Cornerstone Experience: Building First Year Students’ Foundation for Success Presented at the 2014...

Cornerstone Experience: Building First Year Students’ Foundation for Success

Presented at the 2014 College Readiness Summit

Eileen DeLuca, Ph.D.Assistant Vice President, Academic Affairs

Florida SouthWestern State College

Florida SouthWestern State College

Open access, baccalaureate-granting state college. 19 Associate Degrees 10 Bachelors Degrees 10 Certificate Programs (computer science, health

professions, fire science, EMT, etc.)

Residence Hall on main campus

Two Charter Collegiate High Schools (Lee Campus, Charlotte Campus)

Five-county service district comprises three counties along Florida’s southwestern Gulf coast, and two inland counties.

Service Area for FSW

FSW Students: Fall 2013

Headcount – 15,800

Full-Time – 33.9%; Part-Time – 66.1%

65.4% of students are 24 years old or younger 34.6% of students are over the age of 24

Female – 60.1%; Male – 39.9% 58.2% White 26.7% Hispanic/Latino 12.4% African American 2.7% other minorities

Achieving the Dream Risk Factor Data: AY 2011-2012

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

Five risk factors from the July 2009 Achieving the Dream report (July/August 2009, Data Notes) were applied to FSW FTIC students.

Achieving the Dream Risk Factor Data: AY 2011-2012

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

FSW College Faculty 180 Full-time Faculty

376 Adjunct Faculty

FSW Faculty Federation Union (Chapter of United Faculty of Florida)

Foundations of Excellence: Where We Began

Fall 2008 – Identification of critical student learning issues

2009-2010 – Foundations of Excellence Study (FoE) Committees formed for each of the nine dimensions

7 out of 9 committees chaired or co-chaired by faculty (committees composed of 38%-73% faculty)

Approximately 120 faculty and staff participants on all committees

FOE RECOMMENDATIONS

STUDENT LEARNING

STUDENT SUPPORT

ORIENTATION

ASSESSMENT &

EVALUATION

COMMUNICATION

TRAINING & DEVELOPM

ENT

120 FOE RECOMMENDATIONS DIVIDED INTO 6 COMPONENTS

FYE COURSE/QEP

STUDENT LEARNING

STUDENT LEARNING

FIRST YEAR EXPERIENCE COURSE / QUALITY ENHANCEMENT PLAN

Finding a Path-FOE/FYE/QEP 2011-Steering Committee (QEP/FYE) Co-chaired by a Faculty Member

and Administrator

Six-subcommittees with faculty participants on all committees: Student Learning (with a Lead Faculty identified) Student Support Training and Development Orientation Communication Evaluation and Assessment

Spring 2012 – Initial implementation Cornerstone Experience Course.

Fall 2012-Full implementation of the Cornerstone Experience Course and FYE Program.

The Cornerstone Experience

Student Learning Outcomes based on Frameworks

Critical Thinking assists students in developing the skills of analysis and evaluation to improve thinking and guide attitudes and behavior. Apply the intellectual traits, standards, and elements of reasoning

in the context of their personal and academic lives Demonstrate intellectual rigor and problem-solving skills by

analyzing and evaluating information, generating ideas, and resolving issues

Explore how background experiences impact their values and assumptions and explain how they influence personal relationships

Applied Learning enables students to reinforce skills learned in Cornerstone Experience by applying them in other classes and settings. Enhance their awareness of the larger diverse community both

inside and outside Edison State College Apply one or more skills learned in the FYE course to other

academic endeavors

Student Learning Outcomes based on Frameworks (continued)

Relevancy promotes student engagement in learning activities that connect course content to each student’s own academic and career objectives. Through purposeful connections and meaningful experiences, students will be guided toward successful completion of educational goals. Construct a plan for a successful path into and through completion of a

degree or certificate Evaluate student-to-student and student-to-faculty interactions, and

reflect on their relationship to academic, career, and social development Reflect on the General Education competencies at Edison State College and

articulate their application to academic and career goalsSuccess Strategies help students achieve their personal and educational goals, acquire skills and knowledge, become more mature in their thinking, assume greater responsibility for their own lives and learning, and develop understanding of diversity and multiculturalism in preparation for the professional world. Develop strategies for effective written and verbal communication, use of

technology, listening, reading, critical thinking and reasoning Demonstrate independence and self-efficacy through effective personal

management, use of college resources and the development of positive relationships with peers, staff and faculty

QEP Goal and Program Outcomes

The primary goal of Edison State College’s QEP is:

to enable first-time-in-college students to become self-reliant learners imbued with critical thinking skills.

1. The QEP will facilitate an increase in student retention rates, rates of persistence, and graduation rates.

2. The QEP will foster increased rates of student satisfaction and student engagement.

3. Faculty will apply newly obtained knowledge to their practices to promote critical thinking and enhance the likelihood of success for first-year students.

4. Staff and administrators will apply practices that promote critical thinking and success to their interactions with first-year students.

.

Cornerstone Experience Five-Year Implementation Timeline

Cornerstone ExperienceImplementation Timeline 2012 – 2017Initial ImplementationBeginning Spring 2012

All FTIC degree-seeking students testing into 2 or more developmental courses will be required to enroll in Cornerstone Experience course

Open sections for students electing to enroll in an SLS course

YEAR 12012 - 2013

All FTIC degree-seeking students testing into 2 or more developmental courses will be required to enroll in Cornerstone Experience course

YEAR 2 2013 – 2014

All FTIC degree-seeking students testing into any number of developmental courses will be required to enroll in Cornerstone Experience course

YEAR 32014 - 2015

All FTIC degree-seeking students will be required to enroll in and successfully complete Cornerstone Experience course

YEAR 42015 – 2016


YEAR 5 2016 - 2017


Faculty Teaching CornerstoneCourse

Staff and Administrator Training

Required Modules Through TLC:

•QEP Course Overview and Objectives•QEP Course Assignments and•Assessments•Universal Design Strategies •Understanding the First-Year Student •Diversity on the College Campus and Beyond•The Way I Learn•Introduction to College Services, Programs, Support•Constructivist Pedagogy and the Student-Centered Classroom•Critical Thinking•Discipline Paradigms and Career Goals

Required Modules Through TLC:

•QEP Course Overview and Objectives•Understanding the First-Year Student•Diversity on the College Campus and Beyond•Introduction to College Services, Programs, Support•Critical Thinking

Training Module Completers

As of August 2014, 140 faculty and staff have completed the ten Cornerstone Instructor Training Modules.

602 faculty, staff and administrators have attended one or more QEP Cornerstone Module.

All departments are encouraged to set training completion goals in the 2014-2015 Unit Plans.

Additional In-House Training Framework

Understanding the First Year Student

This annual summer conference is held at FSW and open to all faculty, staff and

administrators. The content is similar to the module for teaching faculty, but

presented as a half or full-day seminar and conducted by a nationally-known

expert.

Critical

Thinking

Applied

Learning

Relevancy

Success

Strategies

Critical Thinking

This annual summer conference is held at FSW and is open to all faculty, staff

and administrators. The content is similar to the module for teaching faculty,

but presented as a one or two-day seminar and conducted by a nationally-

known expert.

Critical

Thinking

Communities of Practice

Communities of Practice are open to participation by all faculty, staff and

administrators for SLS 1515 Cornerstone Experience and occur twice a month

throughout the academic year.

Critical

Thinking

Applied

Learning

Relevancy

Success

Strategies

Professional Conferences Framework

International Critical Thinking Conference

A contingent of faculty and QEP administrators attend this

conference annually.

Critical Thinking

Annual Conference on the First-Year Experience

A contingent of faculty and appropriate staff attend this

conference annually.

Critical Thinking

Applied Learning

Relevancy

Success Strategies

SLS 1515 Enrollment

Campus

Semester

Fall 2012

Spring 2013

Summer 2013

Fall 2013

Spring 2014

Summer 2014

Fall 2014

Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment

Charlotte 3 43 1 29 1 13 5 113 4 74 1 9 9 210

Collier 6 124 4 64 2 30 13 347 10 157 3 54 26 608

Hendry/ Glades 1 15 1 19 1 19 2 52 2 40 1 11 5 94

Lee 20 430 11 191 7 138 34 902 20 379 8 160 68 1619

College Total 30 612 17 303 11 200 54 1414 36 650 13 234 108 2531

SLS 1515 Section Coverage

SemesterFall

2012Spring

2013Summer

2013Fall

2013Spring

2014Summer

2014Fall

2014

CampusTotal # of Sections

% Taught by full-time faculty or staff

Total # of Sections


Total # of Sections


Total # of Sections


Total # of Sections


Total # of Sections


Total # of Sections


College Total 30 50% 17 65% 11 18.% 55 65% 37 84% 13 69% 108 74%

Course Grades Based on

Critical Thinking Journal 25%Group Presentation 15% FSW GPS (Go, Picture, Scribe) 15%Final Essay Assignment 25%Attendance and In-Class Assignments 20%

Peer Architects are student leaders who help students with their transition to Florida SouthWestern State College. Each Peer Architect will act as a mentor for first-year students. Peer Architects are assigned to a specific section of the Cornerstone Experience Class (SLS 1515), have office hours in the First Year Experience (FYE) office, and put on workshops throughout the semester specifically geared towards enhancing a first year student’s overall experience.

Navigating the Path: Peer Support

Showcasing the Talent

Faculty-Driven Committee Work

• Implementation Team

• Advisory Committee


• Orientation, Registration, Advising Committee

• Assessment Committee

• Cornerstone Curriculum Committee


• Marketing Committee

• Early Alert Committee


• FYE Programming Committee

• Training and Development Committee

Quantitative and Qualitative Measures of Success Within course completion rates

Term-to-term and Year-to-year retention reports

Cohort graduation reports.

Survey of Entering Student Engagement (SENSE) weighted scores

Community College Survey of Student Engagement (CCSSE) weighted scores

Mean scores on the Student Instructional Report (SIR II)

Critical Thinking Journal assessment scored with the faculty-designed rubric

Quantitative and Qualitative Measures of Success

Results of the Final Essay Assignment scored with the faculty-designed rubric

Pre and Post-test scores on the California Critical Thinking Disposition Inventory (CCTDI)

Pre and post-test scores on the Scores Smarter Measure Learning Readiness Indicator

Results of the Success Strategies presentation scored with the faculty-designed rubric

Student self-report on the Success Strategies Survey

Qualitative data from student focus group sessions

Professional Development Surveys completed by faculty, staff and administrators

View Annual Reports

http://www.fsw.edu/fye/qep



Success Strategies SurveyTable 1 Percentage of Respondents Reporting Utilization of Cognitive and Goal Attainment Strategies

Support ServiceFall

2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Academic Success Centers 92.5% 94.6% 82.0% 85.0% 86.76% 96.30%

Career Services 47.5% 55.4% 54.0% 32.8% 48.53% 70.37%

Peer Mentoring 40.0% 60.7% 58.0% 47.2% * *

Peer Tutoring 27.5% 37.5% 34.0% 22.2% 33.82% 48.15%

FYE Staff or Academic Coaching 40.0% 75.0% 62.0% 49.4% * *

Advising Staff 55.0% 69.6% 76.0% 63.9% 79.41% 81.48%

Financial Aid Staff 50.0% 60.7% 72.0% 48.3% 69.12% 77.78%

Library Staff 60.0% 67.9% 66.0% 48.3% 58.82% 81.48%

New Student Programs * * * * 72.06% 88.89%

*Item did not appear on survey. The "New Student Programs" category was added in spring 2014 and replaced two categories that were formerly measured separately, "Peer Mentoring" and "FYE Staff or Academic Coaching."

Success Strategies Survey

Table 2Percentage of Respondents Reporting Participation in Campus Engagement Activities

Activity TypeFall 2012

Spring 2013

Summer 2013

Fall 2013

Spring 2014

Summer 2014

FYE Activities 38.2% 78.9% 68.8% 74.1% 80.30% 92.59%

Student Life Activities 67.6% 61.4% 64.6% 74.1% 69.18% 55.56%

Academic Success and FYE Workshops 44.1% 63.2% 89.6% 69.3% 89.39% 85.19%

Clubs 26.5% 29.8% 10.4% 16.9% 15.15% 14.81%

Service Saturday 35.3% 26.3% 0.0% 15.7% 27.27% 18.52%

Intramural sports 5.9% 7.0% 4.2% 4.2% 4.55% 11.11%

Career Events 58.8% 29.8% 6.3% 21.1% 30.30% 25.93%Lighthouse Commons Activities or Events 11.8% 21.1% 20.8% 9.6% 12.12% 25.93%


Table 3Percentage of Respondents Reporting Improvement in Goal Attainment Strategies

Success StrategyFall

2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Time Management 87.5% 85.2% 84.1% 77.1% 80.3% 80.77%

Goal Setting 87.5% 87.0% 84.1% 77.6% 83.1% 80.77%

Organizational Skills 82.1% 85.2% 81.8% 75.1% 81.8% 76.92%

Persistence 82.5% 83.3% 84.1% 73.5% 81.5% 80.77%

Avoiding activities and behaviors that may make me unsuccessful 82.5% 70.4% 72.7% 70.6% 81.5% 76.92%


Table 4Percentage of Respondents Reporting Improvement in Communication Strategies


2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Communication and Listening Skills 76.9% 83.3% 86.4% 77.7% 83.6% 84.61%

Considering opinions different from my own 87.2% 81.5% 86.4% 82.1% 84.8% 80.77%

Relating to people that are different from me * * 86.4% 73.7% 84.8% 84.62%

Working in a small group to complete a task or assignment * * 97.4% 72.5% 82.1% 88.46%

Forming a social network with other students * * 97.4% 64.7% 79.1% 73.08%

*Item did not appear on survey.

Success Strategies SurveyTable 5

Percentage of Respondents Reporting Application of Communication, Goal Attainment, and Cognitive Strategies


2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Note-taking 74.4% 80.8% 81.8% 75.2% 85.0% 75.00%

Critical Thinking 84.6% 86.5% 86.4% 81.2% 86.7% 83.33%

Study Skills 71.8% 76.9% 88.6% 81.2% 86.7% 91.67%

Creating a schedule 69.2% 78.8% 90.9% 72.5% 76.7% 83.33%

Creating a budget 56.4% 59.6% 70.5% 51.7% 61.7% 70.83%

Test-taking strategies 79.5% 86.5% 72.7% 73.2% 78.3% 87.50%

Forming study groups 43.6% 46.2% 68.2% 42.3% 50.0% 62.50%


Table 6Percentage of Students Reporting Application of Communication and Goal Attainment Strategies


2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Choosing a major 69.2% 56.9% 83.7% 63.3% 66.1% 76.00%

Choosing a career goal 59.0% 68.6% 88.4% 64.6% 57.8% 84.00%

Forming relationships 66.7% 72.5% 76.7% 57.1% 69.4% 64.00%

Changing study habits 79.5% 80.4% 81.4% 72.1% 74.2% 88.00%

Communicating with others 71.8% 80.4% 83.7% 68.7% 83.9% 80.00%Researching professors for future classes 56.4% 64.7% 67.4% 61.2% 62.9% 68.00%

Appreciating diversity 61.5% 78.4% 81.4% 65.3% 79.0% 72.00%


Table 7

Percentage of Respondents Reporting Substantial Improvement in Goal Attainment, Communication, and Cognitive Strategies


2012Spring

2013Summer

2013Fall 2013

Spring 2014

Summer 2014

Arriving to class on time. 5.0% 7.3% 6.3% 6.3% 11.8% 7.69%

Attending class. 10.0% 7.3% 4.2% 6.9% 8.8% 11.54%

Reviewing the course schedule. 10.3% 20.4% 18.8% 12.6% 21.7% 19.23%

Using the calendar or lists. 17.5% 25.9% 25.0% 20.1% 13.2% 26.92%

Working on large projects incrementally 22.5% 27.3% 20.8% 18.3% 29.0% 24.00%

Using small group communication skills. 35.0% 52.9% 25.0% 21.3% 34.9% 38.46%Participating and asking questions when appropriate. 22.5% 52.9% 26.7% 20.6% 35.8% 15.38%

Forming a relationship with other students. 20.0% 24.1% 22.2% 18.3% 29.9% 19.23%Meeting with the professor outside of class for help. 10.3% 27.8% 20.0% 21.9% 36.4% 23.08%

Thinking critically about texts and lectures. 35.9% 38.9% 20.0% 19.0% 40.3% 30.77%

Honors Sections

Fall 2014

Spring 2015

Linked Courses

SLS 1515 Linked Courses

Fall 2014 SLS 1515 (13190) “linked” to BSC 1010 (21835) and 1010L (21841)

Spring 2015

SLS 1515 (22251) “linked” to BSC 1010 (21835) and 1010L (21841)

Spring 2014 Career Interest by Meta-Major

Meta-Major Declaration Fall 2014

Industry/Manufacturing and Construction

Public Safety

Education

Social and Behavioral Sciencs and Human Sciences

Arts, Humanities, Communication, and Design

Business

Science, Technology, Engineering & Math

Health Science

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%

Critical Thinking in Careers

QUESTIONS?

Connect with the Cornerstone Experience

http://www.fsw.edu/fye/contact

http://www.fsw.edu/fye/contact

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