Freshman Intensive Studies Summer 2007 Family Orientation Your Q & A for Everything FIS! Presented by: Mark Sapara, Director Mary Ford, Assistant Director/Learning Specialist

FIS Mission Statement  Freshman Intensive Studies (FIS) is a student-centered academic support program that strives to help at-risk students reach their full potential during their first year at the College at Florham. FIS seeks to foster the intellectual and personal development of our students through a comprehensive array of advising and learning services designed to aid students as they make the transition from high school to college. Through a supportive network of faculty, staff and advisors, students are encouraged to become self-advocating, active learners.

Features of the FIS Program  All students enter as Undeclared majors in Becton College of Arts & Sciences  A reduced credit load during the first semester (13-14 credits, depending on major)—Fall 2007 schedules are created by FIS  FIS pre-selected courses in English, Math and Social Sciences  An additional hour of instructional support for pre-selected courses  Individual and Group Learning Assistance, Study Groups and Academic Skills Workshops  Frequent Testing and Mid-Term Grade Reporting

Two additional financial benefits  Two (2) Tuition-Free courses (6 credits) during the 1 st Summer Session 2008 taken at the College at Florham OR Metropolitan Campus (course fees and housing not included)  $2,000 annually renewable grant (up to 3 additional years) for students who successfully complete the FIS program. Students must have a 2.0 GPA by the end of the summer session with 28 credit hours successfully completed for the year, including non-credit developmental courses.

Learning Assistance and Academic Support  Individual appointments with a full-time Learning Specialist to work on study skills and learning strategies.  Group Workshops on Academic Skills  Study Groups  Writing Assistance  Reading Strategies

Mid-Term Grade Reporting  In October and March, faculty teaching FIS classes will submit a mid-term grade for each student.  The average of those grades will determine a student’s academic standing with FIS at mid-terms.  Students receive a printed mid-term grade report which includes the number of absences reported by the professor.  The report is accompanied by a letter which explains any restrictions or further steps to be taken by the student.  In the fall semester, students below a 2.0 at mid-terms will be restricted from participation in co-curricular activities, including Athletics and Clubs/Organizations. In the spring, FIS will determine the appropriate restrictions for students below a 2.0, including the possibility of a reduction in course load as well as restricting participation in co-curricular activities, particularly Athletics and Greek Life.

What is the Key to Success in FIS….? “What matters most is what students do, not who they are.” -The National Survey of Student Engagement-

Misconceptions about FIS  It is going to be easier for the student.  FIS is a guarantee that the student will succeed academically.  FIS is the default for students not admitted to the Regional Center for Students with Learning Disabilities.  FIS students are completely segregated from their peers.  The FIS staff will serve as the go-between for the faculty and student.  FIS can fix your roommate conflict, financial aid problem or quality of food in the cafeteria.  FIS will chase after students to make sure they are on the right track.  The FIS staff can anticipate everything students want to know about the university and its policies.  FIS will contact parents when the student is not performing well academically.

Academic Performance for FIS students in  121 students entered FIS  102 completed Spring 2007 (84%)  25 students > 3.0 (24%) Highest GPA = students between 2.0 ≤ 3.0 (64%) 12 students < 2.0  (12%)

Students with Learning Disabilities What support can you get as an FIS student? What is not provided by FIS? If eligible, FIS students will receive accommodations, as determined by the Dean of Students Office in compliance with ADA standards We do not inform professors of students’ accommodations The Learning Specialist offers assistance in Learning Strategies and Study Skills We do not provide specific Meta-cognitive Strategies for diagnosed learning disabilities We do not proctor exams for students given extra time as part of their accommodations.

How does a student go about receiving accommodations?  Contact the Dean of Students Office immediately to review your IEP and determine if you’re eligible for accommodations. ( )  Students are asked to report any accommodations to their professors at the beginning of the semester, even though the Dean of Students Office will send a letter to instructors. (Students MUST NOT wait until the day of the test—instructors need time to make necessary arrangements!)  The student does not have to report receiving accommodations to the FIS staff—it is optional

Family Educational Rights and Privacy Act (FERPA) What is it? FEDERAL LAW ENACTED 1974 PROTECTS THE PRIVACY OF STUDENT RECORDS Except for directory information, the university cannot release confidential educational records (example – grades & transcripts) without student authorization

What if the student signs the FERPA Waiver Form granting consent?  Since FERPA pertains to educational records, the waiver form does not entitle parents or guardians to receive information about students’ progress (including grades) during the FIS year.  The FIS staff can meet with parents or guardians only with the student present.  No information regarding grades and progress can be given out over the phone to anyone.

What resources are available to the student regarding FIS policies and procedures?  FIS Information Booklet (given at the Orientation Breakfast in August)  Learning Assistance Informational Booklet  FIS Contract  FIS Website  FIS Blackboard site  FIS Facebook Group  Advising Packets given out in October and March  College Catalog (available in Admissions)  College Writing Handbook (given out in September in all writing classes)

Are you a Helicopter Parent?  You are in constant contact with your student.  You are in constant contact with school administration.  You make your student's academic decisions.  You feel you have failed if your child does not do well.

What are the Negative Effects of Helicopter Parenting?  Students do not learn how to advocate for themselves.  Students do not develop problem-solving skills, often relying on parents to “work it out” for them.  Parents feel more anxiety.  Administrators spend time that could be devoted to students trying to alleviate parents’ worries and concerns.

How can you help without hovering?  Let your student call you.  Stay out of roommate, social, and grading disputes.  Take a coaching role in areas of academics, finances, and student life.  Be aware of the difference between helpful involvement and unproductive hovering.  Encourage your student to communicate openly with you about their academic performance, rather than expecting the university to take on this responsibility.  Model good choices for your students (ex. Do not plan a family vacation during the semester)  Encourage students to get involved in campus life— students who connect with their university often perform better academically!

And Now… Any Questions???