Creating a Scalable Sustainable First Year Success Program

Bronx Community College (BCC) of the City University of NY (CUNY) Profile  Part of the City University of New York (CUNY) – the nation’s largest urban public university  Enrollment (credit) – approximately 11,000 students  Degree Distribution – 60% transfer (AA/AS), 40% career (41% -AAS, 3% certificates)  Most common majors – liberal arts, business, allied health (nursing)  Specialized majors – criminal justice, media technology, digital design & computer graphics, telecommunications technology

BCC Student Profile  Ethnically Diverse (61% Hispanic; 33% Black – Africans, African Americans, Caribbean; almost one-half (48%) immigrants from more than 100 countries)  Academically Underprepared (20% enter with GED; 90% require remediation; one-quarter require remediation in all 3 skill areas)  Demographic Risk Factors (median household income<$20,000, 23% supporting children; 58% employed; 48% non-native English speakers)

Background During , BCC:  Engaged with the John Gardner Foundations of Excellence in the 1 st Year Self-Study Process  Conducted analyses and thorough review of literature – resulting in proposal for improvement  Initiated plans to create a new Freshman Seminar course at BCC as signature effort of First Year Program BCC First Year Initiative

Major factors that contribute to the lack of student success in the first year at BCC  Institutional Organization  Student Disposition  Curricular Organization  Ineffective Pedagogy  Lack of Academic Supports Highlights from BCC First-Year Analyses

Theoretically and Empirically-Driven Recommendations  Facilitate student success in 1 st year courses  Facilitate efficient and effective course taking (toward meeting graduation requirements)  Promote student engagement and knowledge of College expectations  Promote faculty use of engaged and effective pedagogies  Create a cohesive 1 st year experience with clear pathways, organized experiences, consistent communications with clear oversight & accountabilities in place.

How Does FYS fit BCC’s “big picture” goals? A focus on success (not only on access) and on outcomes (on what students learn, not only on what faculty teach). For the first-year student and the first-year seminar instructor, a focus on “disposition.” The FYS program involves the entire college: faculty across disciplines, staff across offices and divisions. A team-based approach. The FYS program is transparent: open to investigation, experimentation, and assessment. We want to know what works. If it doesn’t work, we will change it

The “Incubator Effect” FYS is a site for experimentation and exploration of good pedagogical practice; for "hatching" good practices Our hypothesis: What works for the first-semester student will work for all BCC students Three concepts to explore: –“Intrusive Teaching” –Creating strong, student-centered learning environments

The “Incubator Effect” (2) Embodied Pedagogies” --"learning strategies and course designs that engage affective as well as cognitive dimensions, not merely through the role of emotion, but through personal significance, motivation, creativity and intuition, through expressions of self- identity and subjectivity, all as the foundation of intellectual engagement". R. Bass and K. Bain, “Threshold Concepts of Teaching and Learning that Transform Faculty Practice (and the Limits of Individual Change)", in Transforming Undergraduate Education: Theory that Compels and Practices that Succeed, ed. Donald W. Harward (Rowman and Littlefield, 2011), p. 201

FYS Teaching Examples Key features: Explicit Learning Objectives Emphasis on skills development, building community, and active learning An "embodied" subject for the teacher Food, Culture, and Sustainability--Prof. Giulia GuarnieriFood, Culture, and Sustainability The Art of Struggle--Prof. Jeanine Kelley-WilliamsThe Art of Struggle Failure is Impossible—Prof. Kate CulkinFailure is Impossible Diversity, Culture, Communication—Prof. Monique FortuneDiversity, Culture, Communication

FYS Student Examples: Erick Lopez: "Benvenuti" Erick Lopez: "Benvenuti Hello, and benvenuti! My name is Erick and this is my ePortfolio website. On this website you will see different aspects of my life including academic and personal. As a student I take much pride in doing this ePortfolio so I am open to all advice and/or constructive criticism, so feel free to offer any support. I apologize for not having much to write about in my welcome section, but you will find almost every other section to be much feeling. Hope you enjoy, and once again benvenuti.

FYS Student Examples: "Cheyanne"--examining "disposition" through time management: Doing my time management piece made me realize that I need to make more time to study. between school and going for my daughter and cleaning my house my schedule is very busy. I learned that i need to take time to do my homework and study so I can be better in school. My time management piece showed me that i need to cut the time that i put into cooking and cleaning and study.

Building a First-Year Program First-Year Seminar Academic Advisement Tracking of Student Performance Co-Curricular Activities Peer Mentoring

Academic Advisement Caseload: 200 students/advisor Three-point contact model Advisement is part of FYS grade Functions of advisors: –Assess risk –Major selection –Referrals to academic and personal support –Academic plans –Outreach to students (at risk, disengaged, etc.) –Source of information (workshops)

Tracking Academic Progress Centralized collection and reporting Noel-Levitz College Student Inventory Early Progress Report Midterm Grade Report

Co-Curricular Activities Collaboration with Student Life Connected to Student Orientation Awareness of “life outside classroom” Engagement with campus culture Give back Career opportunities

Peer Mentoring Academic support Social support

Peer Mentors Embedded in FYS Current or graduated students +20 credits >3.2 GPA Completed developmental work 8 hrs/week Peer mentor training program

Role of Peer Mentors Model behavior and disposition Direct students to services on campus Provide guidance with technology Help create study groups/assist with course content Provide instructors feedback on student understanding of material Lead small group discussions in FYS Announce weekly co-curricular events Reach out to students Build community

Ongoing Research Design and Results BCC Office of Institutional Research has implemented an ongoing multifaceted formative evaluation process to inform ongoing program changes and improvements, including: Interviews Surveys Observations

Promising Results Following Fall 2012 semester First Year Course Total NEnd-term Average GPA End-term Average Credits Re-enroll Rate FYS % Traditional % No course %

Implementation Fidelity Results Stronger implementers of the course design demonstrated stronger student results: Implemen- tation Level # SectionsAverage Credit Range Average GPA Range Re- enrollment Range Strong – % Moderate – – 86% Weak – – 78 %

Questions and comments

Presenters and Contact Information Bronx Community College of the City University of New York 2155 University Avenue Bronx, New York Dean of Research and Analysis, Nancy Ritze – University Faculty Fellow, Howard Wach – Director First Year Program, Francisco J. Legasa –