Joe Cuseo Professor Emeritus of Psychology Marymount College (California)

1. DEVELOPING A COMPREHENSIVE FIRST-YEAR EXPERIENCE PROGRAM:Strategic Support, Foundational Frameworks & Campus Buy-In Joe Cuseo Professor Emeritus of Psychology Marymount College (California)

2. Audience Poll What is the primary reason your campus has created (or is interested in creating) a comprehensive first-year experience program? (a) To increase student retention or completion rates (b) To improve student learning or academic achievement (c) Heard it was a “HIP” practice (d) Other (please state)

3. Ten Key Components of a Comprehensive FYE Program

4. 1. Summer Transition Programming (e.g., orientation, placement testing, summer bridge) 2. Pre-Semester Orientation (just prior to the onset of the fall term)

5. 3. Academic Advising for First-Year Students 4. Convocation/Matriculation Ceremony

6. 5. Curriculum-Based Experiences (e.g., first-year experience course; common reading; learning communities; supplemental instruction)

7. 6. Co-Curricular Support Programs (e.g., academic success/student success workshops; peer tutoring/mentoring; student clubs & organizations) 7. Midterm-Grade Reports & Early Alert/Warning Systems

8. 8. Second-Term/Spring Term Support Programs (e.g., second-term academic recovery course for first-term probationary students; “red flag” procedures for identifying students who display signs of not returning in the fall)

9. 9. End-of-First-Year Culminating Experience/Ceremony 10. First- to Second-Year Transition Programming to Reduce “Summer Melt”

10. Reflection Question Looking back at the 10 components of a comprehensive first-year experience program just discussed, which one has been given the least attention on your campus?

11. Seven Foundational Principles of Student Success that Should Infuse FYE Programming

12. 1. Personal Validation: college success is fostered when students feel personally significant—i.e., when they feel recognized as individuals, that they matter to the institution, and that the institution cares about them as whole persons.

13. 2. Self-Efficacy: students are more likely to experience success when they believe that their personal effort matters—when they think they can exert significant influence or control over the outcomes of their educational and personal life.

14. 3. Personal Meaning: success is more likely to take place when students find meaning or purpose in their college experience—i.e., when they perceive relevant connections between what they’re learning in college, their current life, and their future goals.

15. 4. Active Involvement (Engagement): student success increases proportionately with the depth of student involvement in the learning process—i.e., the amount of time and energy that students invest in the college experience—both inside and outside the classroom.

16. 5. Reflection: students are more likely to be successful when they reflect on their college and life experiences, think deeply about them and transform them into a form that connects with what they already know or have previously experienced.

17. 6. Social Integration: student success is strengthened through human interaction, collaboration, and the formation of interpersonal relationships between the student and other members of the college community—peers, faculty, staff, administrators, and alumni.

18. 7. Self-Awareness: students are more likely to experience success when they become aware of themselvesand remain mindful of their learning strategies, styles, habits, and ways of thinking, as well as their personal talents, interests, values and needs.

19. Chat Question Was there any aspect of first-year experience programming you hoped would be discussed in this webinar, but wasn’t? Or, was there anything mentioned briefly in this webinar that you hoped would be discussed in greater detail?

20. Joe Cuseo Professor Emeritus of Psychology Marymount College (California)jcuseo@earthlink.net www.innovativeeducators.org