Teaching as if Retention Really - University of Colorado Colorado … 2005 Gaddis... ·...
33
Teaching as if Retention Really Matters….Which It Does! New Faculty Orientation August 16, 2005
Transcript of Teaching as if Retention Really - University of Colorado Colorado … 2005 Gaddis... ·...
Teaching as if Retention Really
MattershellipWhich It Does
New Faculty Orientation
August 16 2005
bull Increasingly more traditional (72 freshmen under 20) but many older students
bull Female (60 female 40 male)
bull Largely Caucasian (19 minority)
bull Colorado residents (94)
bull Financially needy (40 are sole support 25 are Pell eligible)
bull Employed (69 work off-campus)
bull First generation (25)
bull HS GPA 34 ACT 229 SAT 1069
bull High academic ability low income without a lot of support
About Our Students
Retention at UCCS
bull Question 1 In Fall 2003 there were 920 new
freshmen What percent did not return in Fall
2004
ndash A 10
ndash B 15
ndash C 25
ndash D 33
ndash E 50
Comparisons with Colorado Institutions
50
55
60
65
70
75
80
85
90
F
res
hm
an
Re
ten
tio
n
UCCS UCD UC-B UNC CSU FtLewis USC Adams Mesa Met
Institutions
Source 2001 Quality Indicator System Report IR
Retention at UCCS
bull Question 2 What was the financial loss to the campus for these students who didnrsquot persist
ndash A $500000
ndash B $1000000
ndash C $2000000
ndash D $4000000
ndash E $7500000
920 students x 033 attrition = 304 students
304 x $4000 per semester x 2 semesters
= $2432000 per year
$2432000 per year x 3 years = $7296000
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
bull Increasingly more traditional (72 freshmen under 20) but many older students
bull Female (60 female 40 male)
bull Largely Caucasian (19 minority)
bull Colorado residents (94)
bull Financially needy (40 are sole support 25 are Pell eligible)
bull Employed (69 work off-campus)
bull First generation (25)
bull HS GPA 34 ACT 229 SAT 1069
bull High academic ability low income without a lot of support
About Our Students
Retention at UCCS
bull Question 1 In Fall 2003 there were 920 new
freshmen What percent did not return in Fall
2004
ndash A 10
ndash B 15
ndash C 25
ndash D 33
ndash E 50
Comparisons with Colorado Institutions
50
55
60
65
70
75
80
85
90
F
res
hm
an
Re
ten
tio
n
UCCS UCD UC-B UNC CSU FtLewis USC Adams Mesa Met
Institutions
Source 2001 Quality Indicator System Report IR
Retention at UCCS
bull Question 2 What was the financial loss to the campus for these students who didnrsquot persist
ndash A $500000
ndash B $1000000
ndash C $2000000
ndash D $4000000
ndash E $7500000
920 students x 033 attrition = 304 students
304 x $4000 per semester x 2 semesters
= $2432000 per year
$2432000 per year x 3 years = $7296000
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Retention at UCCS
bull Question 1 In Fall 2003 there were 920 new
freshmen What percent did not return in Fall
2004
ndash A 10
ndash B 15
ndash C 25
ndash D 33
ndash E 50
Comparisons with Colorado Institutions
50
55
60
65
70
75
80
85
90
F
res
hm
an
Re
ten
tio
n
UCCS UCD UC-B UNC CSU FtLewis USC Adams Mesa Met
Institutions
Source 2001 Quality Indicator System Report IR
Retention at UCCS
bull Question 2 What was the financial loss to the campus for these students who didnrsquot persist
ndash A $500000
ndash B $1000000
ndash C $2000000
ndash D $4000000
ndash E $7500000
920 students x 033 attrition = 304 students
304 x $4000 per semester x 2 semesters
= $2432000 per year
$2432000 per year x 3 years = $7296000
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Comparisons with Colorado Institutions
50
55
60
65
70
75
80
85
90
F
res
hm
an
Re
ten
tio
n
UCCS UCD UC-B UNC CSU FtLewis USC Adams Mesa Met
Institutions
Source 2001 Quality Indicator System Report IR
Retention at UCCS
bull Question 2 What was the financial loss to the campus for these students who didnrsquot persist
ndash A $500000
ndash B $1000000
ndash C $2000000
ndash D $4000000
ndash E $7500000
920 students x 033 attrition = 304 students
304 x $4000 per semester x 2 semesters
= $2432000 per year
$2432000 per year x 3 years = $7296000
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Retention at UCCS
bull Question 2 What was the financial loss to the campus for these students who didnrsquot persist
ndash A $500000
ndash B $1000000
ndash C $2000000
ndash D $4000000
ndash E $7500000
920 students x 033 attrition = 304 students
304 x $4000 per semester x 2 semesters
= $2432000 per year
$2432000 per year x 3 years = $7296000
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Retention Decisions at UCCS
bull Question 3 Whose primary responsibility is it to see that
students are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E It depends who you ask
Psychological Itrsquos
something about them
Environmental Itrsquos about
social economic and
other forces (egrace
SES opportunity
structures)
Organizational What
about us
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
RETENTION
The process of holding or keeping in
onersquos possession
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Myths of Retention
bull Retention means lowering academic standards
bull Retention means keeping students who shouldnrsquot be here
bull Retention is someone elsersquos responsibility
bull Dropouts are flunkouts
Success ndash Not Retention
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Our Students Are Here Because They Want
to Be
They want to be here at UCCS
bull First-choice (67)
bull First or second choice (92)
bull Accepted at multiple institutions
They value a UCCS education
bull academic and faculty reputation availability of major cost (career)
They plan to earn degree at UCCS
bull First-choice 71 degree 19 transfer
bull Second-choice 60 degree 29 transfer
Source 2004 Freshman Survey IR
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
What They Value in a College Education
bull To prepare for a career (85)
bull Think in new ways (51)
bull Become a better person (36)
bull Build long-lasting relationships
(32)
bull Clarify values (30)
httpwebuccseducareercenterundecidedindexhtm
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
bull 69 employed off-campus
bull Significant effect on GPA
R = -0308
Our Students Work More
UCCS students are employed
significantly more hours than the national
average
69 freshman working as compared to
39 nationally
25
27
29
31
33
35
0 hr 1-10 hr 11-20 hr 21-30hr 31-40 hr 40+ hr
Source IR NSSE Freshman Seminar Exit Survey 2001 2003
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
bull Only 26 of entering freshmen plan to participate in clubs or organizations
bull FS Students are more involved
ndash Sporting event ndash 38
ndash Guest speaker ndash 14
ndash Recreation facility ndash 37
ndash Cluborganization ndash 38
ndash Social event ndash 52
Our Students Have Little Campus Involvement
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Our Students Often Have Unrealistic
Expectations - Incongruence
bull Expect to study- 1-10 hrs (18) 11-20 hr (45) gt21 hr (37)
ndash In reality study less
bull Expect to earn 341 GPA first semester of college 90 expect to earn As and Bs
ndash In reality earn GPA 267
bull Expect college to be challenging academically exciting different from high school motivating and inclusive
ndash In reality find college less so
Source 2003 Freshman Survey 2003 Freshman Seminar Exit Survey
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
bull Felt overwhelmed by the workload (51)
bull Personal life interfered with study (45)
bull Had poor time management skills (44)
bull Werenrsquot as academically successful as they had hoped (43)
bull Had financial difficulties (34)
bull Job interfered with study (25)
Our Students Experience Adjustment Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
bull 63 felt bored in class
bull 80 of the students missed one or more classes
ndash Illness
ndash Oversleeping
ndash ldquoClass just didnrsquot seem worth going tordquo
bull Learning preferences
ndash Discussion (68)
ndash Field trips (54)
ndash Group projects (45)
ndash helliphellip
ndash Lecture (29)
Our Students Experience Academic Problems
Source Entering Freshman Survey 2003 Freshman Seminar Exit Survey 2003
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Source Entering Freshman Survey Freshman Seminar Exit Survey
Who
Goes
Who
Stays
Identifying
Students
at Risk of
Attrition
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Identifying Students Who Leave
bull Question 5 Which factor is the
best predictor of persistence
ndash A Entering academic
characteristics (HS GPA
index etc)
ndash B Intent to persist
ndash C Considering UCCS as first-
choice
ndash D End of fall term GPA
ndash E All of the above
Source Entering Freshman Survey Freshman Seminar Exit Survey
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
What Helps to Retain Our Students
bull Academic Factors
ndash Freshman Seminar (71 vs 63)
ndash Higher index score
ndash Higher first year CU-GPA
ndash Excel Centers (71 vs 63)
ndash Choosing a major (67 vs 60)
ndash FODO classes (13 failure rate)
bull Non-academic Factors
ndash Living in residence hall (72 vs 65)
ndash Scholarship money
ndash New student orientation
Source F2001 to F2004 IR
Faculty
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Importance of Campus Connections
87
62
42
29
54
27
69
25
0
10
20
30
40
50
60
70
80
90
Perc
en
t A
nsw
eri
ng
Yes
Connect Campus Mentor Faculty
Stay
Transfer
Structured interviews with 101 Fall 2003 new students who didnrsquot want to be here and who
planned to transfer S2005
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Incongruence The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Jones Steven K USAFA ldquoThe Freshman Myth Revisited
A Possible Link to Faculty Expectationsrdquo (2004)
College Student Expectations Survey College Student Experience Survey (G Kuh)
9 Domains
bull Library and IT Activities
bull Experiences wFaculty
bull Course Learning
bull Writing Experiences
bull Campus Facilities
bull ScienceQuantitative Experiences
bull Clubs Organizations amp Service Projects
bull Student Acquaintances
bull IdeasInformation in Conversations
Scale 1 = never to 4=often
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Incongruence with Expectations
bull Question 5 Which of the following groups has the lowest expectations about the work that students will do in their coursework
ndash A Entering UCCS freshmen
ndash B UCCS freshmen at the end of the first semester
ndash C UCCS sophomores
ndash D UCCS faculty
ndash E Parents of UCCS freshmen
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
The Freshman Myth
0
05
1
15
2
25
3
35
4
Learning Wrtg Sci Ideas
Expect
Experience
Faculty
College Student Expectations Survey College Student Experience Survey (Kuh)
Jones Steven K USAFA ldquoThe Freshman Myth Revisited A Possible Link to
Faculty Expectationsrdquo (2004)
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Need
bull Connections amp inclusion
bull Interactive learning
bull Faculty interactions
bull Fast Feedback
bull High expectations
Reality
bull Large impersonal classes
bull Lecture
bull High courses taught by
non-tenure track faculty
bull Delayed Feedback
bull Low expectations
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Freshman Seminar Model
bull Small sections
bull Interactive teaching
bull Discussion
bull Mentoring
bull Personal relations with faculty
bull Teamwork
bull High expectation high support
bull High tech high touch
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
0
10
20
30
40
50
60
70
80
Not 1st Persist Transfer Undcd
FS
nonFS
The Freshman Seminar model
Entering Freshman Survey 2003 IR
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Using the Model In the Classroom
Use active learning where
possible (clickers)
Use collaborative teams and
learning communities
Learn names quickly and use
them
Have high expectations ndash
challenge yet support
Make expectations and
academic policies explicit
Assign midterm grades and
refer students for help
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Act as if small encounters
matterhellipbecause they
often do
Make Connections ndash Out of Class
Coffee Lodge
Sporting Events
Advising Careers
Advising at
Orientation Research
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
Make Connections - Provide a Helping Hand
bull Frequent communication
ndash UCCS E-mail accounts
ndash Welcome E-mail
bull Accountability and high
expectations
ndash Attendance
ndash Feedback
bull Personal Interest
ndash Know their names
ndash Just Say Hi
ndash Showcase accomplishments
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
How does all this
relate to US
bull Question 6 Whose primary
responsibility is it to see that students
are successful
ndash A The student
ndash B Student support staff
ndash C The faculty
ndash D The administration
ndash E All of the above
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
So What Can We Do If We All Pull Together
bull Student Support
ndash Mandatory advising orientation transfer student services financial aid undecided services
bull Academic Support
ndash Tutoring at-risk courses supplemental instruction diagnostic testing Freshman Seminar
bull FACULTY
