Transcript Document

Fulfilling the Promise of
Graduating Student at
HBCUs
by
MAKING The
First Year Matter
presented by: Dr. Henrietta Augustus Harris
former Title III Program Coordinator at
Dillard University New Orleans, LA
FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
I. Introduction: A Call for ALARM!!!!!!
HBCU’s are facing an unpleasant
future because we have students dropping
out and not graduating and as of 2011 the
104 HBCU’s are not the primary degree
producers of African American Bachelor’s
degrees.
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
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II. The HBCU Experience
*Most of our nation’s HBCUs were founded in the 1800’s as a result of the need for educational
institutions for freed slaves and Native Americans. *Located mostly in the southeastern portion of
the United States. *HBCUs have graduated several individuals who have significantly impacted
history; Martin Luther King, W.E.B. DuBois and Booker T. Washington. Question: many wonder why
HBCUs still exist generations after slavery and years after the civil rights movement? The answer:
the effectiveness of these institutions in graduating students from various backgrounds, particularly
African Americans.
HBCUs need to promote new students:



Motivation
Readiness, and
Early Success
Our mission today, If we accept it is to mount intensive efforts to improve our graduation
and retention rates and to close the achievement gap.
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III. HBCU Challenges
At least 15 of the nation’s 104 historically black colleges are looking for new presidents
at a time when many of those institutions are seeking to redefine their missions and
modernize their operations.
Why:
•
Rising demands of the job: need for a different set of skill sets for college
presidents
•
The strain the economy has put on the institution
•
Everyone wanting the president to do more
•
President’s Obama goal of increasing the nation’s college completion
rate
•
More pressure on HBCU’s, which in general have had a lower graduation
rate than TWI’s/PWI’s
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IV. Top 25 Colleges for Black Students
Rank
1
Name, Location
Spelman College, Atlanta, Ga.
Rank
14
2
3
4
5
6
7
8
9
10
Howard University, Washington, D.C.
Morehouse College, Atlanta, Ga.
Hampton University, Hampton, Va.
Fisk University, Nashville, Tenn.
Tuskegee University, Tuskegee, Ala.
Xavier University, New Orleans, La.
Claflin University, Orangeburg, S.C.
Dillard University, New Orleans, La.
Florida A&M University, Tallahassee, Fl.
15
16
17
18
19
20
21
22
23
11
12
North Carolina Central University, Durham, N.C.
North Carolina Central A&T State University,
Greensboro, N.C
Johnson C. Smith University, Charlotte, N.C.
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25
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Name, Location
Elizabeth City State University, Elizabeth City,
N.C.
Delaware State University, Dover, Del.
South Carolina State University, Orangeburg, S.C.
Clark Atlanta University, Atlanta, Ga.
Alabama A&M University, Normal, Ala.
Bennett College, Greensboro, N.C.
Morgan State University, Baltimore, Md.
Tennessee State University, Nashville, Tenn.
Tougaloo College, Tougaloo, Miss.
Winston-Salem State University, Winston-Salem,
N.C.
Lincoln University, Lincoln University, Pa.
Alcorn State University, Alcorn State, Miss.
Remember there are many lists:
1. The Top 50 Colleges where African American students are successful and are most likely to succeed- 10
are
HBCU’s
2. Top 100 degree producers- African American Bachelor’s- all disciplined combined, about 25 are HBCU’s
3. Top 10 Undergraduate institutions graduating Black/African American from medical schools, only 3 are
HBCU’s- etc. etc. - all paint us as ineffective!
Do you get the picture . . . .
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
V. The Black Student Graduation Rates (BSGR) at HBCUs
Journal of Blacks in Higher Education (January 5, 2012)
Graduation rates (GR) are for black students who entered a particular college or university from 2001
to 2004 and earned their degree at the same institution within six years. The findings were:

The highest GR at an HBCU is at Spelman College in Atlanta at 79%, and is 15% points higher
than at any other HBCU
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2nd is Howard at 64%
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3rd is Morehouse at 61%
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4th is Hampton at 50%
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Nearly half of the HBCU’s, BSGR is 33% or lower (or less than 1 in 5 entering earn a
bachelor’s degree within 6 years)
Of the 37 HBCU’s in the survey, 21 have shown a decline in the BSGR over the past 5
years and only 15 HBCUs have shown an improvement
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
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VI. Media attention to the HBCUs Graduation Rate
How do we usually respond:

Most HBCUs are in the south and many students in southern states lack access to high
quality public schools

Majority of HBC’s are low-income, first generation and Pell Grant eligible

The majority of HBCUs enroll students with lower SAT scores


HBCU’s are underfunded and have been since their creation- colleges/universities with
rich endowment have the highest graduation rate
HBCU’s cannot afford to provide all the programs and services needed to ensure the
retention of students. (learning centers, disability centers, etc.)
Final word: “HBUCs can be true to their historic mission of serving the underserved and
also be shining examples of the best strategies for educating African American students”-
CAN WE DO THIS?
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VII. Shift the focus from graduation/retention to issues
Let us look at the 10 issues facing our youth today:
10. Single Parent Household
9. Drug/Alcohol Abuse
8. Growing up to FAST
7. Violence in School
6. Materialism
5. Obesity
4. Education Disparity
3. Shifting Economy
2. Poverty
1. Erosion of National Pride and Identity
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VIII. Top 10 Problems Facing Blacks
1.
Lack of opportunity and safety (loss of jobs and failure to control crime)
2.
Breakdown of the family (breakdown of the value of black men)
3.
Black Anti-Intellectualism (accusations of “acting white” in the classroom)
4.
Failure of Urban K-12 Schools (issues verses more effective basic instruction)
5.
Higher incarceration rate of black men (drugs and jail time)
6.
Reduced respect for human life (reduction of the civility with which people treat each
other)
7.
Licensing requirements (a license for everything . . . Hair braiding, etc.)
8.
Victim-ology (read debate among blacks as to what are our issues)
9.
Radical Relativism (the need to criticize all issues that effect our youth)
10.
Excessive Race-Consciousness or (how do we address our most important issues)
DO YOU AGREE OR DISAGREE?
(posted on March 24, 2009)
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IX. What are the 5 Biggest Challenges Young Adults Face Today?
The results paint an interesting picture of the upcoming generation. Among the major findings:

One in eight of the nation’s young people live in California and three-fifths are people of color, and almost half are immigrants
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Twenty- four percent of young adults consider
1. the breakdown of the family
2. violence in neighborhoods and communities,
3. poverty and global warming are issues facing their generation
White young adults named
1. family breakdown,
2. poverty and global warming
African American and Latino youth, however, believed
1. violence in their communities
2. family breakdown and
3. poverty
Asian American young adults, meanwhile, named
1. family breakdown as the number-one issue
2. neighborhood violence and
3. poverty and global warming tied for third.
Personal finances and school ranked as high stressors. One-third of respondents said school causes the most stress, followed by
money, personal relationships, and peer pressure. Asian Americans mention school as their biggest source of personal stress,
while African Americans were more likely to mention money.
Youth understood that postsecondary education is important. Over two-thirds expected to earn at least a four-year college
degree, and 96 percent of respondents believed that if they work hard, they could achieve their goals.
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X. 10 Common Problems Facing Students during College 1-5
Issue: How do we jump start these problems before they arrive?
1.
Study
Problem: College is challenging. For many it requires a much larger effort than high school did, and unlike most high
schools, college packs about two years of classes into one.
Solution: College students need to realize their limits. If they can't handle 18 credit semesters, it will be worth it in the long
run to slow down a little and only take 15.
2.
Money
Problem: Tuition costs are rising at alarmingly high rates. Couple that with eating out, shopping trips, gas for the car, and
the price of textbooks, and you have a college student's worst nightmare. College students drop out of school each year because
they cannot afford it.
Solution: Students can make less shopping trips, eat out less, carpool, and share or buy used books to try to save some money.
3.
Job
Problem: To combat the high price of college tuition, many students must get a job. Juggling a job, 15 to 18 credits, and
sometimes a club or sports team is quite a chore.
Solution: Decide what is important. The student must prioritize and then schedule events, games, meetings, and studies
accordingly.
4.
Homesickness
Problem: Whether they admit it or not, most students will at one point get homesick.
Solution: If the student lives within 3 - 4 hours from home (considered a comfortable day's drive) they can plan to visit home
perhaps once every month or two. Care packages, emails, and phone calls to and from friends and family members can also
greatly assist in reducing feelings of homesickness.
5.
Depression
Problem: Most every problem on here has seemed quite dismal
Solution: If high stress levels and depression are an issue, it is best to seek professional attention.
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
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X. 10 Common Problems Facing Students during College
(6-10 continued)
6.
Sickness / Health Conditions
Problem: With heightened levels of stress and lack of sleep, health problems can occur.
Solution: College students should eat healthy and balanced meals. It is also important for students to get a good
night's rest as well.
7.
Friends / Roommates
Problem: Friends and roommates are usually good for a good time.
Solution: Students must remember to take some time out for themselves. If possible, students should get away
from campus for a little while and go to a coffee shop or a mall and just take some time to gather their thoughts and
be themselves.
8.
Partying
Problem: Partying in itself really is not a problem. Parties were designed so that attendees could have a good time.
However, many of the parties that go on at colleges today have the potential to cause problems. At many parties
alcohol, drugs, and sex rule the night.
Solution: While parties are a good time, students should plan to enjoy them in a responsible and legal way to
ensure that they do not create problems for themselves for others.
9.
Relationships
Problem: Relationships are good, but at times they can become a problem, but problems will come.
Solution: Relationship advice is hard to give. It will usually vary on a case by case basis.
10.
Choosing a Major
Problem: Many students exert a lot of stress on choosing a major. Most of them think that their major will dictate
their future career and how much money they will make at their future jobs.
Solution: College majors have some importance, but they do not chisel future careers or wages in stone. Students
should choose something that they like to do.
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
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XI. Top 11 Reasons Why Students Drop out of College
1.
Homesickness and feeling that they don’t fit in
2.
Educational burnout
3.
Academic unpreparedness
4.
Personal of family issues
5.
Financial constraints
6.
Too much fun- but not enough education
7.
The school isn’t a good academic fit for the student
8.
Setting sights on the wrong major
9.
No guidance or mentors
10. External
11. Time
demands, particularly within part time or full time employment
to move out
*It is most important that as students leave they have a plan to continue their education.
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XII. Top 10 Things We Must Teach College Students
Answer the question, “Why am I going to college daily?
2. Imagine your ideal college experience.
3. Take at least one extra class each semester, so you have room to drop
4. Set clear goals for each class.
5. Triage ruthlessly. (invest your energy where it matters)
6. Get an early start to each day.
7. Reclaim wasted time during your classes.
8. Learn material the very first time it’s presented.
9. Master advanced memory techniques.
10. Have some serious fun!
1.
(We need to every day help students to create a productive and memorable college
experience . . . And most of all, to deeply enjoy this time in their lives)
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XIII.
A Transition:
You see the puzzle, what
colleges/universities must now do in
order to Put The Puzzle Together . . .
a 16 month program
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XIII. B.
The 16 weeks x 4 program supports and fosters student learning dissemination of :
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Knowledge
Education
Development of the Total Student
Inclusiveness
Decision making
Development and personal growth and outreach and advocacy
Putting the Puzzle together: What should be the best practices for retention of your First
Year Students 16, 16,16, & 16. Putting The Puzzle together Best Practices for a 75% (+)
graduation rate: 1st 16 wks. 2nd 16 wks. 3rd 16 wks. 4th 16 wks.
May
June
July
August
September
October
November
December
January
February
March
April
May
June
July
August
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XIV. A. The First Sixteen Weeks . . . May, June, July and August
Give students the Keys to Success, Self Confidence and What College is about, by
assigning, a College Orientation Book to read before they come to college. Use the book as a
required assignment during orientation: I suggest one of the following: (1st 6 wks. 1-6)
1.LECTURE
NOTES “ A Professor’s Inside Guide to College Success” by Philip Freeman, Ph.D. “College is hard, but the
rules for college success are simple. The trick is, even though the rules are simple in theory, they are often very difficult
in practice. A practical primer from a veteran college professor and respected historian for every incoming college
student on how to successfully transition from high school to the halls of academe.
2.The
Best Four Years “How to Survive and Thrive in College (and Life)” by Adam Shepard
The best Four Years of our lives offers a lively, entertaining, and eminently insightful guide on how to make the most of
the college experience from orientation to graduation.
3.Getting
the Best Out of College: A Professor, A Dean, and A Student Tell You How to Maximize Your Experience
“YOUR REAL FRESHMEN ORIENTATION GUIDE”
4.Orientation
to College: A Reader (Wadsworth College Success)
Orientation to college: A READER ON BECOMING AN EDUCATED PERSON offers a rich collection of articles
designed to encourage students to reflect on the meaning of a college education, and to explore the opportunities for
personal and professional development offered in college.
5.Starting
College – A Guide For First Year Students” (EM 74784- Channing-Bete) This guide prepares freshmen for
some of the new experiences they’ll encounter living away from home, living with a roommate, budgeting, meeting new
people, choosing courses, balancing time and responsibilities, and more!
6.“Your
First Year In College” (EM55103-Channing-Bete) This informative book answers a variety of questions that
students will have upon enrollment. Talks about campus life, course selection, study tips, personal finance,
7.and much more.
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XIV. A. The First Sixteen Weeks . . . May, June, July and August
(2nd 6 wks. 7-12) continued
7.
Student Success: How to Succeed in College and Still have Time for Your Friends
Student Success, Eight Edition, is the first text to give students an introduction to college. This text
supports students though exercises, action projects, self-assessment quizzes that form the foundation of
college and career skills.
8.
101 Things To DO Before You Graduate “A 4.0 won’t guarantee you success after college, but doing
the 101 Things List will”
9.
Connections: An Insider’s Guide to College Success: Helping high school students anticipate and
prepare for the transition into higher education.”
The primary focus on Connections is on preparing and supporting students through academic and life
choices necessary to succeed in college.
10.
College Knowledge: 101 Tips
What do you really need to know to have a meaningful, fulfilling and successful college experience?
College Knowledge: 101 Tips, is accessible, fun to read, and compelling as it provides insightful tips,
student vignettes, and a wealth of research-based advice to guide every student through the first year of
college.
11.
100 Things Every College Freshman Ought to Know
100 Things is an abridged college orientation guidebook written from a student’s perspective about how
knowing what to expect in college can sometimes reduce the overwhelming, frustrating, and often
anxious feelings associated with the start of college.
12.
You Can Survive First Year of College
Helps prepare freshmen for some of the new experiences they’ll encounter-living away from home, living
with a roommate, budgeting, meeting new people, choosing courses, balancing time and
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responsibilities and more.
FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
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XV. The Second Assignment for the First Sixteen Weeks is to . . .
B. Get Students involved in a summer common reading program.
Colleges and universities are increasingly participating in summer reading assignments and programs for a
variety of reasons. These programs help build a sense of community with the incoming class of students. They
also introduce incoming students to a campus's standards of academic engagement. (Participating in the
planned activities surrounding summer reading will quickly demonstrate the difference between high school
and college-level discussions.) They also send a clear message that, when you do arrive on your campus in the
fall, you will be expected to continue with your academic pursuits, regardless of how excited you are about
everything else that happens during one's time in college.
Books campuses have read:
2 Powerful Inspirational Books:

The Secret

Tuesday with Morrie
2 Influential Business Books

One Minute Manager

Who Moved My Cheese
2 Influential Books on Finances

How To Live Well Without Owning A Car

The Total Money Makeover
2 Influential Books on Cooking

Cook wise

Defense of Food
2 Influential Books on Politics

Audacity of Hope

Futuring: An Exploration of The Future
The best source for a First Year and Common Reading Program is Random House, INC. www.commonreads.com and
www.freshmanyearreading.com.
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XVI. The Third activity for the First 16 Weeks, May, June, July and August will be to
subject your students to a . . .
C. Financial Literacy Program
Financial Literacy: (Findings from a study of 30,000 incoming freshman. . . . regarding their attitudes and behaviors around
credit cards, debt, savings, and loans, starling trends that have real implications for higher education’s, efforts surrounding student
persistence, retention, and loan repayment)
Student Debt $1 Trillion: The People, Politics and Philosophy Behind The Number

With student debt now surpassing consumer credit debt, there is a mounting fear that this is another bubble ready to burst.

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On July 1, the interest rate of federal student loans will double to 6.8%. In a sure indicator of the gravity of the situation, both
President Obama and Mitt Romney have called for Congress to freeze the rates.
“I believe college isn’t just the best investment you can make in your future- it’s the best investment you can make in your
country’s future,” President Obama said at a campaign stop in Iowa.
Outstanding student loan debt now totals over $1 trillion, that surpasses the amount owned on all credit cards in the United
States.
Last year alone, students took out $117 billion just in federal loans. And it’s no wonder: According to the College Board, the
average annual cost of out-of-state tuition, room and board at a public institution is $29,657; at a private nonprofit, it is
$38,589.
First-time buyers get turned down for mortgages because their student loan debt significantly raises their overall debt level.
Most lenders follow underwriting guidelines that limit total debt payments- for the mortgage and property taxes, plus credit
cards, student loans, car loans and other debts to 45 to 50percent of a borrower’s adjusted gross income.
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XVII. The Fourth Activity for the First 16 Weeks, May, June, July and August
will be to get students, . . .
D. The BIG College To Do List ask students to keep a journal of these 10 activities.
1. Contact your roommate.
2. Have everything you need purchased, packed, and ready to go. (the less the better)
3. Have a solid understanding of your financial aid situation.
4. Make and understand your budget.
5. Set yourself up to be physically healthy.
6. Familiarize yourself with college lingo before you arrive.
7. Know how to get the most of your Orientation.
8. Have a plan for keeping in touch with people back home.
9. Have a strong time management ready to go.
10. Know how to keep yourself- and your stuff- safe while in school.
*Have them go to: about.com College Life The Big College To Do List and participate in one activity
for each of the 10 items.
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XVIII. The Final Activity for the First 16 Weeks, is to get to students . . .
E. their last letter before they leave for college.
Dear Student,
In just a few weeks, hundreds of thousands of teenagers will begin packing suitcases and the trunks
of their parents’ cars for what promises to be a long ride. They will be traveling the winding road not just from
home to college, but from their former lives as applicants to their new incarnations as actual, first-year
students. You should they remember: 1) Remember you “have won the prize” — and need to give serious
thought to what you now want to do with it. As a first step, “slow down and live in the moment,” something
you may not have done for years. 2) Fight the urge to update Facebook pages and send out Twitter messages
for the benefit of friends and family back home. In some cases this is the time to clean out and delete. 3)
Invest in developing relationships in college, whether that’s with new roommates or new faculty or new
friends. 4) Understand that one of the biggest differences between high school and colleges are the hours of
unscheduled time in one’s day, and be judicious and thoughtful in apportioning those hours. 5) Treat college
academic like a 9-5 job, the daytime, regardless of what your class schedule looks like, should be for doing
schoolwork and do you get all of your work done by dinner each night. 6) Never pass up a good opportunity,
get involved on campus. 7) Work efficiently and try extremely hard to get things done quickly, you’ll always
have extra time to get more involved. 8) Develop personal relationships with your professors. Go every single
time you have anything that you are even the least unsure about. Ask a lot of questions. Talk about your
weaknesses in the class, and look for insight into how to improve. 9) Get to know your RA really well. This
can get you out of tight spots when you get into them, but it’s also really good to get to know someone who is
an upperclassman who is in relatively good standing with the school. Ask them about what they’re majoring
in, and why. Talk to them about what to do on and off campus. 10) Do not ever miss a class. No matter how
much you think you can miss “a few” classes and still do well, you can’t. 11) Commit yourself to meeting at
least three new people every single day for the first semester. Sit in a new seat in your lecture class. Introduce
yourself to the people around you. Tell them your friend is sick and you’re looking for something to do that
night. Whatever it takes, meet as many people as you possibly can. These are the people who are your
potential best friends, study mates, etc., etc. 12) University life is marvelous, but to get the most out of it you
have to be serious about growing and learning- not just in scholarship but also in relationships. –your college
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XIX.
The 2nd 16 Weeks . . . .
September, October,
November and December
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XIX. The 2nd 16 Weeks . . . . September. October, November, December
A. First Year Experience Program Course
1. "Lest we forget, most academically underprepared low-income students do not think of
success as being framed by the first year experience, the second year experience and so on as
do many academic researchers. Rather it is, in their view, constructed one course at a time.
You succeed in one course, then move on to the second course, and so on. If our efforts to
promote the success of low-income students, especially those who enter college academically
underprepared, are to succeed, our efforts must be directed to those courses and the
classrooms in which they take place, one course at a time."
First Year Seminars are expected to:
a. Have academic content;
b. Introduce students to University study;
c. Introduce students to The University as an academic community, including fields of studies
and areas of interest available to them;
d. Acquaint students with the learning tools and resources available at The University;
e. Provide opportunities for the students to develop relationships with full-time faculty and
other Students in academic areas of interest to them;
f. Introduce students to their responsibilities as members of the University community.
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XIX. B.
Collect and analyze data and use it to identify at risk population.
I recommend the following:
The Noel-Levitz- Retention Management System- The College Student
Inventory Form B- Getting the most out your College Experiencewww.noellevitz.com/RMS Plus (25 packets are available to those with no experience in
this area.) Go on line to read the, Seventh Annual National Research Study- 2012
National Freshman Attitudes Report- an exploration of attitudes that influence success.
(wwwnoellevitz.com/freshmanreport)
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XIX. C.
Invest in a Student Success and Retention Platform
I recommend :
MAP Works- Making Achievement Possible- powered by EBI
MAP Works, making Achievement Possible is EBI’s unique approach to
student retention and success. MAP- works efficiently and effectively provides
faculty and staff the information they need to identify and coordinate
intervention with at-risk students.- www.map-works.com or call EBI
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XIX. D.
The CIRP Freshman Survey (conduct before October 15 of each year)
The CIRP (Cooperative Institutional Research
Program) is the leading longitudinal survey program in
higher education in the United States, with data on over 15
million students across more than four decades. CIRP
surveys link student experiences and campus climate with
institutional practices to demonstrate their impact on
student learning outcomes. The CIRP Freshman Survey, is
the most comprehensive portrait of entering students.(www.heri.ucla.edu)
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XIX. E.
Finally these Best Practices will help to round out your 2nd 16 weeks of activities







Can you identify some “best practices” with respect to the First Year Experience that you think are
particularly exciting?
What are the most important issues/trends Emerging in the field at this time with respect to the
First Year Experience?
Academic Advising of 1st Year Students
* More intentional recruitment and selection of advisors who are committed to advising
first year students
* Better professional preparation and development of advisors
* More reward and recognition of effective advising and
* More conscientious assessment of advisors and advisement programs
Look at pressure on First Year Students to make early decisions about their college major.
Make it imperative that proactive and intrusive support be provided to new students to assist them
with educational planning and decision making
Institute career education that will increase the likelihood that students will choose a major that is
truly compatible with their personal talents, interest and values
Create a 1st Year Seminar with an Emotional Intelligence (EQ), one that has a holistic, studentcentered focus and that involve partnership between faculty and student development
professionals
* Remember you have another 16 weeks to make things happen.
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To follow up with this presentation 16x4= Student
Persistence, Retention and Graduation please contactDr. Henrietta Augustus Harris
283 Citrus Road
River Ridge, LA 70123
Phone: 504-737-0871
Fax: 504-737-0872
E-mail: [email protected]
Dr. Harris is available to help colleges and universities
with the following:
 Personal 16x4 Plan and
 First and Second Year Program Efforts,
Practices and Initiatives
XX.
The 3rd 16 Weeks . . . .
January, February, March
and April
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XX. 3rd 16 Weeks . . . January, February, March and April
A. Before students return in January- send to them, The Ten Tips for Setting
College Resolutions before they return.
10 Tips for Setting Your College Resolutions that will actually stick
Set smart goals
2. Envision the end result
3. Create a timeline
4. Define your motivation
5. Get your Tools ready
6. Block out time
7. Know your weaknesses
8. Identify your strengths
9. Find a partner or support group
10.Get Help from Professionals
1.
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XX. B.
Conduct the, Mid-Year Student Assessment
This instrument compare the strengths and the
challenges of your students at the mid-point of their first
year and adjust your interventions accordingly with this
follow-up survey. This survey looks at the following:
 Academic needs
 Interest in career services
 Interest in personal support
 Interest in financial guidance
 Interest in social activities
(www.noellevitz.com)
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XX. C.
Conduct a First Year Assessment
I recommend:
a. First Year (FYI) Initiative Assessment- measures
the effectiveness of your first-year seminars in improving
your student’s transition to college.- contactwww.livebebi.com or
b. Your First College Year Survey- tracks student
development and adjustment to college over the critical
first year.- contact- (www.heri.ucla.edu)
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XX. D.
February, March and April Activities
A.
B.
Assess the biggest challenges that face the First-Year Experience
* Mission drift
* Mission gallop
* Mission blur
* Espoused mission
* Assess your faculty/staff time and interest in your FYE initiatives
* Systematically intervene and intercept the potential attrition during the final weeks of the
spring term.
* Systematically intervene and intercept the potential attrition between student’s first and
second year
Conduct a Second Year Student Assessment (SYSS)
The SYSS is designed to determine how to assist with student’s educational program and
goals. It looks at:
* Academic Assistance
* Advising
* Career Planning
* Finances
* Personal Support and Counseling (www.noellevitz.com )
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XX. E.
FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
Review your Student Retention through Social Involvement as a Collaboration
with Student Affairs


Retention research in higher education suggests that increased student
involvement with campus life leads to greater integration into the social and
academic systems of the institution and promotes retention.
Educational theorists such as Alexander Astin and Vincent Tinto have long
pointed to the importance of social integration, or what is more commonly
referred to as social involvement, in retaining college students.

Astin (1984) contends that student involvement is a condition for student
retention.

Based on his theory, Astin (1984) believes that the more students are socially
involved with campus life, the more likely they will persist and graduate.
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XX. F.
Future first years






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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
According to Allen (1992), the primary focus of retention efforts at most HBCUs has been academics (e.g., academic
advising, academic support, and remediation). However, based on results from recent studies, there needs to be
more emphasis placed on the social experiences of first-year black students since social involvement has such an
apparent positive impact on black student retention.
The underlying purpose of all retention studies should be to determine ways of keeping students in higher education
until they earn a degree.
Therefore, student affairs staff and administrators should be mindful of the significant positive affect of social
involvement on student retention.
Student affairs staff and administrators at HBCUs should continue to provide their first-year students with a
variety of opportunities to become involved socially with campus life, which in turn will promote retention.
HBCUs should embrace programs that have both academic and social dimensions to them such as service-learning,
first-year experience programs, and learning communities/freshmen interest groups.
HBCUs and other institutions of higher education should be willing to allocate funds to re-evaluate their existing
retention programs to see if they promote the social experiences of their first-year students since student social and
intellectual experiences are not mutually exclusive.
HBCUs should continue to strive to provide positive social and supportive environments. These environments
should consist of an extensive network of friends, numerous social outlets, and supportive relationships. Supportive
environments communicate to black students that they can safely take risks associated with intellectual growth and
development. Such environments also have more people who provide black students with positive feedback, support,
and understanding, and who communicate that they care about the students’ welfare (Allen, 1992). When students
encounter experiences provided by such supportive environments as these, they are more likely to remain in college
(Davis, 1994).
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XXI.
The 4th 16 Weeks . . . .
May, June, July and August
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XXI. A.
The 4th 16 Weeks May, June, July and August . . . ASSESSMENT, ASSESSMENT
A.
Develop a Plan of Action and assessment for A-E
a. Front load “ the FYE but also “back load” the first year with Retentionpromoting programming at the end of the First Year that effectively
bridges the first and second year of college
b. Look at our Systematic/Stage- sensitive sequence of programs that is
intentionally designed to facilitate student’s transition into, through and
out of undergraduate education
c. The FYE cannot function as a stand- alone program
d. Our “backward design” begins with the end in mind
e. The FYE is conceptualized as a Key introduction to a carefully designed
and required series of educational experiences that has a meaningful
beginning, middle and end.
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FULFILLING THE PROMISE OF GRADUATING STUDENTS AT HBCUS BY
MAKING THE FIRST YEAR MATTER
XXII. Books for the Professional
What is a book that you would recommend for the shelf of every professional
who works with first-year students?
I have several top picks. Three recent books with the term “first year” in their title that I’d
recommend are:
1.
Challenging & Support the First-Year Student (Upcraft, Gardner, & Barefoot, 2005),
2.
Improving the First Year of College (edited by Robert Feldman, 2005), and
3.
Teaching First-Year College Students (Erickson, Peters, & Strommer, 2006).
In addition, I’d recommend three books relating to undergraduate education in general:
1.
How College Affects Students (Pascarella & Terenzini, 1991 & 2005), plus two classics:
2.
College-The Undergraduate Experience in America (Ernest Boyer, 1987) and
3.
Achieving Educational Excellence (Alexander Astin, 1985) and two recent books:
1. Academically Adrift by Ricard Arum and Josipa Roksa
2. We’re Losing Our Minds by Richard P. Keeling and Richard H. Hersh
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