2. Freshman Intensive Studies Summer 2008 Family Orientation—Student Program Your Q & A for Everything FIS! Presented by: Mark Sapara, Assistant Dean and Director of FIS Prof. Mary Ford, Assistant Director/Learning Specialist

3. Features of the FIS Program  All students enter as Undeclared majors in Becton College of Arts & Sciences  Most students will have a reduced credit load during the first semester (13-14 credits, depending on major)—Fall 2008 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  FIS-only Freshman Seminars  Midterm Grade Reporting/Academic Alert

4. 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  Paired Courses  Learning Communities

5. What Types of Workshops are Available to FIS Students?  Classroom Etiquette  Time Management  Note-Taking Skills  Test Preparation & Test-Taking Strategies  Memory Techniques  Reading Strategies  Research Strategies  The Writing Process

6. Midterm Grade Reporting/ Academic Alert  In October and March, faculty teaching FIS classes will submit a midterm grade for each student.  The average of those grades will determine a student’s academic standing with FIS at midterms.  Students receive a printed midterm 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. FIS reserves the right to reduce a student’s course load at this point.  In the fall semester, students below a 2.0 at midterms 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.

7. Two additional financial benefits  Two (2) Tuition-Free courses (6 credits) during the 1 st Summer Session 2009 (May 26-July 3) 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.

8. Academic Performance for FIS students in 2007-2008 2007-2008 Student Profile  78 students entered FIS; 73 completed Spring 2008 (94%)  High School GPAs ranged from 1.9 to 3.8 (28% above a 3.0)  Average HS GPA of 2.69  SAT scores range from 730-1040  Verbal (370 to 550) – 446 Avg.  Math (330 to 580) – 439 Avg.  Writing (310 to 560) – 439 Avg. Academic Standing at end of Spring 2008:  25% > 3.0 Highest GPA = 3.567 33% between 2.5-2.99 30% between 2.0-2.499 12% < 2.0 

9. Misconceptions about FIS  It is going to be easier for the student.  As long as students do the work and try hard, they will pass.  FIS is a guarantee that the student will succeed academically.  FIS is for those not admitted to the Regional Center for Students with Learning Disabilities.  Only FIS students take Developmental (pre-college) classes for no college credit.  FIS students are completely segregated from their peers.  The FIS staff will serve as the go-between for the faculty and student.  The FIS staff knows everything that takes place between the student and professor.  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.

10. 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 Director of Special Student Services in compliance with ADA standards  The Learning Specialist offers assistance in general academic and study skills  We do not inform professors of students’ accommodations  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

11. How does a student go about receiving accommodations?  Contact Dr. Brian Mauro, Dean of Students, immediately to review the IEP and determine if you are eligible for accommodations. (973-443-8935)  Students are asked to report any accommodations to their professors at the beginning of the semester, even though professors are notified by letter of any accommodations. Students MUST NOT wait until the day of the test—instructors need time to make necessary arrangements.  Students do not have to report their accommodations to the FIS staff—it is optional.

12. 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

13. 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, including the student.

14. What resources are available to the student regarding FIS policies and procedures?  FIS Information Booklet (given at the Orientation Breakfast in August)  Learning Assistance Information Booklet  FIS Contract  FIS Web site FIS Web site  FIS Blackboard site  FIS Facebook Group 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)

15. What does FIS expect from you?  To rise to the high academic standards set by FDU, regardless of your profile as an incoming student  To be open to new learning and study strategies that may differ from what you experienced in high school  To seek assistance, advice and support when needed  To communicate your challenges and successes to your parents and relatives  To take charge in problem-solving, including conflict resolution, and not rely on others to do it for you

16. 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-

17. And Now… Any Questions???

18. Freshman Intensive Studies Summer 2008 Family Orientation—Parent Program Your Q & A for Everything FIS! Presented by: Mark Sapara, Assistant Dean and Director of FIS Prof. Mary Ford, Assistant Director/Learning Specialist

19. Features of the FIS Program  All students enter as Undeclared majors in Becton College of Arts & Sciences  Most students will have a reduced credit load during the first semester (13-14 credits, depending on major)—Fall 2008 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  FIS-only Freshman Seminars  Midterm Grade Reporting/Academic Alert

20. 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  Paired Courses  Learning Communities

21. What Types of Workshops are Available to FIS Students?  Classroom Etiquette  Time Management  Note-Taking Skills  Test Preparation & Test-Taking Strategies  Memory Techniques  Reading Strategies  Research Strategies  The Writing Process

22. New for 2008-2009  FIS Learning Communities in the residence halls  Most students in College Reading will take General Psychology as a paired course  Paired English and Sociology with Professor Khichi  Paired Freshman Seminars BUSI 1000 with Professor Hamilton PSYC 1201 with Professor Slutsker ENGW 1100 with Professor Singer

23. Midterm Grade Reporting/ Academic Alert  In October and March, faculty teaching FIS classes will submit a midterm grade for each student.  The average of those grades will determine a student’s academic standing with FIS at midterms.  Students receive a printed midterm 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. FIS reserves the right to reduce a student’s course load at this point.  In the fall semester, students below a 2.0 at midterms 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.

24. Two additional financial benefits  Two (2) Tuition-Free courses (6 credits) during the 1 st Summer Session 2009 (May 26-July 3) 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.

25. Academic Performance for FIS students in 2007-2008 2007-2008 Student Profile  78 students entered FIS; 73 completed Spring 2008 (94%)  High School GPAs ranged from 1.9 to 3.8 (28% above a 3.0)  Average HS GPA of 2.69  SAT scores range from 730-1040  Verbal (370 to 550) – 446 Avg.  Math (330 to 580) – 439 Avg.  Writing (310 to 560) – 439 Avg. Academic Standing at end of Spring 2008:  25% > 3.0 Highest GPA = 3.567 33% between 2.5-2.99 30% between 2.0-2.499 12% < 2.0 

26. Misconceptions about FIS  It is going to be easier for the student.  As long as students do the work and try hard, they will pass.  FIS is a guarantee that the student will succeed academically.  FIS is for those not admitted to the Regional Center for Students with Learning Disabilities.  Only FIS students take Developmental (pre-college) classes for no college credit.  FIS students are completely segregated from their peers.  The FIS staff will serve as the go-between for the faculty and student.  The FIS staff knows everything that takes place between the student and professor.  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.

27. 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

28. 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, including the student.

29. 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 Director of Special Student Services in compliance with ADA standards  The Learning Specialist offers assistance in general academic and study skills  We do not inform professors of students’ accommodations  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

30. How does a student go about receiving accommodations?  Contact Dr. Brian Mauro, Dean of Students, immediately to review the IEP and determine if you are eligible for accommodations. (973-443-8935)  Students are asked to report any accommodations to their professors at the beginning of the semester, even though professors are notified by letter of any accommodations. Students MUST NOT wait until the day of the test—instructors need time to make necessary arrangements.  Students do not have to report their accommodations to the FIS staff—it is optional.

31. What does FIS expect from students?  To rise to the high academic standards set by FDU, regardless of their profile as an incoming student  To be open to new learning and study strategies that may differ from what they experienced in high school  To seek assistance, advice and support when needed  To communicate their challenges and successes to parents and relatives  To take charge in problem-solving, including conflict resolution, and not rely on others to do it for them

32. Are you a Helicopter Parent?  Are you in constant contact with your student?  Are you in regular contact with school administration?  Do you make your student's academic decisions?  Do you call or text your student several times a day?  Do you read your student’s email?  Do you feel it is your responsibility to solve personal problems for your student?  Do you feel you have failed if your student does poorly?

33. 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.

34. How can you help without hovering?  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; do not allow your student to miss a class or exam to come home)  Encourage students to contact FIS if there is a problem or concern. Don’t do it for them.  Encourage students to get involved in campus life—students who connect with their university often perform better academically!

35. Important Information for Parents  Remind your student that the FIS Breakfast Orientation is Tuesday, August 26 th at 10:00am in Lenfell Hall.  If your student has a disability, contact Dr. Brian Mauro before the start of the semester. Have all accommodations in place before school begins.  Review “Resources for Parents” on the FIS Web site.  Be aware of university policy for extended absences (more than a week, contact the Dean of Students Office).  Summer Session 2009 begins Tuesday, May 26 th and runs through Friday, July 3 rd. Please plan family vacations accordingly.

36. 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-

37. And Now… Any Questions???