Developing and Assessing a Community College First-Year Experience ProgramDavid RossDirector, First-Year ExperienceRaritan Valley Community College

Today’s Outline

•Overview of RVCC•Development of the First-Year Experience

Program▫Title III

Transition of activities▫Campus-Wide Involvement

•First-Year Experience Program Components

•Assessment Activities•Questions and Answers

Overview of Raritan Valley Community College

•Located in Branchburg, NJ•Fall 2010 Enrollment – 8,308•27.9% increase in enrollment (3 years)•Mean age decrease from 28 to 25 (3

years)•41.2% increase in full-time student

population (3 years)

Development of the FYE Program

•Initial components were developed under the RVCC Title III Grant (2005-2009)▫Early Alert and Intervention▫Student Tracking▫Re-designing Orientation Programs

•Activities were transitioned as a foundation for FYE Program

•Program launched – October 2009

Development of Program continued

•Established campus-wide committee to help develop program components

•Offices represented on the committee include:▫ Admissions, Records and Registration▫ Advising and Counseling Services▫ Dean of Student Services▫ Disability Services▫ Educational Opportunity Fund Program▫ Financial Aid▫ First-Year Experience▫ Student Life▫ Testing Center▫ Transfer and Career Services

Development of Program continued

•Best Practices and Research used:▫Tinto▫Kuh▫Valencia▫Montclair State University▫Seidman▫Grand Rapids Community College

FYE Program Mission• The mission of the First Year Experience Office is to aid first-

year, degree-seeking students in their transition to Raritan Valley Community College, to expose students to the broad range of educational opportunities, and to integrate new students into the college community in order to enrich their first year experience. The First-Year Experience works to:

▫ Provide an environment that is welcoming to students▫ Identify and overcome obstacles that impede the success of first-year students▫ Provide developmental activities and essential support programs for first-year

students▫ Create and implement innovative programming that meets the needs of

entering students▫ Support student learning and integrate students into the learning community▫ Collaborate with the campus community to assist first-year students in

achieving academic and personal success.

First-Year Experience Program Components

•New Student Orientation•New Student Welcome/BBQ•First-Year Advising•Weeks of Welcome•Success Partner Program•Early Alert and Intervention•Student Programming•First-Year Seminar Course

New Student Orientation •ROARS (Raritan Orientation, Advising and

Registration Session) ▫Required of all first-time, full-time students

Fall 2010 – 1500 students completed program

▫Separate parent and family orientation▫Approximately 4 hours in length▫Students complete orientation, register for

classes, receive their College ID and receive a free RVCC t-shirt.

New Student Welcome/BBQ

•Late August event•Designed to help answer last/

minute questions and getstudents excited about their first semester

•Expose students to campus life•Student Handbooks are distributed

First-Year Advising•All first-time students are assigned a first-

year advisor•Students meet their advisor at the

orientation session•Each advisor is required to keep in

contact with their students•First-Year Advising Weeks

Weeks of Welcome•Campus Welcome Stations•President’s Welcome Programs

▫Convocation (Fall only)▫Non-traditional student dinner▫First-time and new transfer student

luncheon•Free Shows at the RVCC Planetarium•Campus Picnic (Fall only)•All Club Recruitment Day

Success Partner Program•Volunteers around campus (faculty and

staff)•Students are matched with a Success

Partner•Success Partners are encouraged to meet

with their students at least 2 times a semester

•Limited Success

Early Alert and Intervention•Takes place in the first few weeks of each

part of term•Secure web-based form accessed via the

Campus Portal•First-Year Advisors reach out to students

based on alert information•Information is tracked in Student

Information System

Success Programming•Themed Months initially

▫September/January - Weeks of Welcome (WOW)

▫October - Student Success Month▫November - Health & Wellness Month

•Campus-wide calendar with components of each month

•New Student Get Togethers

First-Year Seminar Course•STDV 100 – The College Experience

▫2 college-level credit course▫Currently not-required▫Specialized sections offered:

Educational Opportunity Fund Program Athletes

Assessment (The Fun Stuff)•Two components of the program have

been assessed:▫New Student Orientation/ROARS▫STDV 100 – The College Experience

(partially)•Additional assessment measures

New Student Orientation Assessment•Program Assessment – CAS

•Retention and Success Data

New Student Orientation CAS Assessment•Council for the Advancement of Standards

in Higher Education (CAS)▫14 Standards of Excellence▫http://www.cas.edu/index.html

•3-person Assessment Committee▫Faculty Advisor (participated in ROARS)▫Student (completed ROARS)▫Staff member

CAS Characteristics of Excellence• Mission• Program• Leadership• Human Resources• Ethics• Legal Responsibilities• Equity and Access• Diversity• Organization and Management• Campus and External Relations• Financial Resources• Technology• Facilities and Equipment• Assessment and Evaluation

CAS website:http://www.cas.edu/index.html

New Student Orientation CAS Assessment•Assessment Process Steps

▫Reviewed and Revised CAS Self-Assessment Guide▫Compiled Evidence for Assessment▫Selected Committee Members▫Assessment Kick-Off Meeting▫Committee Members Completed Assessment

Individually▫Reviewed and Compiled Completed Assessments▫Completed Work Forms

•Sample of Assessment Guide

Examples of Evidence•Outlines of program sessions

•Program video

•Retention data

•Feedback from session evaluations

•Department information (resume/CV, job

descriptions)

•Budget information

Assessment GuideSample•Committee

completed individually

•Compiled ratings

•Discrepancies and Work Forms

CAS Self-Assessment Guide

Raritan Orientation, Advising, & Registration Session (R.O.A.R.S.) 2010

Part 1. Mission The mission of the OP must include facilitating the transition of new students into the institution; preparing students for the institution’s educational opportunities and student responsibilities; initiating the integration of new students into the intellectual, cultural, and social climate of the institution; and supporting the parents, partners, guardians, and children of the new student. OP must develop, disseminate, implement, and regularly review their mission. Mission statements must be consistent with the mission of the institution and with professional standards. OP in higher education must enhance overall educational experiences by incorporating student learning and development outcomes in their mission.

ND 1 2 3 4 NR Not Done Not Met Minimally Met Well Met Fully Met Not Rated

Criterion Measures DC DP WB

1.1 ROARS develops, disseminates, and regularly reviews its mission. 2 4 4

1.2 ROARS implements its mission. 4 4 4

1.3 The mission statement is consistent with that of the host institution. 4 4 4

1.4 The mission statement is consistent with professional standards. 3 4 4

1.5 ROARS incorporates learning and development outcome domains in the mission statement. 3 4 4

1.6 The mission statement includes:

1.6.1 facilitating the transition of new students into the institution 4 4 4

1.6.2 preparing students for educational opportunities and student responsibilities 3 4 4

1.6.3 initiating the integration of new students into all aspects of the institution 3 4 4

1.6.4 supporting family members of new students. 1 4 1

1.6.5 registering new students for their first-semester courses 4 4 4

Part 1: Mission Overview Questions A. What is the program mission? B. How does the mission embrace student learning and development? C. In what ways does the program mission complement the mission of the institution?

CAS Work Forms

CAS Work Form A

Assessment, Ratings, and Significant Items

INSTRUCTIONS: Step One: This work form should be completed following a review of the individual ratings of the team members. Examine the ratings of each criterion statement by the team members, and record the following in the form below:

Discrepancies: Item number(s) for which there is a substantial rating discrepancy (two or more ratings apart). These items will need to be discussed further by team members.

Strengths: Item numbers(s) for which all participants have given a rating of 4, indicating agreement that the criterion is Fully Met.

Needed Improvements: Item numbers for which all participants have given a rating of 1, indicating agreement that the criterion is Not Met.

Items not listed in one of these categories represent consensus among the raters that practice in that area is satisfactory, having been rated Minimally Met or Well Met. Items rated NR because of lack of evidence to support a rating should be listed in Needed Improvements. Step Two (below): List the items needing follow-up action for improvement and indicate what requires attention. The team or coordinator should consider including any criterion measure rated as being not met by any reviewer, as well as those with significant discrepancies that are not resolved by team discussion.

Part Number

Part

Discrepancies Strengths Needed

Improvements

1 Mission

1.1, 1.6.4 1.2, 1.3, 1.6.1, 1.6.5 1.6.4

2 Program

2.2.1, 2.2.2, 2.2.3, 2.4, 2.5, 2.6.3, 2.7, 2.8, 2.10.4, 2.10.5, 2.10.6, 2.11

2.10.1, 2.10.3, 2.10.7, 2.10.8

2.2.3, 2.5, 2.10.6

3 Leadership

3.1.1, 3.1.2, 3.1.4, 3.1.5, 3.1.6, 3.1.8, 3.1.9, 3.1.11, 3.1.13, 3.1.14, 3.1.15, 3.1.16, 3.1.17, 3.1.18, 3.1.19, 3.1.20

3.1.2, 3.1.14, 3.1.15, 3.1.16, 3.1.17, 3.1.18, 3.1.19

4 Human Resources

4.1, 4.2, 4.3, 4.4, 4.6.1, 4.6.2, 4.7, 4.8, 4.9.1, 4.9.2, 4.9.3, 4.10, 4.11.1, 4.11.2, 4.11.3, 4.12, 4.15, 4.16

4.5, 4.6.3, 4.6.4, 4.13, 4.14

4.1, 4.2, 4.3, 4.6.1, 4.6.2, 4.11.1, 4.11.2, 4.11.3

5 Ethics

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7.1, 5.7.2, 5.7.3, 5.7.4, 5.8, 5.9.1, 5.9.2, 5.9.3

5.1, 5.6, 5.7.1, 5.7.2, 5.7.3, 5.7.4

6 Legal Responsibilities

6.1.1, 6.1.2, 6.2, 6.3.1, 6.3.2, 6.3.3, 6.4, 6.5

6.1.1, 6.1.2, 6.4, 6.5

CAS Work Forms

Step Two: List item number(s) for each Part determined to merit follow-up, and describe the practice weaknesses that require attention.

1. 1.6.4 - Limited information available to parents/families outside of orientation program

2. 2.2.3 - Limited exposure to civic participation opportunities such as Service Learning;

2.5 - No faculty member is a part of the orientation planning committee;

2.10.6 - Limited information given to students regarding self-assessment tools on campus

2.11 – Minimal information in program about RVCC history

3. 3.1.2 – More assessment of student needs with follow-up programming

4. 4.1 – Additional student ambassadors/mentors needed

4.2- Further develop staff selection, training and evaluation plans

4.3 – Formalize expectations for staff and volunteers

4.6.1 – Additional questions for ambassador selection process

4.6.2 – Document protocols for student staff

4.11.1, 4.11.2, 4.11.3 – Limited training for student ambassadors on emergency procedures

5. 5.1 – No statement of ethics exists specific to ROARS

5.6 – Limited training for staff on emergency procedures

5.7.1, 5.7.2, 5.7.3, 5.7.4 – Limited training for staff on emergency procedures

6. 6.1.1, 6.1.2 – Limited training to staff on legal regulations and obligations

6.4 – Limited training to staff on legal protocols

6.5 – Limited training to staff on legal protocols

7. --

8. --

9. 9.3 – Limited expectations of staff documented

9.5.3 , 9.5.4, 9.5.5 – Limited documentation of procedures

10. 10.2.1, 10.2.2, 10.2.3 – Limited documentation of emergency procedures

11. 11.1 – Funding for program 48% of prior FY funding

12. 12.6.1, 12.6.2 – Limited training for staff on technology

12.7 – Limited documentation on disciplinary procedures

13. 13.3.4 – Limited documentation on emergency procedures

14. 14.3.2 – No assessment of student learning and development outcomes

CAS Work Forms

•Follow-up Actions

CAS Work Form B

Follow-Up Actions

INSTRUCTIONS: The purpose of this work form is to begin the planning for action to be taken on practices judged to merit follow-up (Work Form A, Step Two). In the chart below, as Step Three, transfer short descriptions of the practices requiring follow-up and detail these items using the table format provided. Step Three: Describe the current practice that requires change and actions to initiate the change

Practice Description

Corrective Action Sought Task Assigned To

Timeline Due Dates

Limited information available to parents/families outside of program

Complete parent/family website including FAQ

Director March 2011

Limited focus on co-curricular activities and tools available to students

Invite Service Learning and Faculty to serve on planning committee

Orientation Planning Committee

February 2011

Limited assessment of student needs with follow-up programming

Identify assessment opportunities and connect with student programming

FYE Committee June 2011

Staffing procedures for training, selection and evaluation

Document current procedures and develop additional protocols for staff

FYE Staff March 2011

Emergency and disciplinary procedures training

Develop emergency and disciplinary procedures for staff that reflect current college policies

FYE Committee April 2011

No statement of ethical behavior exists for orientation staff

Develop statement of ethical behavior that reflects college ethical policies and values of the college

Orientation Planning Committee

March 2011

Limited training to staff regarding legal procedures

Develop protocols that outline legal regulations and obligations

FYE Committee March 2011

Limited documentation of staff expectations

Formally document expectations of orientation staff

Orientation Planning Committee

April 2011

Funding for program 48% of prior FY funding

Document through assessment process the need to restore funding

Director December 2010

No assessment of student learning and developmental outcomes

Develop specific criteria and methods to evaluate student learning and development outcomes

FYE Committee

August 2011

CAS Work Forms

•Summary Action Plan

CAS Work Form C

Summary Action Plan Step Four: This form concludes the self-assessment process and calls for action to be taken as a consequence of study results. Write a brief action plan statement in the spaces below for each Part in which action is required. (Note: If using the electronic/CD version, text boxes will expand with typing.) Part 1: Mission Review mission statement annually. Include FYE Committee and Planning Committee Part 2: Program Continue to assess and evaluate program components, including assessing student and parent/family member needs and developing program components to meet the needs of students and parent/family members. Part 3: Leadership Invite faculty members to join the orientation planning committee; continue to meet as a committee throughout the academic year Part 4: Human Resources Expand and continue to refine staff selection, training and evaluation procedures. Gain employee and student staff input into procedures; Review procedures annually. Part 5: Ethics Develop a statement and code of ethical behavior that reflects college ethical standards, industry standards and college values; Review code annually. Part 6: Legal Responsibilities Compile and share appropriate legal information with staff and student ambassadors through training and written communication. Review twice a year Part 7: Equity and Access Continue to evaluate and assess equity and access issues that may affect students, parents/family members, staff and the college community Part 8. Diversity Continue to promote diversity as a core component of the orientation program Part 9: Organization and Management Document procedures for operations and management of the orientation program as well as conflict resolution. Review procedures as needed and during formal assessment period

Budget Process and Assessment• CAS

assessment & Strategic Plan linked to budget requests

• Separate form

ANNUAL DEPARTMENT PLAN Department Name & #:

Type of Plan: Additional Budget Requests for Personnel

Additional Budget Requests for Minor Capital and/or Software

Date of last/current assessment: Department/ program assessed:

Division:Total Additional Operating Budget

Amount Requested: $

Budget Org- Acct

#

Operating Budget $

+Incr./-Decr.Department

Objective/ Project Description

Minor Capital & Grant-funded

Amts. Priority #Link to Strat.

Plan Expected Outcome

Assessment Criteria & Evaluation Methods

Link to Assessment Plan

Assessment Results (use of actual data to describe

annual performance)

XXXX $XX,XXX

food for events - ROARS, New Student Welcome, Weeks of Welcome Events 1 I C, II C, III A, C

engage students at orientation and throughout their first year; make them feel welcome and a part of the RVCC community 11.1 - Fiscal Resources

Tracking of student success and retention as a cohort

XXXX $X,XXX

(transferred from Advising & Counseling Services budget) provide additional resources for supplies for orientation program 2 I C, II C, III A, C

engage students at orientation; make them feel welcome and a part of the RVCC community; increase resources for student development activities during the first-year 11.1 - Fiscal Resources

Tracking of student success and retention as a cohort

XXXX $XXXmembership in state and national professional organizations 3 II C

greater awareness of research and strategies for working with first-year students 4.16 -Professional development

Reports from involvement in professional development activities and access to professional journals

ORG XXXX -$

TOTAL OPER. BUDGET ADDITIONAL AMOUNTS REQUESTED -$

TOTAL MINOR CAPITAL & GRANT-FUNDED AMOUNTS REQUESTED

l Success Indicators (please list)

RVCC Mission Statement: Raritan Valley Community College is an educational community that works to develop critical thinking, foster intellectual curiosity, promote leadership, encourage social responsibility, support personal growth, and sustain engaged

July 1, 2011 - June 30, 2012

Additional Budget Requests for Operating exps. (i.e. supplies)

11/15/2010

David RossDept. Head/ Budget

Manager:Student Services

Dept. Purpose Statement:

Strategic Plan Drivers: I. Increase College responsiveness to changing demographics, to growing diversity & to changing needs in our communities. C -- RVCC will have highest retention & graduation rate

II. Provide highest quality educational experience for students regardless of their educational preparation C -- College has sufficient testing, advising, counseling & tutoring services to support achievement of college level outcomes III Ensure programs and services are built around a student centered philosophy A -- Student services have been administratively evaluated and redesigned where necessary to ensure that they are cohesive with clearly defined student development outcomes. C -- Increased student engagement

First Year Experience #3560

Guide & support RVCC students as they become independent life-long learners. This educational environment is furnished with a variety of tools that help students confidently develop skills needed to reach academic goals. Dedicated certified tutors and t

New Student Orientation

•Comparative data on retention between previous format, pilot groups and new orientation format

Semester One-Semester

One-Year

Fall 2008 81.0% 67.1%

Fall 2009 79.4% 66.3%

Fall 2009 Pilot*

85.6% 72.6%

Fall 2010 87.3% --

STDV100 – The College Experience Assessment

•Different process•Select 2-3 learning objectives to assess•Direct and indirect evidence•Embed questions in quizzes to measure

student learning•Specific assignments to measure student

learning•Course outcomes

STDV100 – The College Experience Assessment

RARITAN VALLEY COMMUNITY COLLEGE Assessment Plan for

Student Development

(Department)

2010-2011 AY December 2010 (Assessment Period) (Date Submitted)

Strategic Driver: (From 2008-2012 Strategic Plan): Provide the highest quality educational experience for students, regardless of their education preparation.

Department/Program/Degree/Course Outcome: (From Course Outcomes): This course examines ways students can build the academic and social skills necessary for a successful college experience. Students will learn to apply concepts directly to their college, work and personal lives, evaluate the application and make adjustments as needed. General Education Learning Outcome: (From General Education Goal 1): Produce works that reflect critical and creative thought. Course Level Learning Outcome: (From College Approved Course Outline for STDV100 – The College Experience): Students will be able to: 1.Analyze time management through examination of short-term goal setting and 9. Express themselves through written and oral communication. Note: Not all of the above will apply to each activity. Assessment Activity: This assessment activity will focus on the achievement of two learning outcomes for STDV100 The College Experience in the Fall 2011 semester.

•Will be conducted during Fall 2011 semester

Criteria for Success: 85% of students will “meet” or “exceed” standards as outlined on the rubric. Direct Evidence: Student graded written journal assignments Indirect Evidence: End-of-semester grades Course evaluations

Summary of Data: We will have summary data for this plan by December 2011.

Planned Changes: We will indicate any planned changes following the summary of data.

STDV100 – Assessment - Planned•Review specific journal assignment on

time management across all sections

•Embed questions in select quizzes throughout each section offered

•Committee of faculty who teach will review journals to assess based on course rubric

STDV100 – Course OutcomesSemester Sections N Passed* Passed DV

English*Passed DV Math*

Passed Credit*

Fall 2007 3 33 63.6% 81.5% 74.5% 78.5%

Fall 2008 3 48 64.4% 71.4% 56.8% 73.7%

Fall 2009 6 111 81.1% 64.2% 57.9% 68.5%

Fall 2010 10 192 59.8% 77.2% 39.5% 78.4%

*Rates include students who withdrew

Retention

First-time Full-time Student Retention Rates

One-Semester One-Year

Fall 2007 81.8% 65.3%

Fall 2008 83.9% 70.6%

Fall 2009 82.5% 71.5%

Fall 2010 87.6% --

Early Alert and InterventionSemester N Passed1 Withdrew2

Fall 2009 317 62.2% 34.7%

Spring 2010

275 67.3% 35.3%

Fall 2010 363 64.4% 34.2%1 Students who earned grades of A, B or C; excludes

withdrawals2 Includes administrative withdrawals

First-Year Student Survey•Administered to Fall 2009 cohort

•245 students completed survey

•Based on questions from SENSE

•11 Questions

First-Year Student Survey•Positive results for

for most questions

Final Thoughts on Assessment•Assessments are tied to budget requests

and annual report▫CAS helped to provide evidence for need to

increase FYE program budget▫Personnel increases, including hourly

employees, tied to CAS process•Making assessment meaningful•CAS Assessment was coupled with on-

going assessment measures.

Questions and Answers

Thank You!

David RossDirector, First-Year ExperienceRaritan Valley Community College908-526-1200 x8921dross@raritanval.edu

http://www.raritanval.edu/studentserv/fye/index.html