Cornerstone Experience: Building First Year Students’ Foundation for Success

Presented at the 2014 College Readiness Summit

Eileen DeLuca, Ph.D.

Assistant Vice President, Academic Affairs Florida SouthWestern State College

Florida SouthWestern State College

    Open access, baccalaureate-granting state college.

19 Associate Degrees 10 Bachelors Degrees 10 Certificate Programs (computer science, health professions, fire science, EMT, etc.)  Residence Hall on main campus  Two Charter Collegiate High Schools (Lee Campus, Charlotte Campus)  Five-county service district comprises three counties along Florida’s southwestern Gulf coast, and two inland counties.

Service Area for FSW

FSW Students: Fall 2013

 Headcount – 15,800  Full-Time – 33.9%; Part-Time – 66.1%   65.4% of students are 24 years old or younger 34.6% of students are over the age of 24      Female – 60.1%; Male – 39.9% 58.2% White 26.7% Hispanic/Latino 12.4% African American 2.7% other minorities

Achieving the Dream Risk Factor Data: AY 2011-2012 Five risk factors from the July 2009 Achieving the Dream report (July/August 2009, Data Notes) were applied to FSW FTIC students.

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

Achieving the Dream Risk Factor Data: AY 2011-2012

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

FSW College Faculty

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180 Full-time Faculty

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376 Adjunct Faculty

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FSW Faculty Federation Union (Chapter of United Faculty of Florida)

Foundations of Excellence: Where We Began

 Fall 2008 – Identification of critical student learning issues  2009-2010 – Foundations of Excellence Study (FoE)  Committees formed for each of the nine dimensions  7 out of 9 committees chaired or co-chaired by faculty (committees composed of 38%-73% faculty)  Approximately 120 faculty and staff participants on all committees

FOE RECOMMENDATIONS

120 FOE RECOMMENDATIONS DIVIDED INTO 6 COMPONENTS TRAINING & DEVELOPMENT STUDENT LEARNING COMMUNICATION STUDENT SUPPORT ASSESSMENT & EVALUATION ORIENTATION

FYE COURSE/QEP

STUDENT LEARNING STUDENT LEARNING FIRST YEAR EXPERIENCE COURSE / QUALITY ENHANCEMENT PLAN

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Finding a Path-FOE/FYE/QEP

2011-Steering Committee (QEP/FYE) Co-chaired by a Faculty Member and Administrator

 Six-subcommittees with faculty participants on all committees:     Student Learning (with a Lead Faculty identified) Student Support Training and Development Orientation   Communication Evaluation and Assessment  Spring 2012 – Initial implementation Cornerstone Experience Course.

 Fall 2012-Full implementation of the Cornerstone Experience Course and FYE Program.

The Cornerstone Experience

Student Learning Outcomes based on Frameworks

Critical Thinking assists students in developing the skills of analysis and evaluation to improve thinking and guide attitudes and behavior.

   Apply the intellectual traits, standards, and elements of reasoning in the context of their personal and academic lives Demonstrate intellectual rigor and problem-solving skills by analyzing and evaluating information, generating ideas, and resolving issues Explore how background experiences impact their values and assumptions and explain how they influence personal relationships

Applied Learning enables students to reinforce skills learned in Cornerstone Experience by applying them in other classes and settings.

 Enhance their awareness of the larger diverse community both inside and outside Edison State College  Apply one or more skills learned in the FYE course to other academic endeavors

Student Learning Outcomes based on Frameworks

(continued)

Relevancy promotes student engagement in learning activities that connect course content to each student’s own academic and career objectives.

Through purposeful connections and meaningful experiences, students will be guided toward successful completion of educational goals.

 Construct a plan for a successful path into and through completion of a degree or certificate   Reflect on the General Education competencies at Edison State College and articulate their application to academic and career goals

Success Strategies help students achieve their personal and educational goals, acquire skills and knowledge, become more mature in their thinking, assume greater responsibility for their own lives and learning, and develop understanding of diversity and multiculturalism in preparation for the professional world.

 Evaluate student-to-student and student-to-faculty interactions, and reflect on their relationship to academic, career, and social development Develop strategies for effective written and verbal communication, use of technology, listening, reading, critical thinking and reasoning  Demonstrate independence and self-efficacy through effective personal management, use of college resources and the development of positive relationships with peers, staff and faculty

QEP Goal and Program Outcomes

The primary goal of Edison State College’s QEP is:

to enable first-time-in-college students to become self reliant learners imbued with critical thinking skills.

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1. The QEP will facilitate an increase in student retention rates, rates of persistence, and graduation rates.

2. The QEP will foster increased rates of student satisfaction and student engagement.

3. Faculty will apply newly obtained knowledge to their practices to promote critical thinking and enhance the likelihood of success for first-year students.

4. Staff and administrators will apply practices that promote critical thinking and success to their interactions with first-year students.

Cornerstone Experience Five-Year Implementation Timeline

Cornerstone Experience Implementation Timeline 2012 – 2017 Initial Implementation

Beginning Spring 2012 All FTIC degree-seeking students testing into 2 or more developmental courses will be required to enroll in Cornerstone Experience course Open sections for students electing to enroll in an SLS course

YEAR 1

2012 - 2013 All FTIC degree-seeking students testing into 2 or more developmental courses will be required to enroll in Cornerstone Experience course

YEAR 2

2013 – 2014

YEAR 3

2014 - 2015

YEAR 4

2015 – 2016

YEAR 5

2016 - 2017 All FTIC degree-seeking students testing into any number of developmental courses will be required to enroll in Cornerstone Experience course All FTIC degree-seeking students will be required to enroll in and successfully complete Cornerstone Experience course All FTIC degree-seeking students will be required to enroll in and successfully complete Cornerstone Experience course All FTIC degree-seeking students will be required to enroll in and successfully complete Cornerstone Experience course

Faculty Teaching Cornerstone Course Staff and Administrator Training Required Modules Through TLC:

•QEP Course Overview and Objectives •QEP Course Assignments and •Assessments •Universal Design Strategies •Understanding the First-Year Student •Diversity on the College Campus and Beyond •The Way I Learn •Introduction to College Services, Programs, Support •Constructivist Pedagogy and the Student Centered Classroom •Critical Thinking •Discipline Paradigms and Career Goals

Required Modules Through TLC:

•QEP Course Overview and Objectives •Understanding the First-Year Student •Diversity on the College Campus and Beyond •Introduction to College Services, Programs, Support •Critical Thinking

Training Module Completers

 As of August 2014, 140 faculty and staff have completed the ten Cornerstone Instructor Training Modules.  602 faculty, staff and administrators have attended one or more QEP Cornerstone Module.

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All departments are encouraged to set training completion goals in the 2014-2015 Unit Plans.

Additional In-House Training Framework Understanding the First Year Student

Critical Thinking This annual summer conference is held at FSW and open to all faculty, staff and administrators. The Applied Learning content is similar to the module for teaching faculty, but presented as a half or full-day seminar and Relevancy conducted by a nationally-known expert.

Success Strategies

Critical Thinking

This annual summer conference is held at FSW and is open to all faculty, staff and administrators. The content is similar to the module for teaching faculty, but presented as a one or two-day seminar and conducted by a nationally-known expert.

Critical Thinking

Communities of Practice

Communities of Practice are open to participation by all faculty, staff and administrators for SLS 1515 Cornerstone Experience and occur twice a month throughout the academic year.

Critical Thinking Applied Learning Relevancy Success Strategies

Professional Conferences Framework International Critical Thinking Conference

A contingent of faculty and QEP administrators attend this conference annually.

Critical Thinking

Annual Conference on the First-Year Experience

A contingent of faculty and appropriate staff attend this conference annually.

Critical Thinking Applied Learning Relevancy Success Strategies

SLS 1515 Enrollment

Fall 2012 Spring 2013 Summer 2013 Semester Fall 2013 Spring 2014 Summer 2014 Fall 2014 Campus Sections Enrollment Charlotte 3 43 Sections Enrollment Sections Enrollment 1 29 1 13 Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment 5 113 4 74 1 9 9 210 Collier 6 124 4 64 2 30 13 347 10 157 3 54 26 608 Hendry/ Glades 1 15 1 19 1 19 2 52 2 40 1 11 5 94 Lee 20 430 11 191 7 138 34 902 20 379 8 160 68 1619 College Total 30 612 17 303 11 200 54 1414 36 650 13 234 108 2531

SLS 1515 Section Coverage Fall 2012 Spring 2013 Semester Summer 2013 Fall 2013 Spring 2014 Summer 2014 Fall 2014 Campus Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff Total # of Sections % Taught by full time faculty or staff

College Total 30 50% 17 65% 11 18.% 55 65% 37 84% 13 69% 108 74%

Course Grades Based on Critical Thinking Journal Group Presentation FSW GPS (Go, Picture, Scribe) Final Essay Assignment 25% 15% 15% 25% Attendance and In-Class Assignments 20%

Navigating the Path: Peer Support

Peer Architects are student leaders who help students with their transition to Florida SouthWestern State College. Each Peer Architect will act as a mentor for first-year students. Peer Architects are assigned to a specific section of the Cornerstone Experience Class (SLS 1515), have office hours in the First Year Experience (FYE) office, and put on workshops throughout the semester specifically geared towards enhancing a first year student’s overall experience.

Showcasing the Talent

Faculty-Driven Committee Work

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Implementation Team

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Advisory Committee

Faculty-Driven Committee Work

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Orientation, Registration, Advising Committee

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Assessment Committee

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Cornerstone Curriculum Committee

Faculty-Driven Committee Work

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Marketing Committee

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Early Alert Committee

Faculty-Driven Committee Work

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Marketing Committee

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Early Alert Committee

Faculty-Driven Committee Work

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FYE Programming Committee

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Training and Development Committee

 Quantitative and Qualitative Measures of Success

Within course completion rates

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Term-to-term and Year-to-year retention reports

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Cohort graduation reports.

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Survey of Entering Student Engagement (SENSE) weighted scores

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Community College Survey of Student Engagement (CCSSE) weighted scores

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Mean scores on the Student Instructional Report (SIR II)

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Critical Thinking Journal assessment scored with the faculty-designed rubric

 Quantitative and Qualitative Measures of Success Results of the Final Essay Assignment scored with the faculty-designed rubric  Pre and Post-test scores on the California Critical Thinking Disposition Inventory (CCTDI)  Pre and post-test scores on the Scores Smarter Measure Learning Readiness Indicator  Results of the Success Strategies presentation scored with the faculty-designed rubric  Student self-report on the Success Strategies Survey  Qualitative data from student focus group sessions  Professional Development Surveys completed by faculty, staff and administrators

View Annual Reports

http://www.fsw.edu/fye/qep

Success Strategies Survey

Table 1

Percentage of Respondents Reporting Utilization of Cognitive and Goal Attainment Strategies

Support Service Academic Success Centers Career Services Peer Mentoring Peer Tutoring FYE Staff or Academic Coaching Advising Staff Financial Aid Staff Library Staff New Student Programs * Fall Spring Summer 2012 2013 2013 Fall Spring 2013 2014 Summer 2014 92.5% 47.5% 40.0% 27.5% 40.0% 55.0% 50.0% 60.0% 94.6% 55.4% 60.7% 37.5% 75.0% 69.6% 60.7% 67.9% 82.0% 54.0% 58.0% 34.0% 62.0% 76.0% 72.0% 66.0% * * * 85.0% 86.76% 96.30% 32.8% 48.53% 70.37% 47.2% 22.2% 33.82% 48.15% 49.4% * * * * 63.9% 79.41% 81.48% 48.3% 69.12% 77.78% 48.3% 58.82% 81.48% 72.06% 88.89% *Item did not appear on survey. The "New Student Programs" category was added in spring 2014 and replaced two categories that were formerly measured separately, "Peer Mentoring" and "FYE Staff or Academic Coaching."

Success Strategies Survey

Table 2

Percentage of Respondents Reporting Participation in Campus Engagement Activities

Activity Type Fall 2012 Spring 2013 2013 FYE Activities Student Life Activities 38.2% 67.6% Academic Success and FYE Workshops 44.1% Clubs Service Saturday Intramural sports Career Events Lighthouse Commons Activities or Events 26.5% 35.3% 5.9% 58.8% 11.8% 78.9% 61.4% 63.2% 29.8% 26.3% 7.0% 29.8% 21.1% 20.8% Fall 2013 Spring 2014 Summer 2014 68.8% 64.6% 89.6% 10.4% 0.0% 4.2% 6.3% 74.1% 80.30% 92.59% 74.1% 69.18% 55.56% 69.3% 89.39% 85.19% 16.9% 15.15% 14.81% 15.7% 27.27% 18.52% 4.2% 4.55% 11.11% 21.1% 30.30% 25.93% 9.6% 12.12% 25.93%

Success Strategies Survey

Table 3

Percentage of Respondents Reporting Improvement in Goal Attainment Strategies

Success Strategy Time Management Goal Setting Organizational Skills Persistence Avoiding activities and behaviors that may make me unsuccessful Fall Summer 2012 2013 2013 Fall 2013 Spring Summer 2014 2014 87.5% 87.5% 85.2% 87.0% 84.1% 77.1% 80.3% 80.77% 84.1% 77.6% 83.1% 80.77% 82.1% 82.5% 85.2% 83.3% 81.8% 84.1% 75.1% 81.8% 76.92% 73.5% 81.5% 80.77% 82.5% 70.4% 72.7% 70.6% 81.5% 76.92%

Success Strategies Survey

Table 4

Percentage of Respondents Reporting Improvement in Communication Strategies

Fall Summer 2012 2013 2013 Fall Spring Summer 2013 2014 2014 Success Strategy Communication and Listening Skills Considering opinions different from my own 76.9% 87.2% 83.3% 81.5% 86.4% 77.7% 83.6% 84.61% 86.4% 82.1% 84.8% 80.77% Relating to people that are different from me * * 86.4% 73.7% 84.8% 84.62% Working in a small group to complete a task or assignment Forming a social network with other students *Item did not appear on survey.

* * * * 97.4% 72.5% 82.1% 88.46% 97.4% 64.7% 79.1% 73.08%

Success Strategies Survey

Table 5

Percentage of Respondents Reporting Application of Communication, Goal Attainment, and Cognitive Strategies

Success Strategy Note-taking Critical Thinking Study Skills Creating a schedule Creating a budget Test-taking strategies Forming study groups Fall Summer 2012 2013 2013 Fall Spring 2013 2014 Summer 2014 74.4% 84.6% 80.8% 86.5% 81.8% 75.2% 85.0% 86.4% 81.2% 86.7% 75.00% 83.33% 71.8% 69.2% 56.4% 79.5% 43.6% 76.9% 78.8% 59.6% 86.5% 46.2% 88.6% 81.2% 86.7% 90.9% 72.5% 76.7% 70.5% 51.7% 61.7% 72.7% 73.2% 78.3% 68.2% 42.3% 50.0% 91.67% 83.33% 70.83% 87.50% 62.50%

Success Strategies Survey

Table 6

Percentage of Students Reporting Application of Communication and Goal Attainment Strategies

Success Strategy Choosing a major Choosing a career goal Forming relationships Changing study habits Communicating with others Researching professors for future classes Appreciating diversity Fall 2012 Spring 2013 2013 69.2% 59.0% 56.9% 68.6% Fall 2013 Spring 2014 Summer 2014 83.7% 63.3% 66.1% 76.00% 88.4% 64.6% 57.8% 84.00% 66.7% 79.5% 71.8% 72.5% 80.4% 80.4% 76.7% 57.1% 69.4% 64.00% 81.4% 72.1% 74.2% 88.00% 83.7% 68.7% 83.9% 80.00% 56.4% 61.5% 64.7% 78.4% 67.4% 61.2% 62.9% 68.00% 81.4% 65.3% 79.0% 72.00%

Success Strategies Survey

Table 7

Percentage of Respondents Reporting Substantial Improvement in Goal Attainment, Communication, and Cognitive Strategies

Success Strategy Arriving to class on time.

Attending class.

Reviewing the course schedule.

Using the calendar or lists.

Working on large projects incrementally Using small group communication skills.

Participating and asking questions when appropriate.

Forming a relationship with other students.

Meeting with the professor outside of class for help.

Thinking critically about texts and lectures.

Fall Summer 2012 2013 2013 Fall Spring Summer 2013 2014 2014 5.0% 10.0% 7.3% 7.3% 6.3% 4.2% 6.3% 11.8% 6.9% 8.8% 7.69% 11.54% 10.3% 17.5% 22.5% 35.0% 20.4% 25.9% 27.3% 52.9% 18.8% 12.6% 21.7% 19.23% 25.0% 20.1% 13.2% 26.92% 20.8% 18.3% 29.0% 24.00% 25.0% 21.3% 34.9% 38.46% 22.5% 20.0% 10.3% 35.9% 52.9% 24.1% 27.8% 38.9% 26.7% 22.2% 20.0% 20.0% 20.6% 35.8% 15.38% 18.3% 29.9% 19.23% 21.9% 36.4% 23.08% 19.0% 40.3% 30.77%

Honors Sections

Fall 2014 Spring 2015

Linked Courses

Fall 2014

SLS 1515 Linked Courses

SLS 1515 (13190) “linked” to BSC 1010 (21835) and 1010L (21841) Spring 2015 SLS 1515 (22251) “linked” to BSC 1010 (21835) and 1010L (21841)

Spring 2014 Career Interest by Meta-Major

Meta-Major Declaration Fall 2014

Health Science Science, Technology, Engineering & Math Business Arts, Humanities, Communication, and Design Social and Behavioral Sciencs and Human Sciences Education Public Safety Industry/Manufacturing and Construction 0,00% 5,00% 10,00% 15,00% 20,00% 25,00% 30,00% 35,00%

Critical Thinking in Careers

QUESTIONS?

Connect with the Cornerstone Experience http://www.fsw.edu/fye/contact

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