8/28/2019 2019 First-Year Seminar Faculty Training Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 2019 First-Year Seminar Faculty Training Tuesday, August 27 Wednesday, August 28 1. Supporting Student Success 1. Discoveries Orientation Schedule Sarah Hoffman (Assistant Provost, Student Success) Leah O’Grady (Assistant Director, Academic 2. Goals and Outcomes Programs) 2. Discoveries Themes & Advising Expectations Heather Martin (FSEM Faculty Director) Heather Martin (FSEM Faculty Director) 3. One Book One DU 3. Meta-Cognition Exercises for Discoveries LP Picard (Director, One Book One DU Program) Dr. Kateri McRae (Associate Professor, Psychology) 4. FSEM Faculty Resources & Budget 4. Common Curriculum Review Leah O’Grady (Assistant Director, Academic Programs) Katie Seymour (Associate Director, Academic Advising) 5. Lunch Panel: Unexpected Situations 5. Student Schedule Review Panel of FSEM faculty and Campus Life partners Katie Seymour (Associate Director, Academic Advising) 6. Next Steps and Looking Forward Heather Martin (FSEM Faculty Director) 7. Lunch with Orientation Leaders Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 1
8/28/2019 Supporting Student Success Sarah Hoffman Assistant Provost, Student Success Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Outline • Critique • What matters to success? • What is Sarah asking me to know/do? Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 2
8/28/2019 Critique Ironically, the surest path toward hard outcomes like retention and graduation rates may well be through the soft skills that cultivate relationships and nurture a sense of belonging for all of our students (p. 64). – The Undergraduate Experience: Focusing Institutions on What Matters Most by Peter Felten, John N. Gardner, Charles C. Schroeder, Leo M. Lambert & Betsy Barefoot, 2016. Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Critique Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 3
8/28/2019 Critique Ironically, the surest path toward hard outcomes like retention and graduation rates may well be through the soft skills that cultivate relationships and nurture a sense of belonging for all of our students (p. 64). – The Undergraduate Experience: Focusing Institutions on What Matters Most by Peter Felten, John N. Gardner, Charles C. Schroeder, Leo M. Lambert & Betsy Barefoot, 2016. Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness What matters to success 1. My professors cared about me as a person 2. I had at least one professor who made me excited about learning 3. While attending college, I had a mentor who encouraged me to pursue my goals and dreams. 4. While attending college, did you have a job or internship that allowed you to apply what you were learning in the classroom? 5. While attending college, I worked on a project that took a semester or more to complete. 6. I was extremely active in extracurricular activities and organizations while attending college. Gallup-Purdue Index (2014) Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 4
8/28/2019 Who leaves DU? Which student groups tend not re-enroll for the Fall quarter of their second year? -175 1350 86.8% Average one-year 1175 persistence rate Fall 2019 Fall 2020 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Who leaves DU? First generation • High financial aid gap • Hispanic/Latino • Males • • Out-of-state Undeclared majors • Unengaged/uninvolved • Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 5
8/28/2019 Farthest from average First generation • High financial aid gap • Hispanic/Latino • Males • Out-of-state • Undeclared majors • Unengaged/uninvolved • Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Farthest from average First generation • High financial aid gap • • Hispanic/Latino Males • Out-of-state • Undeclared majors • Unengaged/uninvolved • Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 6
8/28/2019 Know & Do Celebrate Set clear milestones & expectations achievements Faculty- Student Scaffold increasing relationships challenge Give honest feedback Establish trust Maintain strong & regular communication Miller, 2015; Vandermass-Peeler, 2015 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 13 Know & Do Mentoring Faculty syllabus feedback Resources Interterm courses Advising notes (student profile) Undeclared major support SOS Reports Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 14 7
8/28/2019 PioneerWeb Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Student Profile Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 8
8/28/2019 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 9
8/28/2019 Know & Do Undeclared Interterm majors https://www.du.edu/interterm/ FSEM class visits with Carolyn • Sommers Extra financial aid available • -- Career Services Winter getaway with Kate • Academic Coaching • Willink & Paul Michalec -- Academic Advising CNP 1650 Unlearning to Learn • Big Dream Gathering • -- Sept 11 CNP 1200 Career Decision • Making CNP 1200 Career Decision • Making CNP 1650 Unlearning to Learn • Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Most importantly DO Tell us how we can better support you • Take care of yourself • Call for help • sarah.hoffman@du.edu 303-871-4301 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 10
8/28/2019 FSEM Goals & Outcomes Heather Martin Teaching Associate Professor, Writing Program Director, First-Year Seminar Program Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness FSEM Supports Students • Retention • Engagement • Satisfaction • Higher grades Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 11
8/28/2019 DU Students Value FSEM Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness FSEM Beyond Retention Newer research suggests FSEM can impact students’ lifelong learning orientations: • Need for Cognition (NFC): “inclination toward thinking” ( Padgett, Keup, & Pascarella, 2013) • Self-regulated learning (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013) • Motivation to learn (Jessup-Anger, 2011) • Intellectual curiosity (Kolb, Longest, & Barnett, 2014) Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 12
8/28/2019 Intellectual Curiosity Percentage: FSEM increased my sense of intellectual curiosity 60.0% 57.2% 52.0% 50.0% 40.0% Percentage 30.0% 19.6% 17.9% 20.0% 10.8% 10.3% 9.8% 10.0% 7.6% 3.9% 3.9% 3.4% 3.4% 0.0% Strongly agree Somewhat agree Neither agree nor Somewhat disagree Strongly disagree (blank) disagree 2017-18 2018-19 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Adjustment to “College Life” Percentage: My FSEM instructor helped me to adjust to college life 60.0% 55.9% 49.0% 50.0% 40.0% Percentage 30.0% 26.5% 21.4% 20.0% 11.8% 10.0% 7.6% 6.9% 5.9% 4.8% 3.9% 2.9% 3.4% 0.0% Strongly agree Somewhat agree Neither agree nor Somewhat disagree Strongly disagree (blank) disagree 2017-2018 2018-2019 Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 13
8/28/2019 Outcomes and Features FSEM Student Learning Outcome: Students who complete FSEM will be able to engage in critical inquiry in the examination of concepts, texts, or artifacts; effectively communicate the results of such inquiry; and access University resources. Program Features: A key priority of the First-Year Seminar program is to introduce students to the value and excitement of pursuing intellectual questions, and the rewards that come from developing deeper levels of expertise. Faculty cultivate this and other program priorities through the following features: Intellectual community • Academic expectations • Active learning environment • Strong advising relationships • Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness Outcomes and Features Lifelong learning orientations: • What are the most critical skills developed in the DU FSEM? • How do faculty foster intellectual curiosity and an “inclination toward learning”? • How do faculty communicate and/or help students reflect on what they’re learning (beyond disciplinary content)? Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 14
8/28/2019 Program Growth & Transition • Welcome video and letters • Discoveries committee & themes • Convocation • One Book programming • SURG • Faculty Resources website • Canvas shells Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 15 Minute Break Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness 15
Recommend
More recommend
