24 th International Conference on the First-Year Experience June - PDF document

24 th International Conference on the First-Year Experience June 21-24, 2011 Manchester, England Tackling attrition; Intertwining Practice and Evidence Theo Nelissen Policy Advisor/Researcher Avans University of Applied Sciences 00-317-652-8574 tcc.nelissen@avans.nl Feliks de Vroomen Enrollment Advisor Avans University of Applied Science NETHERLANDS In this session we show how Avans University for Applied Science intertwined evidence and practice in its approach to attrition. Attrition is a major issue for any institution for higher education, resulting in high costs at several levels. We also face this issue and strive to tackle attrition. The aim of our approach is not just to avoid drop out, but first of all to accomplish this decline in an evidence based way and second, to generate new practice based evidence in this field of research. Combining evidence and practice means working on both of these objectives. This approach to attrition makes effectiveness more likely and prevents the often ineffective method of acting on ‘gut feeling’. Based on literature and existing data on the Avans population, we identified relevant components of study success and attrition. Some of these components were brought together in an ‘Avans attrition dictionary’ and were shared with relevant actors throughout the organisation to establish a common language. Using existing data on the Avans population we analysed students’ reasons for departure, study progress and motivational triggers to ‘work harder’. By combining these three analyses into Qlikview, we ended up with an interactive tool, suited for basic analysis, which was presented to the management of 19 faculties. To reduce drop out we want to link interventions to tackle attrition, with elements that literature, our own data and feedback from faculty management revealed. The interventions will be evaluated, in order to generate a toolbox of interventions that have been proven effective in the context of Avans. Faculties are able to choose an intervention out of this toolbox that matches the faculty’s attrition. By complementing our approach with an evaluation design we make the circle of evidence and practice complete. All the interventions will be evaluated on their effectiveness and we can determine the general outcome of this project: the building of evidence for reducing attrition. Future interventions that prove successful at Avans will be included in the toolbox. The tools for faculties to diagnose their own dropout and to evaluate interventions remain available for the faculties. The building of evidence is 1

further strengthened by a PhD research that is carried out on a large part of the findings and data from this project. Increasing Student Success and Retention using On-line Interactive Resources Margaret Groombridge Senior Learning Skills Instructor Brock University 905-688-5550 ext 3725 mgroombridge@brocku.ca Jill Brindle Manager Learning Skills Services Brock University 905-688-5550 ext 3114 jbrindle@brocku.ca CANADA This presentation will inform participants and encourage dialogue about the development, delivery, assessment, challenges, successes and opportunities associated with developing an on-line learning tool for post-secondary learners. It will be of interest to educators interested in integrating technology to support learning outside of the classroom to increase student success, engagement, and retention. Presenters will share the story of “Essay-Zone,” an on-line writing resource. Developed by Brock University’s Learning Skills Services team, “Essay-Zone” was created in response to complaints that students were entering university lacking the writing and analytical skills needed to succeed. Based on a belief that student apathy and procrastination may stem from a lack of confidence in writing abilities, the goal of “Essay-Zone” is to build student confidence and interest in writing. “Essay-Zone” engages and supports large numbers of students in a cost-effective manner using pop-ups, quizzes and graphics to teach students to write essays that are organized, researched and safe from plagiarism. It is self- motivating, in that it simplifies postsecondary-level essay writing into a seven-step process and provides students with an opportunity to explore, learn, and practice in their own time. The game-like, interactive interface appeals to today's computer-savvy students by keeping them engaged and by allowing them to manipulate and reflect on the instructional material. Pre- and post-quizzes allow students to gauge their knowledge prior to taking the interactive workshop, and measure the result after completing the workshop. “Essay-Zone” engages students, provides university-level educational material, and sharpens writing skills. Over 7,000 students have experienced “Essay-Zone,” with both students and professors providing very positive feedback. In a survey of “Essay-Zone” users, ninety-three per cent felt it had increased their understanding of the academic writing process. In the fall of 2009, Brock licensed “Essay- Zone” for distribution. Eight colleges and universities in Canada and Asia are now using the tool. Requests for additional learning modules, including a numeracy module, have been incorporated into 2

the tool, which is now called “Academic-Zone,” to reflect its broadened scope. A local school board is currently piloting a version geared toward high school students. Academic-Zone is also being tailored to programs with diverse research requirements such as psychology and recreation and leisure. The ease with which Academic-Zone can be customized to meet the unique learning requirements of various audiences is a distinctive advantage that sets this learning tool apart from others, creating exciting opportunities for creating customized tools for a variety of audiences. You Say You Want A Revolution: Redesigning Orientation to Assist First-Year Students’ Academic Transition to College Heather Maldonado Assistant Dean, University College Buffalo State College 716-878-5222 maldonhd@buffalostate.edu Lisa Hunter Assistant Dean, Intellectual Foundations Buffalo State College 716-878-5906 hunterlr@buffalostate.edu Holly Quicksey Assistant to the Dean, University College Buffalo State College 716-878-5906 quickshv@buffalostate.edu UNITED STATES This session will provide attendees with an overview of the process BSC engaged in to radically alter its first-year orientation program to improve students’ transition to college. The in-depth exploration of one campus’s experience of increasing the academic offerings within an orientation program can be translated globally. University College (UC) was created at Buffalo State College (BSC) in 2004. Since its inception, there has been a close working relationship between University College, an Academic Affairs area, and New Student Programs and Orientation (NSPO), a Student Affairs area. UC and NSPO shared the vision of BSC first-year student orientation from multiple two-day sessions throughout the summer to one five-day session immediately prior to the fall semester. Through the work of the Orientation Steering Committee (OSC), this vision was successfully realized in the summer of 2009. But how does a small group of enthusiastic like-minded individuals shift campus culture and expand the collective campus comfort zone? The method used by the OSC was to bring together a cross-campus committee of 3