New Student Experience: College-wide Summary Report: DRAFT

Transcription

1 New Student Experience: College-wide Summary Report: DRAFT The emerging idea To support learning, students need a holistic first year experience that is academically and socially engaging while providing connection and direction. What role might limited technology play in helping our students to have a coordinated new student experience? East: Asynchronous communications. Introduce APPS with just in time information for students Use technology to assess student interests in different careers Goal Setting APPS West: First Group: TOP 5 IDEAS TECHNOLOGY ROLE Expansion of peer to peer program trained Training videos: financial aid; assessments; similar to supplemental learning program where to go Modularized orientation (breakout Technology: online assessments/time sessions/increased time) management/library SLS (A.A./A.S., discipline specific) Online videos discipline specific Flexibility: LinC infusion; 1-3 credits 1 credit hour Life Map attached to course Fully online via Blackboard (course specific) Creating a Bridges-like opportunity Online Skillshops opportunities free credits (for every full time status take 4 classes, get 1 class on Valencia Second Group: TOP 5 IDEAS SLS: general (AA) and program specific (AS) Mandatory computer literacy/terminology Blackboard instruction course required prereq for online/hybrid TECHNOLOGY ROLE Potential online offerings Labs to enhance instruction in Could be online module Page 1

2 Prep liaisons Orientation (general vs. program oriented) Third Group: TOP 6 IDEAS Expanded and revised NSO SLS Mandatory AA or AS Streamline enrollment with ipads and ambassadors Skillshops mandatory for deep remediationneeds students Connect with adjuncts Improved test (PERT) prep/awareness Could involve online components TECHNOLOGY ROLE Coherent technology plan about FYE Incorporate information literacy and computer literacy into SLS courses ipads for ambassadors during enrollment/orientation Consider PC literacy, BlackBoard and Atlas Build their technology use/skills Build a cohesive online PERT tutorial CIVITAS access What impact might limited resources1 have on a student s ability to have a coordinated new student experience? East: The Digital Divide Some of the stories from students are unreal (e.g., living in my car, abusive relationships). An SLS class could use student life stories as part of the class and Professional Development could be utilized to help instructors incorporate their stories into the coursework. Adopt the Ruby Payne Bridges Out of Poverty into the Professional Development (Train the trainer model) for helping under resourced students. West: This topic was addressed indirectly during the West PRESS Core Team discussions. Mechanisms of support to supplement students available resources were identified and consisted of: 1 In her book Bridges out of Poverty (2009), Ruby Payne defines poverty as the extent to which an individual does without resources (11). These resources include financial, emotional, mental, spiritual, physical, support systems, relationships/role models, knowledge of hidden rules, and coping strategies. Each of these resources plays a vital role in the success of our students, but too often our students do not have adequate access to one or all of these. For example, a student with limited external support system resources may not be able to navigate the demands of college. Page 2

3 Enhanced measures for financial aid identification and navigation Mentoring with peer to peer components Parental inclusion or development of support groups Multi point and faceted orientations to provide just-in-time measures of navigation and coping A review of child policies, procedures and programs available to students Differentiate needs of population (IE: traditional versus adult learner) What would need be different about the student experience at Valencia for students to get the navigation help they need? East: Redesign the student success course so that it is a common course for all students and remove the remediation portion into a 1 hour mandatory course for students who are mandated to take it 3 hr student success 1 hr remediation course Infuse student success into all courses Menu approach o Discipline specific o Identify student success skills that should be infused in key courses across the curriculum o Do this by inviting participation from faculty to help write curriculum that will be put into a new course or a current course Requires a commitment on the part of faculty from many disciplines to engage Suggested that connecting with a mentor is a good experience for students Have a placement test for the major courses in science (readiness, ability, interest for example) Do very early assessment on student strengths (Strength Quest) and learning style. Try to infuse real world applications into all coursework Have different paths for different types of students Suggestion that we have different New Student Experience tracks for students (e.g., Business, Education, Psychology, Allied Health, etc.) Re-introduce the Pre-majors Osceola: Helping students navigate their way through their first year so it s a manageable supported experience that inspires community and confidence. Create a student friendly environment where each student is informed, connected comfortable and empowered. Have our institution fit students not our students fit the institution. Provide an individualized experience focused on Academic and Student life skills that will create a successful college experience. Page 3

4 o In our third meeting, we realized that from these varying themes this process is not just a first semester experience but a full college experience from the first day to graduation. Summary sentences: Helping students navigate their way through their first year so it s a manageable, supported experience that inspires community and confidence! Create a student friendly environment where each student is informed, connected, comfortable and empowered. Have our institution fit students, not our students fit the institution! Be-The Very Best!!! West: This topic was explored as a pair/share during West Campus first PRESS Core Team meeting. After exploration of what was already in place at Valencia, we discussed what could be added or changed. Group suggestions included: Group 1 Mandatory SLS Course o Options for Student (within semesters 1 & 2 first 15 credits) A.A. Specific A.S. Specific General SLS Orientation (expanded) o Pre-Orientation Meeting Financial Aid/Paperwork o Orientation I Registration/Campus Tours/Explaining Scheduling, Hybrid/Online o Orientation II (Week 3) Blackboard/Atlas Group 2 Expand new student efforts into 2nd Semester Enrollment o More direction o Dates/Deadlines earlier o Financial aid due dates o Enforcing policies across the board Orientation o Step by step process o 2 days Page 4

5 o Survey (learning style) Answer Center o Division of labor for students and employees Enhance adjunct integration efforts Enhance developmental education efforts o Bridge the gap o Math, Reading, English (EAP) o Returning adults o Curriculum o PERT, LOEP (re-evaluated) Clubs/Events with faculty Student Success o 1 credit course for all students (first 15 hours) o Success skills o New student bootcamp Mentoring o College-wide vs. minority/at risk Group 3 Transitions department to handle Community outreach, first point of information assistance Parent orientation or significant other/support groups Application/FAFSA o Simplify process o Include as part of orientation o Build excitement NSO o Conference style o Parent component o Prof. dev. for staff o Active/participate o Length? o Register at orientation Student Success Class o Offer different focus/theme/degree course program specific o Offer in different credit increments o Mandatory for DE students o Encourage full-time faculty to teach SLS o BlackBoard required prerequisite for online classes Page 5

6 Disposition of children on campus should be considered Recurring Themes 1. Advising: a. Students need more access to advising and faculty need to be part of the student advising process b. Make online advising and navigation easier and more intuitive for students c. Provide career specific advising so students know which courses to take 2. Orientation: a. Provide an individualized experience focused on academic and student life skills that will create a successful college experience b. Multi-touch orientation process provide relevant information as needed throughout the year c. Offer skillshops for student needs throughout the first year (registration, picking a major, picking the right classes, financial aid,etc.) 3. SLS a. Create discipline specific SLS courses b. Infuse SLS skills into all courses c. Mandatory SLS course of some kind for all students 4. Improve the technology we offer to students Altas, LifeMap, etc.- so the first year doesn t get hindered Page 6