SO, WHAT IS A FIRST-YEAR SEMINAR?

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1 SUPPORTING STUDENT RETENTION THROUGH INNOVATIONS IN THE CURRICULUM First-Year Seminars & Learning Communities Gardner Institute Symposium on Student Retention Asheville, NC June 8, 2015 Betsy O. Barefoot, Senior Scholar Andrew K. Koch, Executive Vice President SO, WHAT IS A FIRST-YEAR SEMINAR? Defined: First-Year Seminar a small group of first-year students, as in a college or university, engaged in study and research under a member of the faculty and meeting regularly to exchange information and hold discussions. How small? ~25 or fewer students Not a lecture course A course that examines a topic in depth How to be a successful college student or a successful major in a topic of the instructor s interest Interaction-intensive 1

2 First-Year Seminars Almost Ubiquitous in U.S. Higher Education 87% of four-year and 80% of two-year institutions currently offer these courses. They date back to the 1880s. Hands down, they are the most assessed courses in the contemporary curriculum. By What Metric(s) Are They Being Assessed? Primary Metric is Retention Some studies also look at grade point averages, learning in general or in specific ways, and student behaviors. What the Experts Say About the First-Year Seminar and Retention The weight of the evidence indicates that FYS participation has statistically and substantial, positive effects on a student s successful transition to college and likelihood of persistence into the second year Ernest Pascarella & Patrick Terenzini. (2005). How College Affects Students. San Francisco: Jossey-Bass. 2

3 Five Types of First-Year Seminars: Choosing the Best Option for Your Institution 1. Transition seminars (the majority) focus on helping students learn strategies and skills for college survival 2. Seminars with consistent academic content across sections generally focus on a common academic theme 3. Seminars focused on section-specific academic topics generally focus on various themes; found at more selective institutions Five Types of First-Year Seminars: Choosing the Best Option for Your Institution 4. Professional or discipline-linked seminars Offered in departments or units; linked to specific majors 5. Basic skills seminars Remedial/developmental courses with a strong focus on study skills Also... Courses that are a combination of two or more types, and merged FYE general education courses. Why the Link with Retention? 1. FY seminars provide the missing information that many, if not most, students need. 2. FY seminars provide an immediate support group. 3. FY seminars enable close interactions with faculty. 4. FY seminars can focus on general or specific skill development. 5. FY seminars can assure that students are exposed to opportunities for involvement. 6. FY seminars can assure that students use helping services. 3

4 Results of a Cross-Campus Analysis of First-Year Seminars ( First-Year Initiative Study); 41,000 students, 72 institutions Developed collaboratively by John N. Gardner Institute and Educational Benchmarking, Inc. Piloted in 2001; data from 2002 For more information, go to: Sample of Course Learning Outcomes (Students Self-Perception) Factor Means Course Improved Knowledge of Campus Services.4.72 Course Improved Knowledge of Campus Policies Course Improved Connections with Peers 4.54 Course Improved Connections with Faculty.4.50 Course Improved Managing Time/Priorities.4.50 Course Improved Critical Thinking.4.40 Course Improved Study Strategies 4.19 Course Improved Knowledge of Wellness Issues Course Improved Academic/Cognitive Skills 3.74 Course Increased Out-of-Class Engagement Important Note: 5.50 is 75% (above average) on a 7-point scale. FYI Study Findings: Seminar Type Does the type of seminar matter? Transition theme and special academic theme seminars were about equal on learning outcomes and student satisfaction measures. Discipline theme seminars produced lower learning outcomes and student satisfaction. Too few remedial courses were in the sample to draw valid comparisons. 4

5 FYI Study Findings: Seminar Type Why the differences? Student reported differences in levels of engaging pedagogy Transition: 30.5% of respondents rated courses high in engaging pedagogy Special academic: 36.5% rated courses high Discipline-linked: 18.3% rated courses high What is engaging pedagogy? The engaging pedagogy factor was derived from seven response items. 1. A variety of teaching methods 2. Meaningful class discussions 3. Challenging assignments 4. Productive use of classroom time 5. Encouragement to speak in class 6. Encouragement for students to work together 7. Meaningful homework This template can apply to any first-year course. Do Contact Hours Matter? % of students rating course high Study Strategies Academic Skills Critical Thinking Faculty Connections Peer Connections Out-of-Class Involvement Policies/Procedures Campus Services Time/Priorities Wellness/Spirituality Belonging Course Satisfaction Engaging Pedagogy 1 Hr 2 hrs 3 hrs

6 What are your desired outcomes? Contact hours should align with your institution s desired seminar outcomes. Required/Not Required % of students rating course high Study Strategies Academic Skills Critical Thinking Faculty Connections Peer Connections Out-of-Class Involvement Policies/Procedures Campus Services Time/Priorities Wellness/Spirituality Belonging Course Satisfaction Engaging Pedagogy Required/Not required What accounts for differences in student views of required vs. voluntary seminars? What can we do about insuring more quality control in required seminars? 6

7 Grading: Pass/Fail vs. Letter Grade (Factor mean scores: 5.50 is 75% of scale) Study Strategies Academic Skills Critical Thinking Faculty Connections Peer Connections Out-of-Class Involvement Policies/Procedures Campus Services Time/Priorities Wellness/Spirituality Belonging Course Satisfaction Engaging Pedagogy GradedPass/Fail Comparison of grading formats produces mixed results Graded courses are associated with higher scores on Engaging Pedagogy Use of Undergraduate Teaching Assistants (i.e., Peer Leaders) UGTA No UGTA Study Strategies Academic Skills Critical Thinking Faculty Connections Peer Connections Out-of-Class Involvement Policies/Procedures Campus Services Time/Priorities Wellness/Spirituality Belonging Course Satisfaction Engaging Pedagogy

8 Undergraduate TAs Are Generally Associated with Higher Mean Learning Outcomes A few exceptions to this general finding. Linked Courses (First-year seminar is one course in a learning community) Study Strategies Academic Skills Critical Thinking Faculty Connections Peer Connections Out-of-Class Involvement Policies/Procedures Campus Services Time/Priorities Wellness/Spirituality Belonging Course Satisfaction Engaging Pedagogy Linked Stand-alone Linked courses appear to have an advantage over non-linked courses. Higher outcomes in... Academic skills Study skills Critical Thinking Engaging Pedagogy 8

9 Summary In this study, transition or academic seminars that Are elective Are graded Use peer leaders Carry sufficient credit hours to achieve objectives Are linked into a learning community And that employ engaging pedagogy Are correlated with better perceived learning! First-Year Seminar Musts The first-year seminar must carry credit. The number of contact hours must be sufficient to meet your objectives. Instructors must be student-centered and willing to devote time/energy to teaching the course. Instructors must receive training. Instructors must be rewarded. First-Year Seminar Recommendations & Options Credit Hours: Course should carry at least two credit hours (meeting twice per week for one term) Type of seminar: Totally optional; advantages and disadvantages of each Instructors: Should be full-time employees and credentialed as other institutional instructors Peer teachers: Use them; you won t be sorry. Grading: Use letter grades. Consider offering pass/fail option. 9

10 First-Year Seminar Recommendations & Options Required for all? - required for some? voluntary? Advantages and disadvantages to each mode. Textbook: Optional, but use reading of some type in your course. Link with another course: If you have a learning community, make the seminar part of the learning community. QUESTIONS/COMMENTS LEARNING COMMUNITIES 10

11 Defined: Learning Communities Linked Courses 2 or More Varying Degrees of Instructor Coordination Can Have Residence Hall Linkage Levels of Adoption Learning Communities Offered By: 56% of 4-Year Institutions* 23.3% of 2-Year Institutions** *Barefoot, B. O., Griffin, B. Q., and Koch, A. K Enhancing Student Success and Retention Through Undergraduate Education: A National Survey. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. ** Koch, S. S., Griffin, B. Q., and Barefoot, B. O National Survey of Student Success Initiatives at Two-Year Colleges. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. Levels of Adoption Generally Increased Level of Adoption Based on Enrollment 78.4% at 4-Year 10,001-20,000 Students* 34.5% at 2-Year 10,001-20,000 Students** *Barefoot, B. O., Griffin, B. Q., and Koch, A. K Enhancing Student Success and Retention Through Undergraduate Education: A National Survey. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. ** Koch, S. S., Griffin, B. Q., and Barefoot, B. O National Survey of Student Success Initiatives at Two-Year Colleges. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. 11

12 Students Involved Far More Likely to Involve First- Year Than Any Other Students 90.6% of all Students in LCs at 4-Year Institutions are First-Year* 100% at 2-Year Institutions** *Barefoot, B. O., Griffin, B. Q., and Koch, A. K Enhancing Student Success and Retention Through Undergraduate Education: A National Survey. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. ** Koch, S. S., Griffin, B. Q., and Barefoot, B. O National Survey of Student Success Initiatives at Two-Year Colleges. Brevard, NC: John N. Gardner Institute for Excellence in Undergraduate Education. High Impact Educational Practices First-Year Seminars Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects Key Findings for Our Session All students who participate in high-impact practices show improvements in: First-to-Second Year Retention Rates Grade Point Averages 12

13 Key Findings for Our Session But: Black students gains in first-to-secondyear retention rates Hispanic students gains in first-year grade point averages Are greater than those of white students Key Findings for Our Session The compensatory effect Suggest high impact practices are be particularly beneficial for underserved students Benefits increase as involvement increases BUT underserved students are least likely to take part Focus: Intentional Linkages of High-Impact Practice 13

14 High Impact Educational Practices First-Year Seminars Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects From the Data 89.7% of 896 report having FYS One third report linking their FYS to a Learning Community Up from 17.2% in 1994 Why Link? National Resource Center on The First-Year Experience and Students in Transition National Survey of First-Year Seminars. Columbia, SC: Author, (accessed May 30, 2015). Linking Learning Communities (LC) & FYS Henscheid s Two Metacatagories of the Benefits of Linking LC & FYS 1. The can help integrate learning across the linked classes 2. The FYS class can put the community in LC (size, instruction methods, etc.) Henscheid, J. M First-year seminars in learning communities: Two reforms intersect. In Integrating the first-year experience: The role of learning communities in first-year seminars (Monograph no. 39). J. M. Henscheid (ed.), 1-7. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. 14

15 Linking Learning Communities (LC) & FYS Swing s Analysis of Improved Learning Outcomes in Linked vs. Stand-Alone FYS 1. Data from the 2002 First-Year Initiative (FYI) Benchmarking Survey of Respondents Reported Having Both Linked Non-Linked Swing, R. L The improved learning outcomes of linked versus stand-alone first-yearseminars. In Integrating the first-year experience: The role of learning communities in first-year seminars (Monograph no. 39). J. M. Henscheid (ed.), Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Linking Learning Communities (LC) & FYS When Compared to Students in Stand-Alone FYS, Students In Linked FYS Reported Greater Gains In: peer-to-peer connections out-of-class engagement knowledge of wellness issues study skills time/priority management knowledge of campus policies and academic services critical thinking and cognitive/academic skills connections with faculty Swing, R. L The improved learning outcomes of linked versus stand-alone first-yearseminars. In Integrating the first-year experience: The role of learning communities in first-year seminars (Monograph no. 39). J. M. Henscheid (ed.), Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Linking Learning Communities (LC) & FYS Further Students In Linked FYS Reported: more experience with engaging pedagogies in the classroom Being more satisfied with college When Compared to Students in Stand-Alone FYS Swing, R. L The improved learning outcomes of linked versus stand-alone first-yearseminars. In Integrating the first-year experience: The role of learning communities in first-year seminars (Monograph no. 39). J. M. Henscheid (ed.), Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. 15

16 In Summation Benefits of Linking FYS & LCs Include: Getting more students to experience High Impact Practices Increases in integrated learning and sense of community (Henscheid) Perceived increases in an array of knowledge, skills and experiences associated with improved student learning and success (Swing) Σ QUESTIONS/COMMENTS CONTACT Betsy Barefoot, EdD Senior Scholar Andrew (Drew) Koch, PhD Executive Vice President