S.T.R.I.P.E.S. (Student Tigers Rallying, Interacting, and Promoting Education and Service) - It's a Tiger Tradition!

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1 Award Title S.T.R.I.P.E.S. (Student Tigers Rallying, Interacting, and Promoting Education and Service) - It's a Tiger Tradition! Awards Categories Enrollment Management, Financial Aid, Orientation, Parents, First-Year, Other-Year and related Executive Summary For the last 12 years, S.T.R.I.P.E.S. has provided incoming students with an opportunity to connect to campus and the college environment prior to the start of their first semester at LSU. A four-day, three-night program, S.T.R.I.P.E.S. is designed to assist incoming students with their transition to LSU. Key components of our program include: Academic Success, College Readiness, History and Traditions, Involvement, Leadership Development, Relationship Building, Service, and Student Resources. At S.T.R.I.P.E.S., participants: Officially begin their transition from high school to college, Get a jump start in experiencing LSU history and traditions, Connect with campus resources, facilities, and programs to be help them be successful, Learn how to get involved in the campus community, and Meet other first year students. Following participation in the extended orientation program, participants and student staff engage in service, academic, and social events with the S.T.R.I.P.E.S. program each academic semester. Service opportunities have included cleaning up a local park, writing holiday cards, and hosting a Halloween party and Bunny Bash (Easter party) for the scholars of Boys Hope Girls Hope of Baton Rouge, a non-profit organization that supports the success of at risk children through various avenues. Social events have included the annual spring semester reunion, staff cohesion events, and tailgates for athletic events. Academic events are part of the FYE Student Success Series, a 5-week series providing students an opportunity to connect with faculty in Math, English, Mass Communications, as well as the staff in First Year Experience and Career Services. Topics for the FYE Student Success Series include how tos on taking a computerized math test, writing a college paper, doing a quality presentation, time management, and choosing a major. Through a new initiative implemented in the fall of 2011, each S.T.R.I.P.E.S. participant is connected with a S.T.R.I.P.E.S. Student Success Coach. These coaches are past S.T.R.I.P.E.S. student staff who continue their commitment during the fall and spring semesters through

2 assisting in the planning of academic year events as well as doing regular check-ins with participants via and phone, offering support, resources, and guidance as needed. Data collected over the last 12 years indicate S.T.R.I.P.E.S. participants maintain on average higher cumulative GPAs after their first year, are retained at higher rates from year to year, and graduate at higher rates than the University s average. First Year Experience has served as a resource to other universities and colleges interested in developing a first year transition camp through presenting a pre-conference workshop at the Annual Conference on the First Year Experience (2011), a general session at NASPA s Annual Conference (2011), a webinar with HigherEd Hero (2011), and hosting a site visit during S.T.R.I.P.E.S. for administrators at Northern Illinois University (2011). To see what our students say about S.T.R.I.P.E.S., please visit: Additional information on the S.T.R.I.P.E.S. program is available at: Award Description Edit/Add In 2000, S.T.R.I.P.E.S. began as a 2 ½ day off campus retreat hosting 65 participants with a student staff of 3 exec members and 20 small group leaders. In 2011, S.T.R.I.P.E.S. offered 2 on campus sessions, each four-days and three-nights, with a student staff of 6 exec members, 48 small group leaders, and 12 program assistants welcoming 629 participants. Entering its 13th year in 2012, S.T.R.I.P.E.S. will offer 3 on campus sessions, each four-days and three-nights, with a student staff of 7 exec members, 40 small group leaders, and 12 program assistants and a goal of 900 participants. Since its inception, the focus of S.T.R.I.P.E.S. has been assisting incoming students in successfully transitioning to LSU and acclimating to the college environment. Key components of the program include: Academic Success, College Readiness, History and Traditions, Involvement, Leadership Development, Relationship Building, Service, and Student Resources. A sample schedule is available: and examples of each component include: Academic Success: Mock Lecture with a faculty member; Learning Styles assessment College Readiness: High School vs. College; Social Media; LSU s Commitment to Community History and Traditions: Extravaganza (staff skit on LSU history and traditions); Spirit in Sports; Roll Call; Flag; LSU cheers Involvement: Info Session with various campus departments, offices, and student organizations Leadership Development: Pipeline to Leadership Relationship Building: Teambuilding in small groups; Late Night Activities to interact with all participants and staff; Diversity Awareness; Streak Cheers; Small groups; Buddy groups Service: School supplies drive; Pencil boxes with Volunteers in Public Schools; Cancer Awareness ribbons with Cancer Services of Greater Baton Rouge

3 Student Resources: Student Services Tour; Campus Tour; Wellness Education At S.T.R.I.P.E.S., participants will: Officially begin the transition from high school to college Get a jump start in experiencing the history and traditions of LSU Connect with campus resources, facilities, and programs to help them be successful Learn how to get involved in the campus community Meet other first year students. These learning outcomes are achieved through the various activities and events S.T.R.I.P.E.S. participants engage in during the four-day program as well the the service, academic, and social events during the academic year. During S.T.R.I.P.E.S., participants are placed in a small group, named for a person, place, or thing related to LSU s history. Each small group has participants led through activities and facilitated discussions by 2 small group leaders. The small groups are divided in two streaks, named for LSU s colors: purple and gold. Each small group is given a buddy group, which is another small group from the opposite streak. During the academic year, S.T.R.I.P.E.S. participants have the opportunity to participate in service projects with local organizations in the community. Over the last 2 years, S.T.R.I.P.E.S. has developed a partnership with Boys Hope Girls Hope of Baton Rouge, a non-profit organization for at-risk children. Past activities with Boys Hope Girls Hope include: a park clean-up, Halloween party, Bunny Bash, and holiday cards for a local nursing home. The Halloween party and Bunny Bash (Easter party) are annual traditions that S.T.R.I.P.E.S. participants put on for the Boys Hope Girls Hope scholars to participate in at their home. Academic success is also supported during the academic year through the FYE Student Success Series and S.T.R.I.P.E.S. first year seminar. The FYE Student Success Series was designed specifically with our S.T.R.I.P.E.S. participants and Tiger Transition Team mentees in mind. This five-week series during the fall semester focuses on the academic how tos of college, such as: taking a computerized math test, writing a college paper, giving a college presentation, time management, and choosing a college major. Since LSU does not offer first year seminars, this fall we implemented the S.T.R.I.P.E.S. 6 week seminar for any interested participants. Seminar topics are based around the Relational Leadership model and include: values activities/discussion, S.M.A.R.T. goals and action plan development, academic integrity, ethics, inclusion, ropes course, and a end of class project where participants apply what they have learned in class to other aspects of their life (i.e. goals, career aspirations, involvement, growth and development while at LSU). Project options include: creating the ideal leader (collage, 1 page typed description), creative leadership (poem, song,

4 drawing, painting, etc and 1 page typed description), and leadership in their major (3 page typed paper). S.T.R.I.P.E.S. offers opportunities for participants to reconnect socially as well. Past events have included football and baseball tailgates, small group reunions, and the annual spring semester reunion. All students also have the opportunity to give back to the S.T.R.I.P.E.S. program and develop their leadership skills through serving on staff in one of 3 capacities: executive staff, small group leader, or program assistant. Executive staff members are selected during the fall semester of each year and traditionally are students that have served on staff previously in another capacity. The executive staff is responsible for coordinating and implementing the S.T.R.I.P.E.S. program from staff and participant recruitment, staff training and cohesion, to each individual event during the program. Executive staff members prepare for the program during the entire academic year and summer prior to the start of the program. Small group leaders and program assistants are selected in the spring semester and are involved with the program during the summer sessions. Small group leaders facilitate discussions and activities in the small groups. Program assistants work with the executive staff on the logistics during the summer sessions to ensure all events and activities run smoothly. Staff members participate in a three day training prior to the start of the summer sessions, a spring training day, as well as cohesion events during the spring semester. A new initiative in the fall of 2011, the S.T.R.I.P.E.S. Student Success Coach is another leadership opportunity for past student staff. This position is available on a volunteer basis as well as work study for student staff awarded work study. Each participants is assigned to a designated S.T.R.I.P.E.S. Student Success Coach, who check-ins with them via and/or phone periodically throughout the year to see how things are going, answer questions, share resources, and offer assistance and support as necessary. The participants also receive the contact info for their S.T.R.I.P.E.S. Student Success Coach so they can contact them directly at any point during the semester should they have questions or need advice. In addition, the Coaches have the option of assisting with other aspects of the S.T.R.I.P.E.S. program that occur during the academic year such as exec staff recruitment and selection, student staff recruitment and selection, the FYE Student Success Series, reunion events, and service projects. Beyond their LSU years, S.T.R.I.P.E.S. staff and students have returned to the program to serve as judges for our Roll Call and Flag competitions, as well as torch bearers during our Passing the Torch ceremony during the summer sessions. S.T.R.I.P.E.S. is a comprehensive initiative that has grown to include several summer sessions, academic year engagement, and leadership opportunities. S.T.R.I.P.E.S. impacts participants not only as they are entering LSU, but while continuing through the college years, and even after graduation. The data shows students feel more connected to the LSU community and confident in their ability to be successful during their college experience. In addition, data over the last 12 years of the program indicates on average, S.T.R.I.P.E.S. participants achieve higher cumulative first year GPAs and are retained each year and graduate at higher rates than their peers that chose not to participate in S.T.R.I.P.E.S.

5 Assessment Data Each year, participants complete a Post-Program Evaluation. Guided by the Division of Student Life and Enrollment s mission to recruit, admit, engage, retain, and graduate a diverse student population for success at LSU and beyond, First Year Experience s mission to facilitate a positive transition to LSU through programs and outreach to enhance student success inside and outside the classroom, and the S.T.R.I.P.E.S. learning outcomes, we request feedback that directly relates to these initiatives as well as the specific events during S.T.R.I.P.E.S. Participants are ed a link to the program evaluation in StudentVoice (now CampusLabs). Of the 629 participants from the 2011 program, 398 (392 completed in full) completed the program evaluation (63.38%). Feedback from the S.T.R.I.P.E.S participant evaluation included: 79.60% strongly agreed and 18.64% agreed they learned more about college life and being a tiger 68.59% strongly agreed and 20.85% agreed they feel more comfortable starting classes because of the new friends they made 74.12% strongly agreed and 21.85% agreed they feel more aware of the resources and services available to them on campus because of the information received 75.88% strongly agreed and 20.10% agreed the information gained from the program will be a good resource during their first year of college 86.43% strongly agreed and 12.06% agreed the student staff had a positive impact on them 73.05% strongly agreed and 18.39% agreed the group mentors were helpful in making them feel connected to University faculty and staff 78.39% strongly agreed and 16.83% agreed they feel more confident about being a college student 80.76% strongly agreed and 15.95% agreed they have a greater appreciation for LSU after learning more about the history and traditions 72.66% strongly agreed and 21.01% agreed they will attempt to live up to the LSU Commitment to Community during their college career 75.31% strongly agreed and 19.14% agreed they developed some good relationship with other first year students 65.24% strongly agreed and 27.96% agreed they know how to get involved in campus life because of the information received

6 74.68% strongly agreed and 22.28% agreed they learned about the academic resources that can help them be successful at LSU 68.34% strongly agreed and 23.12% agreed participating in S.T.R.I.P.E.S. helped them recognize their potential to be a student leader at LSU 72.80% strongly agreed and 22.17% agreed they recognize the importance of making healthy choices as a college student 85.43% strongly agreed and 11.56% agreed they would recommend S.T.R.I.P.E.S. to other incoming students 51.93% strongly agreed and 23.14% agreed they are interested in participating with S.T.R.I.P.E.S. in the future as a group leader, program assistant, or executive board member As shown in the data compiled through the Office of Budget and Planning, S.T.R.I.P.E.S. participants have higher cumulative GPAs, and are retained and graduate at higher rates than their non-s.t.r.i.p.e.s. peers. Cumulative First Year GPA by Year 2000: 2.94 (2.81) 2001: 2.92 (2.81) 2002: 3.09 (2.79) 2003: 2.87 (2.84) 2004: 2.95 (2.78) 2005: 3.01 (2.78) 2006: 3.01 (2.82) 2007: 2.93 (2.80) 2008: 2.90 (2.77) 2009: 2.90 (2.83) 2010: 3.02 (2.87) 2011: TBD Retention Rates By Year

7 % (83.3%) - 1st-2nd 84.4% (73.7%) - 2nd-3rd 82.8% (66.6%)- 3rd-4th % (84.2%) - 1st-2nd 85.0% (73.6%) - 2nd-3rd 82.5% (67.6%)- 3rd-4th % (83.8%)- 1st-2nd 79.6% (73.0%) - 2nd-3rd 76.5% (67.7%)- 3rd-4th % (85.0%)- 1st-2nd 82.7% (73.3%)- 2nd-3rd 71.3% (67.1%)- 3rd-4th % (83.1%)- 1st-2nd 76.8% (72.0%)- 2nd-3rd 73.4% (66.1%)- 3rd-4th % (82.6%)- 1st-2nd 87.4% (72.0%)- 2nd-3rd

8 79.8% (66.0%)- 3rd-4th % (84.7%)- 1st-2nd 84.5% (75.8%)- 2nd-3rd 80.3% (71.0%)- 3rd-4th % (85.4%)- 1st-2nd 78.4% (76.5%)- 2nd-3rd 73.7% (70.9%)- 3rd-4th % (83.6%)- 1st-2nd 81.0% (74.3%)- 2nd-3rd 76.9% (69.0%)- 3rd-4th % (84.1%)- 1st-2nd 79.0% (75.4%)- 2nd-3rd % (83.8%)- 1st-2nd Graduation Rates % (24.2%)- 4th year 73.4% (49.7%)- 5th year 78.1% (57.3%)- 6th year

9 % (24.5%)- 4th 63.8% (50.9%)- 5th 70.0% (58.3%)- 6th % (26.2%)- 4th 66.3% (52.3%)- 5th 72.4% (58.9%)- 6th % (26.0%)- 4th 56.7% (52.0%)- 5th 64.0% (58.9)- 6th % (26.2%)- 4th 62.1% (53.0%)- 5th 66.7% (58.7%) - 6th % (29.0%)- 4th 70.4% (54.0%)-5th 75.7% (59.9%)- 6th % (34.0%)- 4th 71.2% (59.2%)- 5th

10 TBD % (37.9%)- 4th TBD KEY: S.T.R.I.P.E.S. Data (LSU All Freshmen Data)

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