(QEP) Engaging the First Year Student - West Texas A&M University

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QEP: Engaging the First Year StudentWest Texas A&M UniversityObjective Assessment OutcomesAll new first year students• Evidence of student • Students gain academic confidenceparticipate in a learningassignment to a learning • Students develop peer supportcommunitycommunity• Students enhance personal growth(Objective 1)Expand existing successfullearning communities, particularlyHonors, USA and CAMP(Objective 2)Establish a campus review andimplementation mechanism forimplementing learningcommunities for first-year students(Objective 3)Establish new pilot learningcommunities(Objective 4)Improve student learning outcomesand success rates(Objective 5)Identify faculty rewards structure forlearning community involvement(Objective 6)Coordinate the Freshmen YearExperience Class with all freshmenlearning communities(Objective 7)• Evidence of number ofstudents and facultyparticipating in learningcommunities• Evidence of research,discussion anddevelopment of firstyear student learningcommunities plan• Evidence of newlearning communities• NSSE• Surveys• Retention reports• Faculty rewards criteria• Freshmen enrollment inthe class• Retention rates• NSSE• Further exposure of campus to learningcommunities• Increased learning success of target students• Increased student participation in learningcommunities• Increased student learning outcomes• Development of models that can be replicatedacross campus• Increased student learning outcomes• Student learning improves• Student success rates increase• more freshmen return for second year• Faculty ambitiously participate in learningcommunities to improve student learning• The most at-risk first year student learningoutcomes and success rates increaseBarriers to Success• Moving to this concept for the entire freshmen class is a cultural shift for our university.• Time commitment from the university faculty, staff and administration to the development,involvement and support for a comprehensive learning communities plan for all freshmen.• Coordination challenges among offices and divisions within the University• Resistance from some freshmen students, e.g. nontraditional age and commuter, toparticipate.• Logistical difficulties with student information system, tracking, assigning students andfaculty, and arranging groups.32
INITIATIVE 9Engaging Orientation ProgramsQEP: Engaging the First Year StudentWest Texas A&M UniversityBenchmark of Best PracticesElements of this initiative were based on programs at Colgate University (NY), Texas A&MUniversity (TX), and University of Rochester (NY). Important texts used were: Challenging andSupporting the First year Student: A Handbook for Improving the First Year of College (2005)and Achieving and Sustaining Institutional Excellence for the First Year of College (2005).Purpose StatementWTAMU currently has three orientation programs, housed in three different divisions: NewStudent Conference (Admission in Enrollment Management); Buff Branding (Student Services);and Freshman Convocation (Academic Affairs). These programs have little or no coordination ofmaterials, goals, or personnel. They do not present a cohesive picture of the academic mission ofthe university. Orientation programs are about new beginnings for first year students, families,and universities. We want our orientation programs to be a defining moment for students andtheir families as they transition to college. This transition should mark the formulation of basichabits that influence academic success and personal growth. These programs are our bestopportunity to “introduce a strong learning environment, build the foundations for academicsuccess, welcome students and families to the campus community, promote student interactionswith faculty and staff, and convey the values and traditions of the new institution” (Mullendore &Banahan, 2005, p. 391).Identifying the ObjectivesIn order to promote a cohesive picture of the academic mission of the university, the followingobjectives have been established:Objectives Assessment OutcomesUnify the three current orientationprograms by making them allmandatory and inter-relatedthrough topics, peopleand themes(Objective 1)Introduce the academic values ofthe university to students andfamilies(Objective 2)Develop a peer mentor programstarting at the orientation programsand carried through the entirefreshmen year(Objective 3)Develop a website for the “Class of”use throughout the students’ fouryear career at WT(Objective 4)• Surveys & Focus groupsabout the effectiveness &continuity of currentprograms• NSSE• CIRP• Orientation assessment report• Partnership assessmentsbetween students and smallgroups.• Online counter of hits andsurvey of usefulness andinterest.• Developing student learning, starting fromtheir first experience at WT & carrying itthroughout their senior year• Learning improves as students bond withtheir peers, faculty, staff and the universityas a whole• Students and families are prepared for theacademic experience in our university• Orientation materials reflect the academicvalues of the university• Students feel more at home and have acloser tie with their classmates & university• Same group of peer mentors guide studentsthrough every phase of orientation and thenthroughout first year experience• The “Class of ----.” will have a commonplace to share ideas, comments, projects andinformation33
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(QEP) Engaging the First Year Student - West Texas A&M University

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