what they need to do to learn it. Several components must be meshed for optimal learning to occur. These include students’ personal histories, present circumstances, how information is input, how information is processed, what meaning students bring, and how they respond. This approach is often referred to as brain-based or brain-compatible learning, using what we know about the brain to develop strategies for learning that work. Brain research enhances some tried-and-true learning strategies that successful students use by explaining why they work. It has been my experience that students buy into using a strategy more readily when they know why it works. This presentation will connect what brain research says about learning to some practical strategies we can teach our students. By linking brain research to learning strategies students are empowered and take more responsibility for their learning. This session will connect learning strategies with basic brain research using PowerPoint and then engage the participants in activities that model how to make the research work for students. Sherrie L. Nist Director and Professor, Division of Academic Enhancement University of Georgia Phone: (706) 542-0459 E-mail: [email protected] The Freshman College Summer Experience: Nudging the Transition from High School to College Summary: The purpose of this session is to describe and present the results of the ongoing evaluation of the Freshman College Summer Experience (FCSE), a program that began

at the University of Georgia in the summer of 2000. The idea for Freshman College originated in the Office of the Vice President for Instruction and received immediate support from both the Provost and the University of Georgia's President. Planning for the initial program began in late Fall 1999 and proceeded throughout the 1999-2000 academic year, with about 15 different units on campus collaborating to bring this program to fruition. The program currently enrolls 275 regularly admitted first-year students who arrive on campus in early July for an intensive 4-week experience. In general, the purposes of the FCSE are to provide regularly admitted freshmen with: + An early start in earning graduation credit toward through enrolling in 6 hours of rigorous course work; + A cohort of other entering freshmen with whom to study and live over the next academic year; + An immersion in the challenges that first-year students face; and + An introduction to the many resources available to all university students by participating in "Beyond Class" programs designed to explore academic, cultural, and social opportunities on campus. In addition to explaining the program, this session will also examine some of the evaluation data that have been collected for the past three years. Students have been surveyed at the end of each FCSE session and again in the middle of the subsequent fall. In addition, academic data are collected at the end of the academic year that examine gpa's, persistence and whether students have retained Georgia HOPE scholarship. These data are used to make programmatic changes that will enhance the Freshman College. Additional Presenter 1: Christine Baum Coordinator, Freshman College Summer Experience University of Georgia Phone: (706) 542-0697 E-mail: [email protected] Additional Presenter 2: Mark Daddona Assistant Director, Division of Academic Enhancement University of Georgia Phone: (706) 542-0480 E-mail: [email protected] Peggy Quinn Director of Freshman Orientation Program/ACAD1100 University of Memphis Phone: (901) 678-3111 E-mail: [email protected] Enhance the Learning Environment-Engage Digital Video Production! Summary: This presentation will explain and demonstrate the use of a digital video project in a Freshman Orientation course. Students in three freshmen orientation classes have designed, filmed, and edited video productions as a class project intended to engage and enhance skills to meet the intellectual and social expectations of university life and life beyond the university. The videos provide students with the opportunity to develop their critical thinking skills as they create scenarios for their film based on an assigned theme, using available props, settings, music, sound, and dialogue. Time management skills become essential as they must design and film the video during planned class sessions. Students use and enhance organizational skills through the teamwork necessary to provide props, dialogue, and a notebook with specified details of their progress through the project. Written and oral communication are involved in developing the dialogue for the film as well as in explaining their ideas to each other. The interpersonal nature of the project provides a venue for negotiating the selection of project resources and also encourages the development of leadership. Technological skills utilized and enhanced in the project include use of digital video cameras, editing software, and computer navigation; students are encouraged to apply technology skills they have to the new tasks, thus, developing fluency. In this session, participants will view digital video productions created by these students. The hardware and software involved will be demonstrated, and guidelines and procedures for utilizing the project as an effective learning tool will be detailed. Also, the skills engaged through the video project will be addressed in detail. Participants will receive a packet of information that will enable them to the adapt digital video project to their own class. Time will be allotted to address questions relative to project implementation. Additional Presenter 1: Patsy Krech Director of Transitional Academic Studies University of Memphis Phone: (901) 678-4908 E-mail: [email protected] Beth Glass Assistant Director, Freshman Seminar

Appalachian State University Phone: (828) 262-2028 E-mail: [email protected] New Directions for Faculty Development Summary: Faculty development has been an intentional component of the Freshman Seminar (FS) program from its inception. The program has provided its faculty with intensive training in a variety of teaching and learning techniques. The addition of the Freshman Learning Communities (FLC) program at Appalachian in 1998 provided a venue for extending these teaching and learning practices further into the campus community. We will use assessment results from Freshman Seminar, Freshman Learning Communities, and our New Directions faculty development conference to support the evolution and future planning of our faculty development strategy. Training in our 1st year programming introduces new faculty to a philosophy of teaching, which encompasses less lecture-based instruction and more of an interactive discussion-based approach to learning. We will present the goals of the three major faculty development components currently offered in 1st year programming. Our main focus will be the New Directions Conference: A Focus on Freshman, which serves as a kick-off to the new academic year and brings national perspectives to Appalachian and innovative strategies for working with freshmen. New Directions has evolved from a pre-semester FS faculty meeting to a 2-day conference now open to any Appalachian faculty and staff directly serving freshman populations. We will present a comprehensive overview of the New Directions Conference which offers instructors and student development staff an opportunity to learn characteristics of our new freshmen, new philosophies for working with freshmen, and a variety of teaching techniques to carry into the semester. We will share samples of our assessment tools and specific trends in our faculty responses. Although our programs have been successful, in the future we hope to combine the training efforts of the FS and FLC programs, and improve upon our current New Directions model. Additional Presenter 1: Nikki Crees Assistant Director, Freshman Learning Communities Appalachian State University Phone: (828) 262-2167 Email: [email protected] Karen S. Kalivoda Director, Disability Services University of Georgia Phone: (706) 542-8719 E-mail: [email protected] ADA Access to First-Year Programming Summary: The Americans with Disabilities Act (ADA) greatly expands the legal rights of persons with disabilities. Access needs of students with disabilities vary just as the type and severity of disabilities vary. Since there is no single all-encompassing description of a person with a disability, programs must address access needs on an individual basis. The ADA has contributed to the rapid growth of educational opportunity for students with disabilities at institutions of higher education. The law requires that full participation in all programs be provided to people with disabilities and encourages institutions to take a proactive stance to improve access. The information presented in this session addresses commonly asked questions by higher education professionals. Should first-year programming incorporate students with disabilities or should separate programs be provided to meet the unique transition needs of students with disabilities. How can institutions ensure that students with disabilities are afforded equal opportunity to participate in non-instructional activities that are vital to college life and critical to the development of the individual as a well-rounded student? The presenter will facilitate a panel of student leaders with disabilities. Students will share personal experiences about their transition to college and address commonly held myths and stereotypes that create barriers to equal access and full participation in college life. Students with disabilities, as other students, need to experience positive interactions with peers. Because it is common for freshmen students with disabilities to feel isolated and reluctant to seek help (Willis, Hoben & Myette, 1995), it is crucial to ease their transition into the first college year. Conference participants will learn practical information about what they can do to help students with disabilities make important connections and have access to all campus resources. It is hoped that this program will enhance the first-year experience for students with disabilities and increase their retention rate at colleges and universities. Additional Presenter 1: Margaret C. Totty Assistant Director, Disability Services University of Georgia John A. Beck

Director of the First-Year Experience Concordia University Wisconsin Phone: (262) 243-4260 E-mail: [email protected] What We Hear When You Are Not in the Room: Experience

A Peer Leader's Look at the First-Year

Summary: At Concordia University, we have been using peer leaders in our first-year seminar classrooms for the last 10 years. Recently, we have had peer leaders from different sections team up to teach specific topics that might be covered more effectively by peers alone. Two peer leaders from Concordia University will share what they hear when faculty are not in the room. They will discuss why they believe peer leaders make an important contribution to the class and what topics are best led by peer leaders alone. In the absence of faculty, they engage the students on alcohol, studentfaculty relationships, and cheating on academic projects. Additional Presenter 1: Bethany Thyren Peer Leader Concordia University Wisconsin Phone: (414) 586-0219 E-mail: [email protected] Additional Presenter 2: Mike Litrenta Peer Leader Concordia University Wisconsin Phone: (262) 243-1767 E-mail: [email protected] Dr. Glenda Earwood-Smith Executive Director National Alpha Lambda Delta Honor Society Phone: (478) 744-9595 E-mail: [email protected] Rewarding Academic Excellence Among First-Year Students Summary: Alpha Lambda Delta National Honor Society for First-Year students recognized and rewards academic excellence among students during their first year of college. Open to all full-time first-year students who earn a minimum scholastic average half-way between the two highest grades given by the school (i.e. 3.5 or above on a 4.0 scale), Alpha Lambda Delta promotes academic excellence, enhances retention, and provides leadership development. This concurrent session will discuss how to start a chapter of Alpha Lambda Delta and the benefits of having an honor society to reward academic excellence among first-year students on your campus. The purposes of Alpha Lambda Delta are: a) to encourage superior academic achievement; b) to promote intelligent living and a continued high standard of learning; c) to assist students in recognizing and developing meaningful goals for their roles in society. The benefits of Alpha Lambda Delta include opportunities to work with other students who have serious academic interests, receiving recognition for academic achievement at an early point in the student’s academic career, and a chance to compete for undergraduate scholarships and graduate fellowships. For a modest lifetime membership fee of $20, the initiated student receives a certificate of membership, a key or lapel pin, and a copy of the national magazine. Advisers and advocates of Alpha Lambda Delta indicate that involvement with a campus honor society increases retention, institutional pride, association with other students who have high academic achievement, and motivation for continued academic success. Additional Presenter 1: Rachel Garza Director of Communications National Alpha Lambda Delta Honor Society Maureen Hurley Associate Director, Center for Academic Development University of Missouri-Kansas City (UMKC) Phone: (816) 235-5557 E-mail: [email protected] Using Mentors to Enhance Supplemental Instruction Summary: This presentation on SI will include discussion on how to implement a mentor program, roles and duties of mentors, benefits to the SI program, benefits to the mentors, and special issues of supervision that peer mentors face.

In order for SI programs to be successful, they must be properly supervised. Many programs lack the funds and staff to provide adequate supervision for the large number of SI's offered. Using seasoned SI leaders as mentors allows SI programs to serve more classes while maintaining close supervision essential to the success of SI. The supervisor also receives valuable feedback from the mentors on problems and issues which can then be incorporated into in-service trainings. The mentors benefit also. They are trained in clinical supervision techniques. They also assist with the SI training workshops, thereby, gaining experience in preparing and presenting training topics. They gain experience trouble-shooting with personnel issues. They learn valuable leadership skills and experiences that can help them to build strong resumes. The presenter will utilize the Mentor Manual as a tool to involve participants in preparing for mentor training. The following topics will also be discussed: * Observing the SI Sessions * Planning with SI Leaders * Advertising and Marketing SI * Special Situations * Forms * Reporting Ample time will be allowed for session participants to ask questions and share experiences from their SI programs. Dr. Philip Riordan Assistant Vice President of Student Affairs at Mil a Millersville University Phone: (717) 872-3162 E-mail: [email protected] Collaborative Partnership Ignites Unique FYE Living/ Learning Community Summary: Millersville University's second year pilot of a holistic living/learning community targeting undecided first year students provides a unique insight into the role of collaborative initiatives between Academic Affairs and Student Affairs to facilitate successful student engagement. Building upon lessons learned, modifications to the program included: * differentiated training for peer mentors and RA's; * specialized training for faculty by Stuart Hunter, focused on teaching in the firstyear seminar; * enhanced collaboration between seminar faculty and English Composition faculty; * adaptation of advisement strategies resulting from training by Nancy King; * major adjustments to the service-learning component in collaboration with the United Way of Lancaster County * increased involvement of Career Services to facilitate choosing a major; * team building using the ropes course; and * expansion of Problem Based Learning to facilitate creative problem solving and higher order critical thinking Additional Presenter 1: Dr. Linda L. McDowell Freshman Year Coordinator Millersville University Phone: (717) 871-2388 E-mail: [email protected] Additional Presenter 2: Dr. Carol Philips Associate Provost Millersville University Phone: (717) 872-3703 E-mail: [email protected] Additional Presenter 3: Millersville Student Additional Presenter 4: Millersville Student Dr. Linda McDowell Freshman Year Coordinator Millersville University Phone: (717) 871-2388 E-mail: [email protected] Collaborative Partnerships Enhance Unique FYE Learning/Living Community Summary: This is Part ll of a two- part presentation. Part I is being hosted by Dr. Philip Riordan from Millersville University. Millersville University's second year pilot of holistic learning/living community targeting undecided students provides insight into collaborative initiatives between

Academic Affairs and Student Affairs to facilitate student engagement. Building upon lesson learned, modifications to the program included: differentiated training for peer mentor and RA's, specialized training for faculty by Stuart Hunter focused on teaching in a first year seminar, enhanced collaboration between seminar and English Composition faculty, adaptation of advisement strategies resulting from training by Nancy King, major adjustments to the service learning component in collaboration with the United Way of Lancaster County, increased involvement of Career services to facilitate choosing a major, team building using the ropes course and expansion of the Problem Based Learning to facilitate creative problem solving and higher order critical thinking. Additional Presenter 1: Dr. Phil Riordan Assistant Vice President for Student Affairs Millersville University Phone: (717) 871-3162 E-mail: [email protected] Additional Presenter 2: Dr. Christine Anthony Assistant Professor Millersville University Phone: (717) 872-3922 E-mail: [email protected] Additional Presenter 3: Dr. Becky Mowrey Associate Professor Millersville University Phone: (717) 872-3794 E-mail: [email protected] Additional Presenter 4: Dr.Carol Philips Associate Provost Millersville University Phone: (717) 872-3703 E-mail: [email protected] Linda Slagell Director of Academic Development Millikin University Phone: (217) 424-6340 E-mail: [email protected] Recruiting to Graduate at Millikin University Summary: Millikin has succeeded on several parameters of freshmen recruitment, including number of freshmen, quality of student body, number of students of color, flat discount rate, and increase in net tuition revenue. The areas in which we failed were the rates for retention and graduation. In fact, the other goals were being achieved at the expense of students' success once they arrived at Millikin. The University began to focus on retention in 1999-2000, instituting a summer "Edge" program for at-risk students, and mapping and analyzing our institutional processes that support students, from the financial aid and business offices' practices to the campuswide communications with students and families. By fall 2002, Student Life and Academic Development was re-organized and a new position created to coordinate all academic development services. The main focus of recent efforts has been the semester transition, between fall and spring. Extensive review of various systems, including new uses of technology, identifies freshmen by the middle of the fall semester who are already at risk. We designed or re-arranged special courses, closely collaborated across campus regarding students' financial needs, and advised intensively all the way through the following summer. These efforts produced a one-year increase in the freshmen to sophomore retention rate of a little over four percentage points. This increase has occurred across segments of the student body, including students of color, athletes, probationary students, and students with high financial need. Starting this fall, Millikin has received a five-year U.S. Department of Education Title III Strengthening Institutions grant to institutionalize the recent changes and individual efforts. Our new goal is to achieve and sustain 86% (or better) freshmen to sophomore retention rate in five years. At the same time, we are revisiting enrollment planning, integrating what we have learned about retention into our recruitment strategies. Additional Presenter 1: Walter Wessel Dean of Enrollment Management and Registrar Millikin University Phone: (217) 424-6217 E-mail: [email protected]

Additional Presenter 2: Paul Folger Coordinator of Institutional Research Millikin University Phone: (217) 424-6255 E-mail: [email protected] Margo Alexander Position Title: Georgia State University Phone: (404) 651-0680 E-mail: [email protected] A Joint Venture: Mathematics and English in Quantitative Sciences Summary: The justification and description for the link between English, Precalculus, and Freshman Orientation are the writing assignments and an electronic portfolio that pertain to the different courses at once. Each aspect of the relationship between the courses will be presented. Assignments in each of the course will be presented and a detailed description of how they link together will be explained. Examples of the student’s electronic portfolios will be displayed to show the connection between cocurricular experiences. Emphasis in the electronic portfolios will be demonstrated. Electronic portfolios are a way of approaching teaching, learning and assessment. It is also a mechanism being used to accomplish the goal of seamless learning and transfer. It is a way for the faculty and students to be involved in the learning experience. The portfolio demonstrates equivalency of the work done by the student in different settings, which requires the assignments, work, and feedback. It promotes the kind of learning needed for effective transfer-reflective, autonomous, and self-assessing. That is, in the context of other learners in a collaborative setting through peer assessment, students know the criteria and must actively decide which work to select and where to put it. Also, it promotes thinking about the path of development of the portfolio and hopefully helps overcome the linear approach in the learning process. A discussion on the assessment of the assignments in each course, especially on the portfolios will be presented. Midge Wilson Director of First-Year Programs DePaul University Phone: (773) 325-4258 E-mail: [email protected] Meeting at the Crossroads:

Feminist Pedagogy and the Freshman Seminar

Summary: In the past two decades, First Year Program (FYP) educators have tried to make students' initial college experiences more personal and meaningful. At roughly the same time, the founding mothers of women's studies programs began developing innovative teaching styles designed to challenge traditional college curriculum. Their approach came to be called feminist pedagogy, and research testing its effectiveness identifies four elements: 1) participatory learning, 2) validation of personal experiences and development of confidence, 3) development of political/social understanding, and 4) development of critical thinking and open-mindedness. Are these same instructional techniques behind the success of freshman seminar type courses associated with many FYPs across the country? At DePaul University, where its innovative Discover Chicago program has been in effect since 1995, the answer would appear to be a resounding yes. Participatory and experiential learning are emphasized when students make various field site visits throughout of the City of Chicago. Personal experience is validated in its required co-curricular element where challenges of transition to university life are discussed. Political/social understanding is promoted from exposure to issues of diversity, especially when students visit neighborhoods of varying affluence. A required service component similarly ensures students actively participate in gaining awareness of societal issues. And finally, the development of critical thinking skills and a sense of open-mindedness are central to the goals of many liberal studies programs, including DePaul’s. This roundtable will discuss outcome research on feminist instructional techniques. It will review whether this instructional style is relevant to FYP seminars, it will debate if the approach necessarily compromises scholarship, and it will ask if there remains a bias against feminist teaching methods. Participants will be invited to examine their own FYP courses from the perspective of feminist pedagogy. Finally, a discussion on how more participatory type teaching methods might be implemented at their own school will be presented. Leslie Barnes-Young Director of Academic Advising and Retention & Assistant Professor of Psychology Francis Marion University Phone: (843) 661-1279 E-mail: [email protected]

Will I Get There From Here? Students' and Their Parents' Perceptions of the Transition to College Summary: Studies consistently reveal a moderate, positive relationship between achievement in high school and achievement in college (Matarazzo, 1972). Nevertheless, the relationship (r = ~.60) is less than perfect, producing speculation that additional variables most certainly affect performance in college. The purpose of this research was to investigate nonacademic factors affecting the transition to college and their impact on achievement. Participants included 397 students and 81 parents attending one of five orientation sessions at a small southern public university during the summer of 2002. Participants were assessed regarding their (or their students’) coping skills, academic motivation, and receptivity to social and academic support services. Regression analyses revealed two factors that predicted dropout proneness and accounted for roughly 50% of the variance: coping and academic ability. That is, students who perceived that they had high levels of family and emotional support and academic ability, and would have an easy time transitioning to college, were predicted to be less likely to withdraw from school compared to those students who did not rate high on these variables. Correlations calculated between parents’ responses yielded a general pattern of positive correlations among parental perceptions of their students’ academic, emotional, and spiritual preparedness and their belief that their student had a strong commitment to college, (r =.53, p 450) who participate in a first year experience course at a medium Midwest four-year institution. Specifically, the non-cognitive predictor variables used in this study included College Self-Efficacy Beliefs (confidence in one's ability to successfully engage in collegerelated activities), University Commitment (one's cognitive and affective commitment to one's current university), and Career Decision-Making Self-Efficacy Beliefs (one's confidence in one's ability to make a good academic and career decision). To control for known performance differences in retention, we included measures of high school GPA, ACT scores, and college GPA in our discriminant predictor function. Our poster will present results from the prediction model. We will focus on the relative contributions of each of the variables (college self-efficacy, commitment, and decision-making self-efficacy) in contributing to our prediction of retention among a group of students who are already enrolled in a freshman year experience program. Finally, we will offer recommendations to first year instructors based on our findings. Additional Presenter 1: Jorie Hitch Department of Psychology Southern Illinois University Phone: (618) 453-3560 Additional Presenter 2: Virginia Rinella Office of Pre-Major Advising Southern Illinois University Phone: (618) 453-4351 Mariann Lorray Learning Assistance Coordinator Bridgewater State College Phone: (508) 531-2299 E-mail: [email protected] 'Fortified' Freshman Seminar, A Successful Intervention for Underprepared College Freshmen Summary: 'Fortified' Freshman Seminar, A Successful Intervention for Under-prepared College Freshmen, will describe a pilot program now in its sixth semester at Bridgewater State College in Massachusetts and present graphic evidence of student success. The program is a faculty/professional staff collaborative response to a shared concern: entering freshmen under-prepared for the rigors of college study. Students with Verbal SAT scores