1. Donna Younger, Ed.D. Oakton Community College Getting WISE © with New Community College Students: Success from the Start Chicago July 11, 2009

2. Getting WISE with New Community College Students: Success from the Start What do the following have in common? Horseracing, sewing, nutrition, bridge, project management, parenting…

3. A good start increases the chances of a win at the end.

4. Getting WISE with New Community College Students: Success from the Start What doesn’t require a good start? Sauntering -- the destination isn’t important

5. Getting WISE with New Community College Students: Success from the Start Freshman stories: “Right now I’m a freshman in my fourth year at UCLA. I want to become a veterinarian ‘cause I love children.”

6. Getting WISE with New Community College Students: Success from the Start Research on Student Persistence Clifford Adelman, Institute for Higher Education Policy 2007 Many persist to 2 nd year, but on shaky foundation Most weaknesses occur among students who began In community colleges Principal weaknesses lies in reading skills

7. Getting WISE with New Community College Students: Success from the Start Adelman, cont’d Delayed entry to college is a serious threat Continuous enrollment is more important than Full-time status Earning fewer than 20 credits in the first year is a flag

8. History of First Year Experience John Gardner – The Freshman Seminar, University of South Carolina National Resource Center on the First Year Experience and Students in Transition John N. Gardner Institute for Excellence in Undergraduate Education

9. Fast Forward to 2005…. Foundations of Excellence © -- 4 year and 2 year Achieving the Dream © – community colleges only

10. Achieving the Dream © Institutional change and improvement Focuses on all students, especially underprepared Relies on student achievement data, national database Funded privately, multiple funding sources 101 community colleges in 21 states to date

11. Foundations of Excellence © Aspirational model of principles Focuses on institutional assessment and change Multiple data Sources Pilot funded by Lumina, currently institutionally funded Approximately 40 ccs have participated in 4 years

12. Foundations of Excellence © Foundational Dimensions Foundations Institutions intentionally cultivate learning environments for new students that emerge from a philosophy of two-year colleges as gateways to higher education. Emphasis on an articulated philosophy that is applicable across the institution

13. Foundations of Excellence © Foundational Dimensions Foundations Institutions provide a comprehensive, coordinated, and flexible approach to the new student experience through effective organizational structures and policies. Emphasis on coordination – no silos or gaps

14. Foundations of Excellence © Foundational Dimensions Foundations Institutions deliver curricular and co-curricular learning experiences that engage new students in order to develop knowledge, skills, attitudes, and behaviors consistent with the institutional mission, students’ academic and career goals, and workplace expectations. Emphasis on the meaningful involvement of students across the institution

15. Foundations of Excellence © Foundational Dimensions Foundations Institutions make new students a high priority for faculty and staff. Emphasis on “new” -- though the impact is broader

16. Foundations of Excellence © Foundational Dimensions Foundations Institutions facilitate appropriate student transitions beginning with outreach and recruitment and continuing throughout the period of enrollment. Emphasis on facilitation, acknowledging the risks and possibilities associated with transitions.

17. Foundations of Excellence © Foundational Dimensions Foundations Institutions serve all new students according to their varied needs. Emphasis on “all” – characteristics and needs of particular populations

18. Foundations of Excellence © Foundational Dimensions Foundations Institutions ensure that new students experience ongoing exploration of diverse ideas, worldviews, and cultures as a means of enhancing their learning and participation in pluralistic communities. Emphasis on the diverse elements of diversity

19. Foundations of Excellence © Foundational Dimensions Foundations Institutions promote student understanding of the various roles and purposes of higher education and those unique to two-year institutions, both for the individual and society. Emphasis on understanding purpose as context

20. Foundations of Excellence © Foundational Dimensions Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to effect improvement. Emphasis on continuous assessment and improvement

21. Key FYE Practices Illuminated Through Foundations of Excellence © First Year Seminar -- various models Relationships – in courses, with faculty and staff Orientation for New Students Multiple Models of Advising including Peers, Mentors Welcoming Environment – physical space and learning space Course Completion Best Measure of Student Success

22. Oakton’s Image for First Year Experience

23. All four of these attitudes toward new students should be apparent across the institution.

25. Welcoming is more than “hello” Anticipates the needs of others Extends beyond the threshold Recognizes different social and personal styles” Offers our best

26. 'Hospitality means receiving each other, our struggles, our newborn ideas, with openness and care…the classroom where truth is central will be a place where every stranger and every strange utterance is met with welcome' (Parker Palmer, 1983). Creating Learning Spaces: Parker Palmer

27. One set of information accessible to all -- multiple means, opportunities, styles Web….Twitter….Facebook…. podcasts….personalized mailings…texting… Informing

28. The right information at the right time – orientation overload Important:

29. Introduction of New Students to the Library Of responding institutions (n=921): Policy Center on FYE Survey Results 46% introduced library in FY courses 24% in new student orientation 23% in library course (non-credit) 7% in library course (credit)

30. Need for support determined by student Supporting

31. Required or Optional?

32. Actively involving the student in learning, service and supportive relationships Engaging