Developing and Assessing a Community College First-Year Experience Program David Ross Director, First-Year Experience Raritan Valley Community College
Today s Outline Overview of RVCC Development of the First-Year Experience Program Title III Transition of activities Campus-Wide Involvement First-Year Experience Program Components Assessment Activities Questions and Answers
Overview of Raritan Valley Community College Located in Branchburg, NJ Fall 2010 Enrollment 8,308 27.9% increase in enrollment (3 years) Mean age decrease from 28 to 25 (3 years) 41.2% increase in full-time student population (3 years)
Development of the FYE Program Initial components were developed under the RVCC Title III Grant (2005-2009) Early Alert and Intervention Student Tracking Re-designing Orientation Programs Activities were transitioned as a foundation for FYE Program Program launched October 2009
Development of Program continued Established campus-wide committee to help develop program components Offices represented on the committee include: Admissions, Records and Registration Advising and Counseling Services Dean of Student Services Disability Services Educational Opportunity Fund Program Financial Aid First-Year Experience Student Life Testing Center Transfer and Career Services
Development of Program continued Best Practices and Research used: Tinto Kuh Valencia Montclair State University Seidman Grand Rapids Community College
FYE Program Mission The mission of the First Year Experience Office is to aid first-year, degree-seeking students in their transition to Raritan Valley Community College, to expose students to the broad range of educational opportunities, and to integrate new students into the college community in order to enrich their first year experience. The First-Year Experience works to: Provide an environment that is welcoming to students Identify and overcome obstacles that impede the success of first-year students Provide developmental activities and essential support programs for first-year students Create and implement innovative programming that meets the needs of entering students Support student learning and integrate students into the learning community Collaborate with the campus community to assist first-year students in achieving academic and personal success.
First-Year Experience Program Components New Student Orientation New Student Welcome/BBQ First-Year Advising Weeks of Welcome Success Partner Program Early Alert and Intervention Student Programming First-Year Seminar Course
New Student Orientation ROARS (Raritan Orientation, Advising and Registration Session) Required of all first-time, full-time students Fall 2010 1500 students completed program Separate parent and family orientation Approximately 4 hours in length Students complete orientation, register for classes, receive their College ID and receive a free RVCC t- shirt.
New Student Welcome/BBQ Late August event Designed to help answer last/ minute questions and get students excited about their first semester Expose students to campus life Student Handbooks are distributed
First-Year Advising All first-time students are assigned a first-year advisor Students meet their advisor at the orientation session Each advisor is required to keep in contact with their students First-Year Advising Weeks
Weeks of Welcome Campus Welcome Stations President s Welcome Programs Convocation (Fall only) Non-traditional student dinner First-time and new transfer student luncheon Free Shows at the RVCC Planetarium Campus Picnic (Fall only) All Club Recruitment Day
Success Partner Program Volunteers around campus (faculty and staff) Students are matched with a Success Partner Success Partners are encouraged to meet with their students at least 2 times a semester Limited Success
Early Alert and Intervention Takes place in the first few weeks of each part of term Secure web-based form accessed via the Campus Portal First-Year Advisors reach out to students based on alert information Information is tracked in Student Information System
Success Programming Themed Months initially September/January - Weeks of Welcome (WOW) October - Student Success Month November - Health & Wellness Month Campus-wide calendar with components of each month New Student Get Togethers
First-Year Seminar Course STDV 100 The College Experience 2 college-level credit course Currently not-required Specialized sections offered: Educational Opportunity Fund Program Athletes
Assessment (The Fun Stuff) Two components of the program have been assessed: New Student Orientation/ROARS STDV 100 The College Experience (partially) Additional assessment measures
New Student Orientation Assessment Program Assessment CAS Retention and Success Data
New Student Orientation CAS Assessment Council for the Advancement of Standards in Higher Education (CAS) 14 Standards of Excellence http://www.cas.edu/index.html 3-person Assessment Committee Faculty Advisor (participated in ROARS) Student (completed ROARS) Staff member
CAS Characteristics of Excellence Mission Program Leadership Human Resources Ethics Legal Responsibilities Equity and Access Diversity Organization and Management Campus and External Relations Financial Resources Technology Facilities and Equipment Assessment and Evaluation CAS website: http://www.cas.edu/index.html
New Student Orientation CAS Assessment Assessment Process Steps Reviewed and Revised CAS Self-Assessment Guide Compiled Evidence for Assessment Selected Committee Members Assessment Kick-Off Meeting Committee Members Completed Assessment Individually Reviewed and Compiled Completed Assessments Completed Work Forms Sample of Assessment Guide
Examples of Evidence Outlines of program sessions Program video Retention data Feedback from session evaluations Department information (resume/cv, job descriptions) Budget information
Assessment Guide Sample Committee completed individually Compiled ratings Discrepancies and Work Forms CAS Self-Assessment Guide Raritan Orientation, Advising, & Registration Session (R.O.A.R.S.) 2010 Part 1. Mission The mission of the OP must include facilitating the transition of new students into the institution; preparing students for the institution s educational opportunities and student responsibilities; initiating the integration of new students into the intellectual, cultural, and social climate of the institution; and supporting the parents, partners, guardians, and children of the new student. OP must develop, disseminate, implement, and regularly review their mission. Mission statements must be consistent with the mission of the institution and with professional standards. OP in higher education must enhance overall educational experiences by incorporating student learning and development outcomes in their mission. ND 1 2 3 4 NR Not Done Not Met Minimally Met Well Met Fully Met Not Rated Criterion Measures DC DP WB 1.1 ROARS develops, disseminates, and regularly reviews its mission. 2 4 4 1.2 ROARS implements its mission. 4 4 4 1.3 The mission statement is consistent with that of the host institution. 4 4 4 1.4 The mission statement is consistent with professional standards. 3 4 4 1.5 ROARS incorporates learning and development outcome domains in the mission statement. 3 4 4 1.6 The mission statement includes: 1.6.1 facilitating the transition of new students into the institution 4 4 4 1.6.2 preparing students for educational opportunities and student responsibilities 3 4 4 1.6.3 initiating the integration of new students into all aspects of the institution 3 4 4 1.6.4 supporting family members of new students. 1 4 1 1.6.5 registering new students for their first-semester courses 4 4 4 Part 1: Mission Overview Questions A. What is the program mission? B. How does the mission embrace student learning and development? C. In what ways does the program mission complement the mission of the institution?
CAS Work Forms INSTRUCTIONS: CAS Work Form A Assessment, Ratings, and Significant Items Step One: This work form should be completed following a review of the individual ratings of the team members. Examine the ratings of each criterion statement by the team members, and record the following in the form below: Discrepancies: Item number(s) for which there is a substantial rating discrepancy (two or more ratings apart). These items will need to be discussed further by team members. Strengths: Item numbers(s) for which all participants have given a rating of 4, indicating agreement that the criterion is Fully Met. Needed Improvements: Item numbers for which all participants have given a rating of 1, indicating agreement that the criterion is Not Met. Items not listed in one of these categories represent consensus among the raters that practice in that area is satisfactory, having been rated Minimally Met or Well Met. Items rated NR because of lack of evidence to support a rating should be listed in Needed Improvements. Step Two (below): List the items needing follow-up action for improvement and indicate what requires attention. The team or coordinator should consider including any criterion measure rated as being not met by any reviewer, as well as those with significant discrepancies that are not resolved by team discussion. Part Number Part Discrepancies Strengths Needed Improvements 1 Mission 1.1, 1.6.4 1.2, 1.3, 1.6.1, 1.6.5 1.6.4 2 Program 3 Leadership 4 Human Resources 5 Ethics 6 Legal Responsibilities 2.2.1, 2.2.2, 2.2.3, 2.4, 2.5, 2.6.3, 2.7, 2.8, 2.10.4, 2.10.5, 2.10.6, 2.11 3.1.1, 3.1.2, 3.1.4, 3.1.5, 3.1.6, 3.1.8, 3.1.9, 3.1.11, 3.1.13, 3.1.14, 3.1.15, 3.1.16, 3.1.17, 3.1.18, 3.1.19, 3.1.20 4.1, 4.2, 4.3, 4.4, 4.6.1, 4.6.2, 4.7, 4.8, 4.9.1, 4.9.2, 4.9.3, 4.10, 4.11.1, 4.11.2, 4.11.3, 4.12, 4.15, 4.16 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7.1, 5.7.2, 5.7.3, 5.7.4, 5.8, 5.9.1, 5.9.2, 5.9.3 6.1.1, 6.1.2, 6.2, 6.3.1, 6.3.2, 6.3.3, 6.4, 6.5 2.10.1, 2.10.3, 2.10.7, 2.10.8 4.5, 4.6.3, 4.6.4, 4.13, 4.14 2.2.3, 2.5, 2.10.6 3.1.2, 3.1.14, 3.1.15, 3.1.16, 3.1.17, 3.1.18, 3.1.19 4.1, 4.2, 4.3, 4.6.1, 4.6.2, 4.11.1, 4.11.2, 4.11.3 5.1, 5.6, 5.7.1, 5.7.2, 5.7.3, 5.7.4 6.1.1, 6.1.2, 6.4, 6.5
CAS Work Forms Step Two: List item number(s) for each Part determined to merit follow-up, and describe the practice weaknesses that require attention. 1. 1.6.4 - Limited information available to parents/families outside of orientation program 2. 2.2.3 - Limited exposure to civic participation opportunities such as Service Learning; 2.5 - No faculty member is a part of the orientation planning committee; 2.10.6 - Limited information given to students regarding self-assessment tools on campus 2.11 Minimal information in program about RVCC history 3. 3.1.2 More assessment of student needs with follow-up programming 4. 4.1 Additional student ambassadors/mentors needed 4.2- Further develop staff selection, training and evaluation plans 4.3 Formalize expectations for staff and volunteers 4.6.1 Additional questions for ambassador selection process 4.6.2 Document protocols for student staff 4.11.1, 4.11.2, 4.11.3 Limited training for student ambassadors on emergency procedures 5. 5.1 No statement of ethics exists specific to ROARS 5.6 Limited training for staff on emergency procedures 5.7.1, 5.7.2, 5.7.3, 5.7.4 Limited training for staff on emergency procedures 6. 6.1.1, 6.1.2 Limited training to staff on legal regulations and obligations 6.4 Limited training to staff on legal protocols 6.5 Limited training to staff on legal protocols 7. -- 8. -- 9. 9.3 Limited expectations of staff documented 9.5.3, 9.5.4, 9.5.5 Limited documentation of procedures 10. 10.2.1, 10.2.2, 10.2.3 Limited documentation of emergency procedures 11. 11.1 Funding for program 48% of prior FY funding 12. 12.6.1, 12.6.2 Limited training for staff on technology 12.7 Limited documentation on disciplinary procedures 13. 13.3.4 Limited documentation on emergency procedures 14. 14.3.2 No assessment of student learning and development outcomes
CAS Work Forms Follow-up Actions CAS Work Form B Follow-Up Actions INSTRUCTIONS: The purpose of this work form is to begin the planning for action to be taken on practices judged to merit follow-up (Work Form A, Step Two). In the chart below, as Step Three, transfer short descriptions of the practices requiring follow-up and detail these items using the table format provided. Step Three: Describe the current practice that requires change and actions to initiate the change Practice Description Corrective Action Sought Task Assigned To Limited information available to parents/families outside of program Timeline Due Dates Complete parent/family website including FAQ Director March 2011 Limited focus on cocurricular activities and tools available to students Invite Service Learning and Faculty to serve on planning committee Orientation Planning Committee February 2011 Limited assessment of student needs with followup programming Identify assessment opportunities and connect with student programming FYE Committee June 2011 Staffing procedures for training, selection and evaluation Document current procedures and develop additional protocols for staff FYE Staff March 2011 Emergency and disciplinary procedures training Develop emergency and disciplinary procedures for staff that reflect current college policies FYE Committee April 2011 No statement of ethical behavior exists for orientation staff Develop statement of ethical behavior that reflects college ethical policies and values of the college Orientation Planning Committee March 2011 Limited training to staff regarding legal procedures Develop protocols that outline legal regulations and obligations FYE Committee March 2011 Limited documentation of staff expectations Formally document expectations of orientation staff Orientation Planning Committee April 2011 Funding for program 48% of prior FY funding Document through assessment process the need to restore funding Director December 2010 No assessment of student learning and developmental outcomes Develop specific criteria and methods to evaluate student learning and development outcomes FYE Committee August 2011
CAS Work Forms Summary Action Plan CAS Work Form C Summary Action Plan Step Four: This form concludes the self-assessment process and calls for action to be taken as a consequence of study results. Write a brief action plan statement in the spaces below for each Part in which action is required. (Note: If using the electronic/cd version, text boxes will expand with typing.) Part 1: Mission Review mission statement annually. Include FYE Committee and Planning Committee Part 2: Program Continue to assess and evaluate program components, including assessing student and parent/family member needs and developing program components to meet the needs of students and parent/family members. Part 3: Leadership Invite faculty members to join the orientation planning committee; continue to meet as a committee throughout the academic year Part 4: Human Resources Expand and continue to refine staff selection, training and evaluation procedures. Gain employee and student staff input into procedures; Review procedures annually. Part 5: Ethics Develop a statement and code of ethical behavior that reflects college ethical standards, industry standards and college values; Review code annually. Part 6: Legal Responsibilities Compile and share appropriate legal information with staff and student ambassadors through training and written communication. Review twice a year Part 7: Equity and Access Continue to evaluate and assess equity and access issues that may affect students, parents/family members, staff and the college community Part 8. Diversity Continue to promote diversity as a core component of the orientation program Part 9: Organization and Management Document procedures for operations and management of the orientation program as well as conflict resolution. Review procedures as needed and during formal assessment period
Budget Process and Assessment CAS assessment & Strategic Plan linked to budget requests Separate form
New Student Orientation Comparative data on retention between previous format, pilot groups and new orientation format Semester One-Semester One-Year Fall 2008 81.0% 67.1% Fall 2009 79.4% 66.3% Fall 2009 Pilot* 85.6% 72.6% Fall 2010 87.3% --
STDV100 The College Experience Assessment Different process Select 2-3 learning objectives to assess Direct and indirect evidence Embed questions in quizzes to measure student learning Specific assignments to measure student learning Course outcomes
STDV100 The College Experience Assessment RARITAN VALLEY COMMUNITY COLLEGE Assessment Plan for Student Development (Department) 2010-2011 AY December 2010 (Assessment Period) (Date Submitted) Criteria for Success: 85% of students will meet or exceed standards as outlined on the rubric. Direct Evidence: Student graded written journal assignments Indirect Evidence: Strategic Driver: (From 2008-2012 Strategic Plan): Provide the highest quality educational experience for students, regardless of their education preparation. Department/Program/Degree/Course Outcome: (From Course Outcomes): This course examines ways students can build the academic and social skills necessary for a successful college experience. Students will learn to apply concepts directly to their college, work and personal lives, evaluate the application and make adjustments as needed. General Education Learning Outcome: (From General Education Goal 1): Produce works that reflect critical and creative thought. Course Level Learning Outcome: (From College Approved Course Outline for STDV100 The College Experience): Students will be able to: 1.Analyze time management through examination of short-term goal setting and 9. Express themselves through written and oral communication. Note: Not all of the above will apply to each activity. End-of-semester grades Course evaluations Summary of Data: We will have summary data for this plan by December 2011. Planned Changes: We will indicate any planned changes following the summary of data. Will be conducted during Fall 2011 semester Assessment Activity: This assessment activity will focus on the achievement of two learning outcomes for STDV100 The College Experience in the Fall 2011 semester.
STDV100 Assessment - Planned Review specific journal assignment on time management across all sections Embed questions in select quizzes throughout each section offered Committee of faculty who teach will review journals to assess based on course rubric
STDV100 Course Outcomes Semester Sections N Passed* Passed DV English* Passed DV Math* Passed Credit* Fall 2007 3 33 63.6% 81.5% 74.5% 78.5% Fall 2008 3 48 64.4% 71.4% 56.8% 73.7% Fall 2009 6 111 81.1% 64.2% 57.9% 68.5% Fall 2010 10 192 59.8% 77.2% 39.5% 78.4% *Rates include students who withdrew
Retention First-time Full-time Student Retention Rates One-Semester One-Year Fall 2007 81.8% 65.3% Fall 2008 83.9% 70.6% Fall 2009 82.5% 71.5% Fall 2010 87.6% --
Early Alert and Intervention Semester N Passed 1 Withdrew 2 Fall 2009 317 62.2% 34.7% Spring 2010 275 67.3% 35.3% Fall 2010 363 64.4% 34.2% 1 Students who earned grades of A, B or C; excludes withdrawals 2 Includes administrative withdrawals
First-Year Student Survey Administered to Fall 2009 cohort 245 students completed survey Based on questions from SENSE 11 Questions
First-Year Student Survey Positive results for A least one college staff member (not including instructors) learned my name for most questions 16.5% 20.7% 22.3% 40.5% Strongly Disagree Disagree Agree Strongly Agree Are you AWARE of the following services at RVCC? (mark all that apply) 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Academic Advising Academic Support Center Career Counseling Disability Services Financial Aid First-Year Experience
Final Thoughts on Assessment Assessments are tied to budget requests and annual report CAS helped to provide evidence for need to increase FYE program budget Personnel increases, including hourly employees, tied to CAS process Making assessment meaningful CAS Assessment was coupled with on-going assessment measures.
Questions and Answers
Thank You! David Ross Director, First-Year Experience Raritan Valley Community College 908-526-1200 x8921 dross@raritanval.edu http://www.raritanval.edu/studentserv/fye/index.html