Foundations of Excellence ® in the First College Year Focusing on Two-Year Colleges Randy L. Swing, Ph.D. Kathleen M. Morley, Ph.D. Policy Center on the First Year of College Maryland Higher Education Retention Conference October 31, 2005

Foundations of Excellence ® in the First College Year What we all want.... Wide access to higher education Successful students High levels of student learning High graduation rates Wouldn’t it be great if the first college experiences built a strong foundation for student success?

Foundations of Excellence ® in the First College Year Where should we start? Aspirational Model of Excellence Looking at what institutions control Using local knowledge & professional judgment Knowing what we are doing well Creating a focused action plan grounded in facts

Foundations of Excellence ® in the First College Year Grant funded Over year institutions in Pilot ( ) Over 80 2-year institutions in Pilot ( ) Currently 10 2-year campuses intensively involved in the project Anticipate opening the project to all 2 & 4 year institutions in 2006 – 2007.

Foundations of Excellence ® in the First College Year Foundational Dimensions ® for Two-Year Colleges Philosophy Organization Learning Transitions Campus Culture All Students Diversity Roles & Purposes Improvement © 2005 Policy Center

Philosophy The problem: Approaches to the new student experience that have no underlying philosophical base Why this Dimension is important: The experience of new students should be crafted with a sense of purpose Performance Indicators: –Whether your campus has a philosophy/rationale –Whether it has an influence on policy/practice –Whether it is disseminated

Organization The problem: No one in charge; inefficient and confusing “silos” Why this Dimension is important: Organization is essential to the realization of purpose Performance Indicators: –Existing organizational structures; evaluation –Level of funding –Whether they provide an integrated approach –Role of structure in faculty/staff development

Learning The problem: Inadequate attention to learning Why this Dimension is important: Learning is the primary purpose of going to college. Performance Indicators –The existence of learning outcomes –Quality of instruction in high-enrollment courses –Measures of out-of-class learning –Appropriate course placement

Transitions The problem: Uneven attention to elements of successful transition Why this Dimension is important: The success of the initial transition predicts future collegiate success. Performance Indicators: –The quality of your communication to students –The quality of communication to support networks –Helping students establish connections –Academic advising

Campus Culture The problem: Need for more faculty/staff involvement with new students Why this Dimension is important: Without faculty involvement, initiatives for new students are difficult to launch and sustain. Performance Indicators: –Campuswide focus on new students –Expectations at the point of faculty hire –Responsibility for student retention

All Students The problem: Many initiatives reach only certain students; others do not reach populations with special needs. Why this Dimension is important: All new students have developmental needs that should be addressed. Performance Indicators: –What you know about the needs of particular students –What you do to meet those needs –How well you meet the needs of all students

Diversity The problem: Institutions vary in the degree to which they successfully address diversity issues. Why this Dimension is important: Education about human difference is an important component of the beginning college experience Performance Indicators: –Students exposure to diverse ideas –Students exposure to diverse people –Whether the institution conveys “standards” for behavior in a civil an open environment

Roles & Purposes The problem: Students’ narrow view of the purpose of higher education Why this Dimension is important: The beginning college experience is the time for exploration of roles and purposes Performance Indicators: –How well you communicate the institution’s notion of purpose –Whether you provide students the opportunity to explore their motivation for higher education –How well you communicate the institution’s rationale for its requirements – courses, skills, competencies

Improvement The problem: Too few initiatives are subjected to rigorous assessment. Institutional isolation – lack of exposure to others Why this Dimension is important: Improvement is vital to sustainability and effectiveness. Performance Indicators: –The practice of assessment –The use of assessment for improvement –Other strategies for improvement

Foundations of Excellence ® Process Campus Enrolls in Foundations of Excellence Process Establish a Task Force Select Task Force Leader(s) Current Practices Inventory (CPI) Dimension Review Dimension Review Task Force Review – Pulling It All Together Final Task Force Report Executive Summary Nine Dimension Reports Current Practices Inventory Score Card Action Plan Implementation Periodic Review Adjustment

Task Force Assessment Engine of the process – a campuswide task force with representation from –Academic administration –Faculty –Student services professionals –Admissions, recruiting –Student support, developmental education –Institutional research/assessment –Students

Concluding Perspectives Expansion of the conversation on retention Institution-wide focus Potential use in reaccreditation

Contact Information Randy L. Swing & Kathleen M. Morley Policy Center on the First Year of College (828)