1. Responding to Legislative Mandates in Creating an Innovative Individualized Student Transition Plan
Brett L. Bruner, M.S.
Director of First Year Experience/Persistence & Retention
Eric J. Wilson II
Graduate Assistant for Persistence & Retention
Fort Hays State University

2. Overview Learning Outcomes & Key Terminology
Introduction & Background of Institution
Impetus for Action
Developing the FHSU Response
Implementing the FHSU Response
Assessing the Plan
So What? Applying the Plan to Your Campus

3. Learning Outcomes
As a result of attending this educational session, participants will
Articulate the importance of “transition” as it relates to our work with orientation & retention.
Articulate the value of public policy awareness at the local, state & national levels as it affects our work in OTR.

4. Learning Outcomes
As a result of attending this educational session, participants will
Identify 2 key first year milestones on your campus to begin the development of a transition plan.
Identify 1 key performance indicator to assess a student transition plan.

5. Key Terminology
Orientation:
Transition:
Retention:

6. Key Terminology
Orientation: deliberate programmatic & service efforts designed to facilitate the transition of new students to the institution; prepare students for the institution’s educational opportunities & student responsibilities; initiate the integration of new students into the intellectual, cultural, & social climate of the institution; & support the parents, partners, guardians & children of the new student.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012).

7. Key Terminology
Retention: student progression through higher education, focusing primarily on student persistence (i.e. term to tem) through the beginning of the 2nd year at the same institution and/or achievement of personal educational objectives.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012).
Retention is 1 outcome/measure/byproduct of successful student transition, which can be facilitated by effective orientation programs & other academic & social integration processes.

8. Key Terminology Orientation: Transition: Retention:
So what about Transition?

9. Key Terminology
Transition: the process students go through (typically lasting up to 1 year) when entering a particular institution of higher education and/or entering the same institution for a new purpose.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012).
This may include, but is not limited to, entering a college as a first-year student, transferring to a college from a different institution, and/or entering a college or university for a subsequent degree. Successful transition results in student integration into the institution & ultimately retention and/or achievement of personal educational objectives.
The T of OTR (transition) is where we will spend most of our conversation today.

10. Institutional Background Fort Hays State University
13,000 total students
3 business modalities
Located in Hays, KS (halfway between Kansas City & Denver)
Fall 2014 New Student Cohort Data
980 first year students
400 transfer students
125 international students
On-campus – 4500 students
VC – 5500 students
China partnerships – 2000 students
Most popular majors:
-Health & Human Performance
-Graphic Design
-Nursing & Allied Health (rad tech, MDI)

11. Institutional Background Fort Hays State University
Continued on-campus enrollment growth
Eastern Colorado
Western Nebraska
First-year residential live-on requirement
Decentralized first year advising model
On-campus – 4500 students
VC – 5500 students
China partnerships – 2000 students
Most popular majors:
-Health & Human Performance
-Graphic Design
-Nursing & Allied Health (rad tech, MDI)

12. Historical Retention Challenges Fort Hays State University

13. Historical Retention Challenges Fort Hays State University
Silos of institutional retention efforts
No common elements
Jumping on the latest bandwagons
Institutional Retention Committee’s lack of identity
Few pockets of departmental FR seminar courses
Academic integration = sole focus

14. Office of First Year Experience/ Persistence & Retention
“Duty to Dream” 2011 Strategic Plan
Opened in August 2012
Division of Student Affairs
Enrollment Management Cluster
Student Support Services Cluster
Student Life Cluster

15. Office of First Year Experience/ Persistence & Retention
New Student Orientation programs
Extended Orientation experiences
Welcome weeks
Freshman seminar
First year/transfer year experience transitional program
Retention initiatives
First year living & learning communities
Parent & family engagement

16. Office of First Year Experience/ Persistence & Retention
Director of Persistence & Retention
Graduate Assistant for Family & Transfer Engagement
Graduate Assistant for First Year Experience & Orientation
Graduate Assistant for Learning Communities & Student Life
Graduate Assistant for Persistence & Retention
NODA Summer Intern
Administrative Associate (shared with Assistant Vice President for Student Affairs)
First Year Experience Student Coordinator
Social Media Student Specialist (shared with International Student Services)

17. Impetus for Action Goal 1: Increase Higher Education Attainment
Aspiration 1: Increase to 60 % the number of Kansas adults who have a certificate, associate’s degree, or bachelor’s degree by 2020
Aspiration 2: Achieve a 10% increase in retention & graduation rates by 2020

18. Impetus for Action Goal 1: Increase Higher Education Attainment
Measure 1: First to second year retention rates at universities, community colleges & technical colleges
Measure 2: Six-year graduation rates for universities

19. K.S.A
“For those students admitted under an exception to the minimum standards prescribed by the Kansas Board of Regents, each state educational institution shall require each such student to adopt an individual plan for success prior to enrollment.” – Kansas State Legislature, Spring 2015

20. Further Guidelines of K.S.A. 76-717
Be jointly developed by the student & the student’s advisor
Address the student’s academic coursework.
Be adopted prior to the student’s initial enrollment at the university.
Be reviewed by the student & advisor at least once pr semester.
– other university employees may be involved, at the discretion of the institution.
If deemed appropriate by student & advisor plans may address other issues, such as extracurricular activities, financial needs & any other aspect of student life having a bearing on academic success.
4. Based on these meetings, plan may be revised upon mutual agreement between student & advisor.

21. Developing the FHSU Response
Openness to Interpretation
Definition of an “individual plan of success”
Definition of “prior to enrollment”
Intentionality of All Students vs. Mandated “Windows” Exceptions Students
Technologically integrated
No standard definitions exist across system – differences still exist today
Difficult conve

22. Developing the FHSU Response: 2012-2013
Interdisciplinary Team
FYE/Persistence & Retention, Chair
Academic Advising & Career Exploration Center
Admissions
College of Health & Life Sciences – Dean Rep.
Computing & Technology Center
Department of Health & Human Performance – Dept. Chair. Rep.
Institutional College Completion Team
Kansas Academy of Mathematics & Science
Kelly Center
Registrar’s Office
Residential Life
Student Life

23. Developing the FHSU Response: Key First Year Milestones
STUDENT
SUCCESS

24. The FHSU Response: ACCESS to Success – Student Success Plan
Advising
Academic Advising & Career Exploration Center
Connections
Center for Student Involvement
Circle of support
Kelly Center
Education
UNIV 101 Instructor & Academic Advisor
Sense of Self
Student Health Center

25. Implementing the FHSU Response
Tiger STRIPES: Freshman Orientation & Pre-Enrollment Days
Introduction by opening speaker
Re-emphasis by undergraduate student staff & faculty members
Inclusion in family breakout session “Academics 101”
Electronic signature of active participation

26. Implementing the FHSU Response

27. Implementing the FHSU Response
UNIV 101 Freshman Seminar – Reflection Questions During Week 1
Connections: I want to get involved in these opportunities____________________________________________.
Circle of support: When I am struggling in a class, I will get help by:_________________________________________.
Education: My GPA goal for the semester is___________.
Sense of Self: I would like to learn something new about myself by:_________________________________________.
Sense of Self: When I am feeling overwhelmed by everything going on, I will manage by_________________.

28. Implementing the FHSU Response
UNIV 101 Freshman Seminar – Reflection Questions Re-evaluated Throughout Semester
Week 6 Individual Transition Meetings with UNIV 101 Instructor
Individual Final Presentations
Use of technology to record answers
Special Notes about UNIV 101
Curriculum is coordinated by Office of First Year Experience/Persistence & Retention
Required course for all FY students within 12 months of high school graduation

29. Implementing the FHSU Response
Advising
3 required meetings with advisor each semester
Within the first 2 weeks of each semester
Following release of mid-semester grades
Preceding pre-enrollment for the subsequent semester
Failure to comply = FYE hold on pre-enrollment account
Individual meetings with FYE staff member

30. Implementing the FHSU Response
Campus partner events
Back-to-School Picnic – Center for Student Involvement
T.I.G.E.R.S. Series Workshops – Academic Success Programs/Kelly Center
Wellness Fair – Student Health Center
Majors & Graduate Programs Fair – Academic Advising & Career Exploration Center

31. Implementing the FHSU Response

32. Implementing the FHSU Response

33. Implementing the FHSU Response

34. Implementing the FHSU Response

35. Implementing the FHSU Response

36. Assessing the Plan

37. Assessing the Plan

38. Assessing the Plan Exceptions Student Results
Number of Students Admitted as Exceptions Enrolling in Fall 2013 Semester: 181 students
Number of Students Admitted as Exceptions Completing Individual Success Plan: 127 students
Percent of Students Admitted as Exceptions Retained in the Second Semester: 79.0% (143 out of 181 students)

39. Assessing the Plan Connections Circle of support Education
457 first year students have an active Tiger[Link] profile
Circle of support
268 first year students attended a T.I.G.E.R.S. Series Workshop
9 first year students participated in the Spring Collegiate Recovery Workshop
Education
494 first year students attended

40. Assessing the Plan Continuous Improvement
Integration into Tiger Central: Online Advising Notes
Timing of the 2nd meeting
Collaboration with Residential Life – integration with first-year residence halls

41. So What? Applying Elements of the Plan to Your Campus
Reflection Questions
What is the status of Transition elements on your campus?
Are there pubic policy mandates that might be affecting what OTR might look like on your campus in the future?

42. So What? Applying Elements of the Plan to Your Campus
Reflection Questions
Reflecting back on the original definition of Transition, what is your ideal vision of Transition on your campus?
What other campus partners do you need to bring to the table to make this a reality?

43. So What? Applying Elements of the Plan to Your Campus
Reflection Questions
What key first year milestones will drive what a Transition plan will look like for you?
What key performance indicators will you use to assess your Transition plan?

44. Responding to Legislative Mandates in Creating an Innovative Individualized Student Transition Plan
Brett L. Bruner, M.S.
Director of First Year Experience/Persistence & Retention
Eric J. Wilson II
Graduate Assistant for Persistence & Retention