First Year Experience at San José State University
Introduction
For many years, San José State has been offering many components common to first year experience programs. These include advising, summer bridge, orientation and special first semester classes. A university level freshman seminar program (MUSE), started in fall 2002 and a mandatory day and a half orientation for freshmen, started in summer 2003, marked the start of working towards a coordinated and intentional first year experience program. Such work continues and since 2005 has been supported by a strategic planning goal calling for all new students (freshmen and transfers) to have a first year experience by 2010.
This essay describes the elements of SJSU’s first year experience for new students including the current planning efforts to better unify these elements to ensure that we are providing new students what they need to have a very successful transition from high school or community college into the university and to have a strong foundation for earning their university degree and getting the most out of their college education.
Vision 2010
To help accomplish the strategic planning FYE goal, a FYE Advisory Panel (comprised of a cross section of students, administrators, faculty, and staff) was established in spring 2006. The FYE panel proposed a plan to implement by 2010 a universal, mandatory, first year experience for freshman and transfer students. The plan is grounded in the learning and belonging model initially proposed by the SJSU Greater Expectations Team that attended the AAC&U Institute in Burlington, VT in June 2005. In this model learning and belonging begins in the first year of college as students become oriented to a new set of experiences and expectations for academic and university life; they gain an understanding for the rich history and quality of the institution; and they become more focused on becoming educated and engaged persons in the academic, cultural, and social fabric of SJSU and the greater community. The recommendations incorporate the 22 points provided by the Chancellor of the California State University system in that the freshmen student experience is incorporated into the degree program as coursework leading to the degree (general education or major credit).
“First year” refers to first time freshman and transfer students (from community colleges and other four-year institutions). Although the needs and transitions of freshman and transfers may overlap, recognizing their uniqueness and diverse experience requires that they are served differently.
The proposed overall goals for the first year experience are for all students:
· To establish a strong foundation for becoming a university level student and scholar (Learning)
· To become acclimated to both the intellectual and social activities of university life (Belonging)
We define university scholar as someone who:
1. Has learning and social interaction skills
2. Has knowledge for lifelong learning and living
3. Uses cognitive processes
4. Takes responsibility as an engaged person in various roles: student, learner, professional, and global citizen.
The above list of knowledge, skills and abilities was originally developed for the MUSE/University Scholar Rubric that has been applied in MUSE (Metropolitan University Scholar’s Experience) seminars since 2002. Discussion of the rubric in the Educated Person Dialogue and the Integrative Learning Planning Panel led to a redesign of the University Scholar Rubric, including how to score and utilize it, and how to technically deliver the University Scholar Rubric in the context of an electronic portfolio. This rubric will be sued to develop student learning objectives. These learning objectives will be designed to assess the content and activities of the proposed experiences in meeting these stated learning objectives and to help students to understand why they are in college and what they are and should be gaining from the experience.
Admitted Student Reception
A university FYE begins the moment a potential student completes an application to SJSU. The induction of first time freshmen and transfer students into the first year at SJSU begins with an Admitted Student Reception to which students and their families are invited in multiple ways: via e-mail invitation, US mail postcard in December, a flyer contained in the admitted student packet, flash mail, and direct phone calls by members of Greek organizations. Since 2005, SJSU has held one reception in Southern California and another on-campus. For these events, admitted students and their families are provided an opportunity to interact with students, staff, and faculty from SJSU. They can learn more about the campus, and the learning and belonging opportunities it provides. At this point of contact, students are still unsure about SJSU and the decision making phase of their transition is ongoing. Faculty, staff, and student contact is critical in securing that SJSU is strongly considered in this decision.
In spring 2004, 877 admitted students and 1275 guests registered for the Northern California Admitted Student Reception. In addition, 69 admitted students and 88 guests registered on site on the day of the event. Of those attending, 77 students submitted their Intent to Enroll form. The day included housing tours with approximately 400 students and their families, distribution of 200 housing applications, and 35 students signed housing contracts. The day included information about the Career Center SpartaJOBS for on-campus employment, demonstrations by Martin Luther King Jr. Library staff, and panel discussions about academic programs and enrollment information (it was estimated that over 200 attended these panel discussions).
Among survey items about the event, approximately 92% of those responding found that the SJSU Admitted Student Reception provided information and accurate answers to their questions and 93% said the event shaped/impacted their image of SJSU favorably to attend in the fall semester. Qualitative comments were collected and categorized by positive compliments of the program and areas for improvement. Generally those responding found a “hospitable” and welcoming campus and a faculty and staff who were “very friendly”. Specific opportunities for improvement included the “parking arrangements”, “the length with which people had to plan to attend the event”, and the need for “better representation of faculty”. Results from the survey of the attendee (collapsed across students and their family members) perceptions regarding the Admitted Student Receptions in spring 2004 and spring 2005 are provided in Table 1.
In spring 2005 two Admitted Student Receptions were held, in Southern California and Northern California (on-campus). The Southern California Admitted Student Reception drew 50 admitted students and 63 guests. The 41 respondents to a survey responded good, very good, and excellent with regard to the opening remarks, the SJSU overview, and the speakers with regard to program and event activities. Of those attending 93% said the event shaped or impacted their image of SJSU favorably to attend the fall semester. In Northern California 1039 admitted students and 1280 guests attended. Intent to Enroll forms were submitted by 33 students. The pre-registration was for 1424 admitted students and 2230 guests, a show rate of approximately 73%. In an attempt to assess the day through an on-line evaluation only 27 surveys were returned with generally favorable ratings of the program for the day.
In the spring 2006, two Admitted Student Receptions were held. These events yielded greater numbers than 2005 and 2004 with 175 students and 255 parents (Ntotal=430) attending the event in Southern California and 1924 students and 3386 parents (Ntotal=5310) attending the event in Northern California. These are preliminary data. Survey results are currently being analyzed.
Freshman Orientation
[http://www.sjsu.edu/orientation/]
A significant collaboration between the Division of Student Affairs (specifically Student Involvement) and the Division of Academic Affairs (specifically Enrollment and Academic Services, Student Advising Center) made possible the implementation of a mandatory freshman orientation program in the summer of 2003 that has since grown and evolved. Approximately 98 percent of freshmen attend one of nine scheduled two-day orientations held throughout the summer (June, July and August). The Freshman Orientation program met the directives/recommendations of New Student Task Force, Orientation Advisory Team, Provost, and Vice President for Student Affairs. The experience provides a seamless and welcoming program for new students. Assessment data indicates that it also enhances first impressions/contacts with university for students, parents, and families. The orientation program receives enthusiastic participation from faculty/staff and it is stronger and more stable because of mandatory status. Further, the program provides enhanced leadership experience for student staff. The freshman orientation program represents a ground breaking collaboration and coordination among departments and divisions that provide services to new students. Evaluation of the freshman orientation program in 2003 consisted of formal program evaluations, discussion groups, written comments, and debriefing meeting notes. Data were collected in a variety of forms and from many people, including: students, parents, orientation staff, SJSU faculty and staff, and program coordinators.
The quantitative data are represented in Table 2 indicating a fairly good rating among all items queried. Qualitative responses included that there needed to be more representation from key offices such as Financial Aid, Admissions, and the Testing Office; more time is needed to work on class schedules and to ask questions. The respondents were complimentary of the good orientation staff and that they were fun, but that more freedom and more time to independently roam the campus as well as more breaks are needed.
Welcome Convocation
The day prior to the opening of the fall semester, SJSU holds a Welcome Convocation during which the President, Provost, Vice Presidents, Associated Student President, alumni, faculty, and staff welcome new students and their families to the campus. Faculty gather around coffee and bagels in the early morning and then march into the event in academic regalia. The Welcome Convocation has grown and evolved in the last several years. In the fall of 2004, the Welcome Convocation was moved to Caret Plaza in front of the new Martin Luther King Jr. Library. The Welcome Convocation kicks off a variety of Welcome Week activities designed to engage new students on campus and continue to invest them in our traditions. On the day of the convocation students and families participate in activities, including: PlayFair for students; campus tours for parents and families; and, the President’s BBQ on Tower Lawn for students and their families, as well as employees. These events have served the University community in an attempt to achieve a sense of belonging for new students, their families, as well as administrators, faculty, and staff. Satisfaction data on the Welcome Convocation and Welcome Week activities will be collected beginning fall 2006.
Residence Life - FROSH Start Program
FROSH Start is a program of activities for students to become familiar and comfortable with the campus and community one week prior to the start of the fall semester, sponsored by Residential Life. Systematic qualitative data collection in the fall 2005 revealed that the FROSH Start Program was effective in providing students with information about campus resources and the San Jose community; assisting students in meeting other residents and developing friendships, teaching students time management strategies; educating students about the diversity of the SJSU student population and living in a multicultural society. Areas for improvement included: increase faculty involvement and strengthen connection to academic components of the university.
These findings yielded the following actions and changes to the FROSH Start Program: increase faculty involvement in the planning and implementation of the FROSH Start Program; add more academic related sessions. In fall 2006, students participating in the FROSH Start Program will be assessed, utilizing indirect and direct methodology, to determine their understanding of: SJSU campus resources and the San Jose community; time management strategies and how to achieve a balance between school, work, and leisure; Career Center services and how to locate part time jobs; multicultural competencies and cultural sensitivity; how to locate classes and buy books. In spring 2007, the program will be assessed on how students: clarify their values and develop a stronger sense of identity; improvements to verbal communication skills.
Academic Programs
SJSU offers several freshman transition courses, including: MUSE, college specific classes (Science 002, Engineering 8 and 10, and Business 10), Humanities Honors, and ASPIRE (serves the needs of low income, first generation college students, where neither parent has a four-year degree from a U.S. institution, and/or those that have a learning or physical disability. To receive ASPIRE Program services, students must meet federal guideline requirements, and they must also demonstrate a need for the services).
A. The Metropolitan University Scholar’s Experience (MUSE)
[http://www.sjsu.edu/muse/]
MUSE is a university-wide program that includes seminar style, 3-unit courses designed by individual faculty. MUSE seminars meet the objectives of core general education (GE) in one of six GE areas (B1, B2, C1, C2, D1, and E). MUSE seminars provide focus on disciplinary content as well as process skills often found in first year experiences (study skills, note taking, time management) to assist freshman with their transitions from high school to college. In addition to the seminar, the MUSE program includes a full workshop schedule for students to develop a sense of belonging and that focuses them on academic and social transitions as well as physical well-being. Attendance at two or more workshops is a requirement for all MUSE seminar participants. The MUSE goals are for students: 1) to lay the foundation to understand what it means to be a university scholar, and 2) to become engaged in the intellectual and social activities of our metropolitan university.
The MUSE Program is housed in the Office of Undergraduate Studies. The FTEF for the program have either been fully or partially paid by the Provost’s Office. The FTES are allocated to the home departments of the faculty teaching in the program.
MUSE seminars and faculty. The data presented in Table 3 reveal the breadth and variety of coursework offered through the MUSE Program since its inception in fall 2002. Opting to teach a MUSE seminar allows a faculty member to engage students in scholarly materials and disciplinary approaches. Over a period of five years the MUSE faculty have represented 47 departments, and 12 administrative and student affairs departments that are listed in Table 4. They represent all Colleges of the University, as is found by viewing Table 5. These faculty are from among all ranks of professor, lecturer, and administrative and student affairs professional. A master’s degree is required.
The Associate Dean for First Year Experience maintains close electronic contact with MUSE faculty throughout the year through broadcast e-mails and print communications. Each year, faculty proposing new MUSE seminars must attend an all day January workshop. Returning faculty participate in the workshop too. The learning objectives designed for the MUSE workshop are for faculty: to understand the goals of MUSE and how to achieve them; to gain knowledge of the components, guidelines, and requirements of MUSE; to create a sense of community and relationships with faculty across disciplines; to gain knowledge of active learning strategies and how to implement them; to develop an understanding of the various resources on campus to assist students; and develop an awareness of what to expect when teaching a MUSE seminar. As can be observed in Table 6, of 18 respondents who completed the workshop evaluation in January 2004, the majority responded positively about the workshop. Faculty “agreed” or “strongly agreed” most of the time that they met the learning objectives of the workshop. These quantitative data are supported by the qualitative comments made by the faculty that the workshop helped them: “identify resources to go forward”; “clarify my thoughts”, “appreciate the feedback sessions” from the peer mentors and returning faculty. Faculty respondents also commented that the day was too long and the quantity of information was too much to cover in one day.