FHS Orientation and FYE

First Year Student Success: Creating Climates for Learning: 

First Year Student Success: Creating Climates for Learning Dr. Jackie Balzer Dean of Student Life Oregon State University

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OSU a beautiful 400-acre campus established in 1858 OSU is a land, sea, space and sun grant university, making OSU one of only two universities in the US. Eleven academic colleges with 200 majors Carnegie I Research Extensive Student enrollment: 20,000 (50 US states, 80 countries) 14% Diverse backgrounds 10-12 % International students, 265 study abroad programs in 81 countries 300 student activity groups Oregon State University

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BA Sociology and Psychology Masters of Education in College Student Services Administration Doctor of Education in Educational Leadership Twenty-three year career in Student Affairs Dean of Student Life OSU College of Education faculty Dr. Jackie Balzer

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I believe that it is my responsibility to support/enhance the education of all students who come to my institution. I’m here today, hoping to help you do the same. I am here today to share my experience and expertise, use what you can and toss the rest. Context is very important to learning; you know your educational, societal, political, and organizational context. Disclaimers

Overview of Topics: 

Overview of Topics What are the needs of FY students? What causes FY students to resist learning and engagement? What conditions promote FY student success? What are colleges doing to promote FY student success? Specific activities and ideas from the US and OSU

What Really Matters in College: FY Student Engagement: 

What Really Matters in College: FY Student Engagement Because individual effort and involvement are the critical determinants of impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, How College Affects Students, 2005, p. 602

Effective Educational Practices for FY Students: 

Effective Educational Practices for FY Students Level of Academic Challenge Active & Collaborative Learning Enriching Educational Experiences Supportive Campus Environment Student Faculty Interaction

Good Practices in FY Undergraduate Education (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005): 

Good Practices in FY Undergraduate Education (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005) Student-faculty contact Active learning Prompt feedback Time on task High expectations Respect for diverse learning styles Cooperation among students

FY Student Engagement Trinity: 

FY Student Engagement Trinity What students do -- time and energy devoted to educationally purposeful activities What institutions do -- using effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward the right activities

#1Overall FY student success is the result of effective education. We must focus on student learning and those conditions that promote student learning. Student success will follow.: 

#1 Overall FY student success is the result of effective education. We must focus on student learning and those conditions that promote student learning. Student success will follow. What does the Literature Proclaim?

#2The FY of college is one of the most important critical moments of the student experience. Those actions that promote student learning in that year are especially important.: 

#2 The FY of college is one of the most important critical moments of the student experience. Those actions that promote student learning in that year are especially important.

#3Learning activities for FY students must be intentional, proactive, and intrusive. We cannot leave the success of our FY student to chance. -Determination -Motivation -Preparedness/Competency -Support: 

#3 Learning activities for FY students must be intentional, proactive, and intrusive. We cannot leave the success of our FY student to chance. -Determination -Motivation -Preparedness/Competency -Support

#4Institutions must build partnerships across campus that serve FY in a variety of learning settings/sites. FY student learning takes the collaborative efforts of all members of the campus, faculty, staff, and administration.: 

#4 Institutions must build partnerships across campus that serve FY in a variety of learning settings/sites. FY student learning takes the collaborative efforts of all members of the campus, faculty, staff, and administration.

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#5 Most FY students resist learning and engagement during their first year.

Why Do FY Student Resist Learning?: 

Why Do FY Student Resist Learning? Intentions Unclear Uncertainty and Confusion Anxiety, Stress and Low Esteem Multiple Commitments Poor Fit With Goals Lack of Support Isolation Learning Ability Tinto, 2005

Question?: 

Question? Remembering your FY Experience… Who are City University FY students? Background inputs Developmental state Goals Support What is the FY like for a City University student? Challenges Support

Integration Model: 

Integration Model Note: Model adapted from Nora (2001).

Implications for Practice: 

Implications for Practice No one cause, no one “cure” Need for coordination of multiple efforts and interventions Need for partnerships across campus Need to assess FY student conditions on the campus FY sets the trend for entire experience…

Conditions for FY Student Success?: 

Conditions for FY Student Success? What do we know about the conditions that promote student success?

Conditions for FY Student Success: 

Conditions for FY Student Success Expectations High and clear expectations - expecting excellence

Conditions for FY Student Success: 

Conditions for FY Student Success Expectations Support Academic Support Social Support

Conditions for FY Student Success: 

Conditions for FY Student Success Expectations Support Feedback Entry assessment and placement Early warning systems Classroom assessment of learning

Conditions for FY Student Success: 

Conditions for FY Student Success Expectations Support Feedback Involvement Contact with students, faculty, and staff

Conditions for FY Student Success: 

Conditions for FY Student Success Expectations Support Feedback Involvement Learning Support for learning Feedback about learning Active Involvement / Time on task

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FY students will get more involved in learning, spend more time learning, and in turn learn more when they are placed in supportive educational settings in which they obtain frequent feedback about their learning and which require them to share learning with others.

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning In and out of class

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning Problem-Based Learning Active, complex and real life

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning Problem-Based Learning Service Learning Social and emotional Critical thinking

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning Problem-Based Learning Service Learning Learning Communities

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning Problem-Based Learning Service Learning Learning Communities Supplemental Instruction/Study Groups

Involving Students in Learning:Some Possibilities: 

Involving Students in Learning: Some Possibilities Cooperative/Collaborative Learning Problem-Based Learning Service Learning Learning Communities Supplemental Instruction/Study Groups Classroom Assessment

Learning Communities: 

Learning Communities Students enroll in classes together

Learning Communities: 

Learning Communities Students enroll in classes together Central theme or problem which organizes the curriculum

Learning Communities: 

Learning Communities Students enroll in classes together Central theme or problem which organizes the curriculum Students asked to build academic and social connections

Learning Communities: 

Learning Communities Students enroll in classes together Central theme or problem which organizes the curriculum Students asked to build academic and social connections Team designed and sometimes team taught

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Linked Courses Sociology FY Writing

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Freshman Interest Groups Writing Biology Math FY Seminar

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Freshman Interest Groups Chinese Culture Learning to Learn Business

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Cluster Learning Communities Math Learning to Learn Speech

Research Findings: 

Research Findings Developing supportive peer groups

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“In the cluster we knew each other, we were friends, we discussed everything from all the classes. We knew things very, very well because we discussed it all so much. We had discussions about everything…it was like a raft running the rapids of my life.”

Research Findings: 

Research Findings Developing supportive peer groups Studying together: Becoming involved in learning

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“You know, the more I talk to other people about our class stuff, the homework, the tests, the more I’m actually learning... and the more I learn not only about other people, but also about the subject because my brain is getting more, because I’m getting more involved with the other students in the class. I’m getting more involved with the class even after class.”

Research Findings: 

Research Findings Developing supportive peer groups Studying together: Becoming involved in learning Involvement, learning, and success

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Shared Outcomes Learning Comparison Pass Rates . . 76.6 55.9 * estimated from several studies

Research Findings: 

Research Findings Developing supportive peer groups Studying together: Becoming involved in learning Involvement, learning, and persistence Learning better together

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“I think more people should be educated in this form of education. I mean because it is good. We learn not only how to interact with ourselves, but with other people of different races, different sizes, different colors, different everything.I mean it just makes it better ...not only do you learn more, you learn better.”

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“So you are constantly having to think, re-think, and even re-re-think what’s going on in light of all the feedback you’re getting from all these different points of view. . . you realize you know something, like you’re not dumb.”

Supplemental Instruction: 

Supplemental Instruction Mini learning communities applied to individual courses

Supplemental Instruction: 

Supplemental Instruction A B C D Instructor Tutor A Tutor B Tutor C Tutor D FY math Supplemental Study Groups

Other factors that contribute to successful learning environments for FY students: 

Other factors that contribute to successful learning environments for FY students Opportunities to understand the difference between previous school and college Opportunities to learn one’s unique learning style Opportunities that develop competencies for academic success and career goals Opportunities to learn about campus resources

Other factors that contribute to successful learning environments for FY students: 

Other factors that contribute to successful learning environments for FY students Community in class A sense of mattering Rituals and involvement activities that encourage social and academic integration Positive interactions with faculty and returning students

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Extended orientation courses Topics include: understanding higher education, transition issues, academic competencies, and campus resources. -OSU Odyssey -FOOTSTEPS Outdoor Trips Freshmen Seminars Seminar course taught by faculty. Topic is usually in the faculty members subject area. Academic success courses Topics include: Study skills, time management, diversity… Professional development for faculty who teach/work with FY students Specific Initiatives at OSU

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Orientation/Transition Programs before the start of school Fall Welcome social activities Summer/Shared Reading Programs Academic interventions Required programs for student who are not making the grades FYE/Academic theme Residence Living and learning collaborations to provide additional services for FY students Academic orientation seminars Classes that provide an overview to a major or program Other Initiatives

Questions and Discussion: 

Questions and Discussion Dr. Jackie Balzer Dean of Student Life Oregon State University Jackie.Balzer@oregonstate.edu Challenging and Supporting the FY Student: A Handbook for Improving the FY of College. 2005 Jossey Bass