Taking the Next Step in Building a Coherent First Year Learning Experience

NAU’s First Year Learning Initiative Karen Pugliesi, Vice Provost for Academic Affairs Michelle Miller, Chair, Department of Psychology and Director, NAU Course Redesign Team Blase Scarnati, Director, First Year Seminar and Global Learning, Office of the Vice Provost for Academic Affairs

First Year Courses: The Last Frontier

• Strategic goals: Student success, progress to degree • Key metric: 1 st to 2 nd year retention • Robust suite of first year programs leaves formal curricular experiences relatively untouched, unaligned

First Year Courses

• Determine the shape of first year academic experience • Socialize students for success • Set the foundation for learning • Convey institutional expectations and values • First year academic outcomes • Impact probability of retention • Affect progression in academic programs

Being Deliberate About What Matters

• First year courses designed and implemented by numerous units • Course designs variable– many lack strong internal alignment or do not use best practices • Multi-section courses not coordinated • Low course completion rates • No systematic integration with academic support, advising, and other programs • Unable to capture fine grained data about student progress

The First Year Learning Initiative (FYLI)

• Common characteristics combine rigor and support, geared to needs of first year students – Course certification • Grounded in authentic practice at NAU – Leadership Group • Also grounded in research, SOTL – E.G.,

Academically Adrift; Decoding the Disciplines;

research in cognitive psychology, motivation

Three key areas

• Socializing students for excellence • Design • Alignment

All FYLI courses must address each of these key areas

Socializing students to excellence

Building critical practices, commitment Promoting help-seeking behavior Challenging and rigorous work Scaffolding from novice to expert learner

Design

Active engagement/active pedagogy Required attendance/participation Role of lecture Rubrics “Early and often” Connect to student interests, understanding of the discipline Pre-assessment Co-curricular learning experiences

Alignment and coordination

Learning outcomes

Communication, not standardization!

Assessment (grades) Learning activities Coordination Shared goals and standards Consistent, challenging student experience

• • • • • • •

FYLI Certified Courses in Fall

I

2011

• BIO 181: Unity of Life I: Life of the Cell HON 100/190: Introduction to Honors / Seminar in Critical Reading and BIO 192: Introduction to Exercise Writing I Science • HON 291, 292, 293, 294: Honors BIO 201: Human Anatomy / Physiology Topics in Aesthetic & Humanistic Inquiry; Topics in Cultural CHM 152: General Chemistry II Understanding; Topics in Science; CIS 120: Introduction to Computer Topics in Social & Political Worlds Information Systems • MAT 102X: Intermediate Algebra ENG 105: Critical Reading and Writing • MAT 108: Algebra for Precalculus in the University Community • MAT 119: Finite Mathematics FS 111, 121, 131, 141: First Year • MAT 125: Precalculus Mathematics Seminar Topics in Science; Topics in • MAT 136: Calculus I Aesthetic & Humanistic Inquiry; Topics • in Cultural Understanding; Topics in PHY 111: General Physics Social & Political Worlds • PHY 161: University Physics STA 270: Applied Statistics

10,111 students

Impacts

•

> 4 % increase

in A,B, and C grades • Math: 4 courses

8-10 % increases

in A, B and C grades

; 3 w/ success rates > 80%

• 20 new courses for Spring 2012 • Inspiring best practices

Student Success Impacts

27,61 17,59 22,22 17,02 FYLI Non-FYLI AY 10-11

Time period

Fall 11

The interaction between time period (before/after FYLI) and FYLI status is statistically significant, p = .002.

What Supports FYLI’s Success?

• Faculty buy-in • Research basis • Values basis • Peer to peer • Faculty empowerment • Institutional support • “Safe zone” • Infrastructure • Rapid response capacity • Certification process

Next Steps

• Expand course certifications • Assess impact on grades and learning outcomes • Evaluate and improve course designs and coordination protocols • Strengthen integration with coaching and academic support programs • Market FYLI with prospective and new students • Integrate into new University College

NAU First Year Learning Initiative

www.nau.edu/fyli Facebook.com/naufyli [email protected]

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