Intellectual Oomph in the First Year Experience Nancy Page

Intellectual Oomph in the First Year Experience Nancy Page Fernandez Freshman Programs Cal State Fullerton Jennifer Keup National Resource Center for First-Year Experience and Students in Transition Sally Murphy Undergraduate Studies CSU East Bay Ken O’Donnell California State University Office of the Chancellor

“High-Impact Practices ” are curricular and cocurricular structures that tend to draw upon high-quality pedagogies and practices in pursuit of 21st century learning outcomes; they are “teaching and learning practices that have been widely tested and have been shown to be beneficial for college students.,[toward] increase rates of retention and student engagement.” Kuh, 2008

97% 93% 91% 90% 83% 80% 44% 41%

HIPs in Combination High-Impact Practice in the FYS Collaborative assignments & projects Diversity/Global learning Writing-intensive Common reading experience Learning community Service-learning Undergraduate research % 67.2 58.8 42.5 38.1 36.8 31.8 12.8

However “While promising, they are not a panacea. Only when they are implemented well and continually evaluated will we realize their considerable potential.” Kuh in Brownell & Swaner, 2010

High-Impact Practices QUALITY

Consideration of Quality First-Year Seminars – – – – 60% are “extended orientation” 44% are offered for one credit Changing patterns of requiring the course More FYS in CCs and MSIs Service Learning – 42% don’t require specific # of service hours – Service is often of a short duration ( 10 hours) – Evidence of integration into the classroom, most notably in the form of a writing exercise (77%) or class discussion (77)%

Consideration of Quality Learning Communities – Range from structurally-related to thematically integrated Most frequently a co-enrollment model that includes only some courses (74%) Some integration of residential life into living-learning communities (31%) Senior Capstone Experiences – Course-based model is still the “coin of the realm” – Internships and performance-based models are underutilized – Tends to be discipline specific and not draw on interdisciplinarity

Consideration of Quality HIPS and student support tends to be heavily “bookended” in first year and senior year Heavily connected to institutional type Wide variation of use, type, and impact by major Limited to curricular and academic domains Very little innovation – “Practices [tend to] be used in more functional rather than novel approaches. It seems that these course practices have great, albeit currently unrealized, potential for transformation into truly high-impact learning experiences for students [and] pillars in an integrated, intentional firstyear experience.” (Padgett & Keup, 2011)

Bottom Line . We overemphasis the impact of offering and participating in HIPs on learning outcomes and retention It is what we are doing within the HIPs that is contributing to these outcomes – Innovative and integrative pedagogies – Vetted good practices

High-Impact Practices ASSESSMENT

Are we evaluating HIPs? Not Enough! 59% of respondents to the National Survey of FirstYear Seminars say that they have assessed their seminar in the past three years. 58% of institutions 8-13% responding of respondentsto to the theseNational Survey say that say they that “don’tthey have ever of Sophomoreinstruments Year Initiatives if these assessment evaluated their know” second-year initiatives. efforts have taken place. 56% of institutions responding to the National Survey of Capstone Experiences indicate that they have assessed their seminar in the past three years.

Misalignment “Too often program objectives represent articulation of broad learning objectives but the assessment strategy relies upon transactional measures that do not adequately capture progress and achievement of student learning and program goals.” Keup & Kilgo, forthcoming

Assessment as Criteria for “Excellence” “Evidence of an intentional, comprehensive approach to improving the first year that is appropriate to an institution’s type and mission.” “Evidence of assessment of the various initiatives that constitute this approach.” “Broad impact on significant numbers of first-year students, including, but not limited to special student subpopulations.” “Strong administrative support for first-year initiatives, evidence of institutionalization, and durability over time.” “Involvement of a wide range of faculty, student affairs professionals, academic administrators, and other constituent groups.”

High-Impact Practices ADAPTABILITY

Consider adaptability “It stands to reason that [HIP] key conditions can be adapted and incorporated into any teaching and learning situation inside or outside the classroom to promote higher levels of student performance. There are doubtless other high-impact activities in which large number of students participate.” Kuh, 2010

Characteristics of HIPs Creates an investment of time and energy Includes interaction with faculty and peers about substantive matters Real-world applications High expectations Includes frequent feedback Exposure to diverse perspectives Demands reflection and integrated learning Accountability

Emerging & Potential HIPs? Campus activities Employment Student media Advising Athletics Physical fitness and wellness Supplemental Instruction Student clubs and groups Portfolios and performances Transactional experiences – Course registration – Parking – Financial aid Peer leadership Student support structures

7.2 million allocation for Academic and Student Success

7.2 million allocation for Academic and Student Success

White House Higher Education Summit January 16, 2014

High-Impact Practices A FIELD TEST OF ADAPTABILITY AND SUSTAINABILITY

The Enlightened Period Fall 1998 – Fall 2006: Well supported freshman learning communities – enrichment funds, – faculty stipends, – service learning, – common reading, – freshman seminars) 2004: developed Early Alert module for Bb

Beats, Physics, and the Mind FALL WINTER SPRING Philosophy (Aesthetics) or Music (Computer Comp) 4- Music or Philosophy -4- Physics (Acoustics) -4- Composition -4- Public Speaking -4- Critical Thinking or Elective -4- Frosh Seminar -1- Frosh Seminar -1- Frosh Seminar -1- Major or Elective -4- Major or Elective -4- 13 units 13 units Information Literacy -2Yoga -112 units

The Good Years Enrollment, Retention, and Exception Admits 1998-2005 100 900 90 800 80 700 70 600 60 500 50 400 40 300 30 200 20 100 10 0 1998 1999 2000 2001 2002 2003 2004 2005 0 % Retained into 2nd year % Excpetion Admits Freshman Enrollment

The Decline 2005: lost service learning 2006: lost funding for faculty development and learning community enrichment 2009: lost funding for common reading Started a peer mentor program under the radar

The Hard Years Enrollment, Retention, and Exception Status 2005-2011 100 1,800 90 1,600 1,343 80 1,400 71% 70 1,200 60 1,000 50 800 40 40% 600 30 400 20 200 10 0 2005 2006 2007 2008 2009 2010 2011 2012 0 % Retained into 2nd year % Excpetion Admits Freshman Enrollment

The Good Times Return 2011: service learning returned in FLCs 2012: enrichment activities returned to FLCs 2014: faculty stipends for integrating curriculum returns this summer

The whole picture 100 Enrollment, Exception Status, and Retention 90 1,800 1,600 80 1,400 70 1,200 60 1,000 50 800 40 600 30 400 20 200 10 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 0 % Retained into 2nd year % Excpetion Admits Freshman Enrollment

CSUF – HIP then and now Freshman Programs 1997 to present Supplemental Instruction 2007 to present CSUF Strategic Plan 2013-2018 “Increase participation in High-Impact Practices (HIPs) and ensure that 75% of CSUF students participate in at least two HIPs by graduation.”

Data Aggregated Over Time Moon, S., et al. (2013). High Impact Educational Practices as Promoting Student Retention and Success. Freshman Programs 2003-2010 Supplemental Instruction 2007-2010 N 1211 completed the course 486 (40%) participated in SI Disaggregated by URM and nonURM status – 40% of class URM students – 38% of SI participants are URM – 38% of URM students in SI Controlled for HS GPA N 27,564 first-time frosh 3069 (11%) participants in FP Disaggregated by URM and nonURM status – 44% of frosh are URM – 47% of FP participants are URM Controlled for HS GPA and level of parental education

Supplemental Instruction Significantly improved grades and success rates for both URM and non-URM students 85% of SI participants were likely to pass, vs. 57% of non-participants After controlling for student previous GPA, positive outcomes of SI were still present and significant URM students gained more benefits from SI participation than non-URM, narrowing the achievement gap Moon, S., et al. (2013). High Impact Educational Practices as Promoting Student Retention and Success.

Freshman Programs Descriptive statistics consistently show positive effects on: 1-year and 2-year retention 6-year graduation rate GPA The effects of FP participation became stronger as students progressed toward graduation 61 % of FP participants graduated in 6 years, compared to 50% of peers After controlling for HS GPA, positive outcomes still present All students benefited from FP participation. URM students benefited more than non-URM, narrowing the achievement gap Moon, S., et al. (2013). High Impact Educational Practices as Promoting Student Retention and Success.

Comparing to data from the National Survey of Student Engagement About how often have you done each of the following: Asked questions or contributed to class discussion Worked with classmates outside of class Put together ideas from different courses Used email to communicate with an instructor Discussed ideas from readings or class with an instructor Discussed ideas from readings or classes with others outside of class Had serious conversations with students of a different race or ethnicity than your own

NSSE Enriching Educational Experiences What have you done or plan to do before graduating? Practicum, internship, field experience Community service or volunteer work Study abroad

Conclusion: Where’s the oomph? Our institutions are constantly changing (and sometimes struggling) with budget reductions, leadership changes, new populations of students, etc. Longitudinal research can show consistent and significant positive impact despite variations What can we keep consistent and reliable: – Alignment with institutional mission and local context – Creating, developing and maintaining our programs on the basis of current research – Faculty and staff development to share the research and how to effectively apply it – Assess regularly and in a range of ways

Intellectual Oomph in the First Year Experience Nancy Page Fernandez Freshman Programs Cal State Fullerton Jennifer Keup National Resource Center for First-Year Experience and Students in Transition Sally Murphy Undergraduate Studies CSU East Bay Ken O’Donnell California State University Office of the Chancellor