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The First-Year Experience at UMBC Office of Undergraduate Education

The First-Year Experience at UMBC Office of Undergraduate Education. Data Summary Fall, 2012 – Spring, 2013. First-Year Experience. First-Year Seminar Three-credit academic courses designed for small group discussion and academic engagement Enrollment limited to 20 students

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The First-Year Experience at UMBC Office of Undergraduate Education

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  1. The First-Year Experience at UMBCOffice of Undergraduate Education Data Summary Fall, 2012 – Spring, 2013

  2. First-Year Experience First-Year Seminar Three-credit academic courses designed for small group discussion and academic engagement Enrollment limited to 20 students Focus on listening skills, oral presentation skills, and writing Unique topics not found in the regular curriculum IHU (Introduction to an Honors University seminar) One-credit seminar attached to a content course (English 100Y, Math 106Y, …)

  3. First-Year SeminarFall, 2012 and Spring, 2013 22 courses 420 students served Building a Culture of Peace Images of Madness The Deaf Community and its Culture Paradigm and Paradoxes: An Attempt to Understand the Universe

  4. First-Year Seminar Fall, 2012 Spring, 2013 76% first-semester freshmen 16% first-semester transfers 40% second-semester freshmen 34% first-semester transfers 13% second-semester transfers Spring semester: higher proportion of commuters and students with high school and college GPAs <3.0

  5. Why Choose a First-Year Seminar? 19% - Satisfies a requirement (e.g., Honors College) 60% - Interest in the topic 40% - Unique learning environment, opportunity for discussion, small class size 26% - An advisor recommended it

  6. First-Year Seminar Functional Competencies • Oral and written communication • Scientific and quantitative reasoning • Critical analysis and reasoning • Technological competence • Information literacy

  7. Evaluating the First-Year Seminar WRITING: Choose academic sources, conduct research, write essays and research papers • Improved grammar and sentence structure • Ability to write a summary of scientific text • Better organized writing • Creative writing • Thinking critically when writing • Proper citation methods

  8. Evaluating the First-Year Seminar ORAL COMMUNICATION: Develop and deliver oral reports, ask questions and share opinions in class, lead class discussions • Increased comfort for class participation • Open, thoughtful class discussions • Awareness of different perspectives • Increased confidence delivering oral reports

  9. Evaluating the First-Year Seminar • Getting to know peers and instructors; adapt to different personality types and teaching styles • Learning about resources at UMBC, instructors’ tips for success • Conducting research and improving writing skills • More comfortable speaking in class, greater awareness and respect for others’ perspectives

  10. The Faculty Perspective I’ve learned never to over-estimate students’ abilities or expect that a student “should” be able to do something at a pre-determined level. (Ray Hoff) They write 3 essays, 1 term paper, give an oral presentation, participate in discussions, and thank me for the experience! (Karen Freiberg) The students enrolled in the course are often intellectually curious, so discussions are rich with creative ideas and perspectives. The small class size allows for a sense of community and a nurturing environment. (Carolyn Tice)

  11. New Initiatives in the FYS • Instructor videos • Instructor biographies on OUE website • Graduate students • APR

  12. Introduction to an Honors University SeminarFall, 2012 – Spring, 2013 41 sections offered 619 students served 15 departments represented • Anthropology, American Studies, Ancient Studies, Computer Science, Economics, Emergency Health Services, Engineering Science, English, Geography & Environmental Science, History, Information Systems, Management of Aging Services, Math, Science, Sociology • Plus: CWIT Scholars, Discovery Scholars

  13. Introduction to an Honors University Seminar Fall, 2012 Spring, 2013 70% first-semester freshmen 22% first-semester transfers 42% first-semester transfers 20% second-semester freshmen 19% second-semester transfers Spring semester: higher proportion of commuters and students with high school and college GPAs <3.0

  14. Why Choose an IHU? • Academic success skills (23%) • Learn about UMBC, meet people (11%) • An advisor recommended it (20%) • To get into the content course or earn one extra credit (38%) • Thought it was required for new students (9%)

  15. IHU Expected Outcomes • Define the nature of UMBC’s academic environment • Identify the essential academic skills and work habits for UMBC study • Promote the importance of students’ active involvement with the UMBC community for their academic and personal development • Provide small group setting where discussion and questions are encouraged

  16. Evaluating the IHU Work Habits: Balance school and personal life, plan and set goals, seek assistance out of class, overcome procrastination) Social Expectations: Get involved on campus, stress management, meet new people, handle frustration constructively Campus Resources: Key buildings, tutoring and other academic assistance, myUMBC, health concerns, career exploration

  17. Evaluating the IHU Class Activities: Take notes, participate in class, communicate with faculty in class, oral presentations Writing Skills: search and cite academic sources, structure research papers, write essays and research papers Learning Skills: Learning styles, study for exams, take multiple choice and essay exams, read textbooks

  18. Evaluating the IHUStudent-reported growth CAMPUS RESOURCES: • Tutoring and other academic assistance • Health-related concerns • Career exploration SOCIAL EXPECTATIONS: • Involvement in co-curricular activities • Participation in study groups • Strategies for managing stress

  19. Evaluating the IHU • Improved class participation and oral presentation skills • Better organization, study habits, time management, and study skills • More informed about using research sources effectively (and citing them correctly) • Improved ability to structure a research paper • Improved motivation to persist

  20. IHU Comparison StudyFall, 2012 • 449 first-year IHU students • 206 first-year students not enrolled in IHU • At pre-assessment, lower scores for IHU students: • Academic Expectations – especially citing sources, benefits of a liberal arts education • Learning Skills – especially knowledge of learning styles • Work Habits – especially balancing academic and personal life, overcoming procrastination

  21. IHU Comparison StudyFall, 2012 At post-assessment, higher scores for IHU students: • Work Habits • Class Activities • Academic Expectations • Social Expectations and Campus Resources • IHU enrollment was related to higher scores for the students who started the semester with the lowest pre-assessment scores

  22. Work HabitsCommon to FYS and IHU students • 30-40% report putting off assignments until just before they are due • Percentages increased at the end of the semester • Low scores for overcoming procrastination • Gain in skills for dealing with the problem • Skills needing improvement • Are students successful at balancing academic and personal demands on their time?

  23. New Initiatives in the IHU • Standard writing assignment • Financial literacy training • Procrastination • Peer facilitators • Needs analysis • Students, faculty, staff • Learning outcomes to be assessed

  24. Transfer Student Seminars 60% discipline-specific course content specified by department Departments represented: Computer Science, Information Systems, Modern Languages and Linguistics, Chemical Engineering, Visual Arts, History, HAPP, and American Studies • 72 students in 10 sections (2012-2013) • Fall 2013 enrollment: 78 students in 7 sections

  25. Data Summary: Retention and Graduation Rates by LLC, IHU, and FYS Participation* *First-Time Full-Time Degree-Seeking Freshmen, 2002 to 2010 Fall Cohorts

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