Transcript Student Success Programs at FAU
Student Success, Retention,
and the Role of First-Year Programs
Nikolas Huot March 25, 2014
Issues Facing Students • Academic
unprepared disinterested
• Financial
inability (perceived) short-term immaturity
• Motivational
no commitment perceived irrelevance
• Psychosocial
lack of integration outside forces and transitional problems
• Organizational
lack of communication barriers lack of structures Cuseo (2011)
First-Year Success and Retention
• Student experience during the first year and particularly the first six weeks is critical for persistence to graduation (Upcraft and Gardner, 1989) • Effective retention programs share three principles: principle of social and intellectual community, commitment to students, and commitment to education (Tinto, 2003) • Student learning and personal development improve when institutions encourage students to become involved and provide opportunities for increased involvement in the college experience (Astin, 1999)
Promoting Student Learning
• Extensive interaction among students (study group, tutoring, peer mentoring, student organization) • Involvement and validation in learning (civic engagement, active learning, integration among courses, self-assessment) • Quality interaction with faculty and staff, particularly advising • Faculty and staff accessibility and shared interests in students’ academic and personal development • Social networks create a base on which other academic and social support mechanisms begin to develop (reduced feeling of anonymity, less absenteeism, increased involvement)
Student Success Outcomes
• Participation in events, programs, and services • Connection with community and feeling of belonging • Demonstration of intercultural skills • Satisfaction with institution • Setting clear academic goals • Learning development • Academic maturity, proficiency, and self-confidence • Continual and gradual achievements (grades and GPA, entry to major, progression) • Graduation Tinto (1987), Smith, MacGregor, Matthews, Gabelnick (2004)
Freshman Learning Communities
• Cohorts of 25 first-year students • Registration in common Core Curriculum courses • Major-based curriculum Arts and Humanities Business Education Health Sciences Natural Sciences Policy Studies Social Sciences Undecided • Choice in schedule type (morning, afternoon, mixed, block) • Full fall schedule (5-6 courses for 12-15 credit hours)
GSU 1010
• Institutional and HOPE GPA • Introduction to major • • Peer Mentors Required modules Academic advising Academic honesty/Library resources Academic support and success skills Atlanta-Based Learning/Civic engagement Campus resources Drug/alcohol/sexual health • Recommended modules Counseling Financial Literacy Intercultural Relations Nutrition Study Abroad University Career Services
Benefits of FLC
• Form friendships and study groups with fellow students early on • Transition more easily between high school and college life • Learn about essential resources and services offered by key offices • Find an immediate sense of place within the university • Make personal connections with faculty and staff members • Perform better academically and earn better grades • Tend to persist at a higher rate • Get more out of first semester at Georgia State
Benefits of FLC
Retention and GPA
100% 95% 90% 85% 80% 75% 2,70 2,60 70% FF09 FLC FF09 Non FLC FF10 FLC FF10 Non FLC FF11 FLC FF11 Non FLC Cohorts FF12 FLC FF12 Non FLC FF13 FLC FF13 Non FLC 2,50 3,10 3,00 2,90 2,80 3,50 3,40 3,30 3,20 1 Sem Ret% 1Year Ret % 1st Fall GPA
• • • • • • •
Works Referenced
Astin, Alexander. “Student Involvement: A Developmental Theory for Higher Education.” Journal of College Student Development 40.5: 518-529. Cuseo, Joseph B. “Major Issues Placing Students ‘At Risk’ for Attrition.” First Year Experience Discussion List, March 28, 2011.
Smith, Barbara Leigh, Jean MacGregor, Roberta Matthews, Faith Gabelnick. Learning Communities: Reforming Undergraduate Education. San Francisco: Jossey-Bass, 2004.
Tinto, Vincent. Leaving College: Rethinking the Causes and Cures for Student Attrition. Chicago: U of Chicago P, 1987.
---. “Student Success and the Building of Involving Educational Communities.” Syracuse: Higher Education Monograph Series, 2003.
University Leadership Council. Hardwiring Student Success: Building Disciplines for Retention and Timely Graduation. Washington, DC: The Advisory Board Company, 2009.
Upcraft, M. Lee, John N. Gardner, and associates. The Freshman Year Experience: Helping Students Survive and Succeed in College. San Francisco: Jossey-Bass, 1989.