MAKING The First Year Matter

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Fulfilling the Promise of Graduating Student at
HBCUs by
MAKING The First Year Matter
presented by Dr. Henrietta Augustus Harris

former Title III Program Coordinator at
Dillard University New Orleans, LA
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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
I. Introduction A Call for ALARM!!!!!! HBCUs
are facing an unpleasant future because we have
students dropping out and not graduating and as
of 2011 the 104 HBCUs are not the primary degree
producers of African American Bachelors degrees.
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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• II. The HBCU Experience
  
• Most of our nations HBCUs were founded in the
  1800s as a result of the need for educational
  institutions for freed slaves and Native
  Americans. Located mostly in the southeastern
  portion of the United States. HBCUs have
  graduated several individuals who have
  significantly impacted history Martin Luther
  King, W.E.B. DuBois and Booker T. Washington.
  Question many wonder why HBCUs still exist
  generations after slavery and years after the
  civil rights movement? The answer the
  effectiveness of these institutions in graduating
  students from various backgrounds, particularly
  African Americans.
• HBCUs need to promote new students
• Motivation
• Readiness, and
• Early Success
• Our mission today, If we accept it is to mount
  intensive efforts to improve our graduation and
  retention rates and to close the achievement gap.

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• III. HBCU Challenges
• At least 15 of the nations 104 historically
  black colleges are looking for new presidents at
  a time when many of those institutions are
  seeking to redefine their missions and modernize
  their operations.
• Why
• Rising demands of the job need for a different
  set of skill sets for college presidents
• The strain the economy has put on the institution
• Everyone wanting the president to do more
• Presidents Obama goal of increasing the nations
  college completion rate
• More pressure on HBCUs, which in general have
  had a lower graduation rate than TWIs/PWIs

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• IV. Top 25 Colleges for Black Students
  
  
  
• Remember there are many lists
• 1. The Top 50 Colleges where African American
  students are successful and are most likely to
  succeed- 10 are HBCUs
• 2. Top 100 degree producers- African American
  Bachelors- all disciplined combined, about 25
  are HBCUs
• 3. Top 10 Undergraduate institutions graduating
  Black/African American from medical schools, only
  3 are HBCUs- etc. etc. - all paint us as
  ineffective!
• Do you get the picture . . . .

Rank Name, Location Rank Name, Location
1 Spelman College, Atlanta, Ga. 14 Elizabeth City State University, Elizabeth City, N.C.
2 Howard University, Washington, D.C. 15 Delaware State University, Dover, Del.
3 Morehouse College, Atlanta, Ga. 16 South Carolina State University, Orangeburg, S.C.
4 Hampton University, Hampton, Va. 17 Clark Atlanta University, Atlanta, Ga.
5 Fisk University, Nashville, Tenn. 18 Alabama AM University, Normal, Ala.
6 Tuskegee University, Tuskegee, Ala. 19 Bennett College, Greensboro, N.C.
7 Xavier University, New Orleans, La. 20 Morgan State University, Baltimore, Md.
8 Claflin University, Orangeburg, S.C. 21 Tennessee State University, Nashville, Tenn.
9 Dillard University, New Orleans, La. 22 Tougaloo College, Tougaloo, Miss.
10 Florida AM University, Tallahassee, Fl. 23 Winston-Salem State University, Winston-Salem, N.C.
11 North Carolina Central University, Durham, N.C. 24 Lincoln University, Lincoln University, Pa.
12 North Carolina Central AT State University, Greensboro, N.C 25 Alcorn State University, Alcorn State, Miss.
13 Johnson C. Smith University, Charlotte, N.C.    
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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• V. The Black Student Graduation Rates (BSGR) at
  HBCUs
  
  
• Journal of Blacks in Higher Education (January
  5, 2012)
• Graduation rates (GR) are for black students who
  entered a particular college or university from
  2001 to 2004 and earned their degree at the same
  institution within six years. The findings were
• The highest GR at an HBCU is at Spelman College
  in Atlanta at 79, and is 15 points higher than
  at any other HBCU
• 2nd is Howard at 64
• 3rd is Morehouse at 61
• 4th is Hampton at 50
• Nearly half of the HBCUs, BSGR is 33 or lower
  (or less than 1 in 5 entering earn a bachelors
  degree within 6 years)
• Of the 37 HBCUs in the survey, 21 have shown a
  decline in the BSGR over the past 5 years and
  only 15 HBCUs have shown an improvement

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• VI. Media attention to the HBCUs Graduation Rate
  
  
  
• How do we usually respond
• Most HBCUs are in the south and many students in
  southern states lack access to high quality
  public schools
• Majority of HBCs are low-income, first
  generation and Pell Grant eligible
• The majority of HBCUs enroll students with lower
  SAT scores
• HBCUs are underfunded and have been since their
  creation- colleges/universities with rich
  endowment have the highest graduation rate
• HBCUs cannot afford to provide all the programs
  and services needed to ensure the retention of
  students. (learning centers, disability centers,
  etc.)
• Final word HBUCs can be true to their historic
  mission of serving the underserved and also be
  shining examples of the best strategies for
  educating African American students-
• CAN WE DO THIS?

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• VII. Shift the focus from graduation/retention to
  issues
  
  
• Let us look at the 10 issues facing our youth
  today
• 10. Single Parent Household
• 9. Drug/Alcohol Abuse
• 8. Growing up to FAST
• 7. Violence in School
• 6. Materialism
• 5. Obesity
• 4. Education Disparity
• 3. Shifting Economy
• 2. Poverty
• 1. Erosion of National Pride and Identity

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Fulfilling the Promise of Graduating Students at
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• VIII. Top 10 Problems Facing Blacks
  
  
  
• Lack of opportunity and safety (loss of jobs and
  failure to control crime)
• Breakdown of the family (breakdown of the value
  of black men)
• Black Anti-Intellectualism (accusations of
  acting white in the classroom)
• Failure of Urban K-12 Schools (issues verses more
  effective basic instruction)
• Higher incarceration rate of black men (drugs and
  jail time)
• Reduced respect for human life (reduction of the
  civility with which people treat each other)
• Licensing requirements (a license for everything
  . . . Hair braiding, etc.)
• Victim-ology (read debate among blacks as to what
  are our issues)
• Radical Relativism (the need to criticize all
  issues that effect our youth)
• Excessive Race-Consciousness or (how do we
  address our most important issues)
• DO YOU AGREE OR DISAGREE?
  
  
  (posted on March 24, 2009)

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Fulfilling the Promise of Graduating Students at
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• IX. What are the 5 Biggest Challenges Young
  Adults Face Today?
  
  
  
• The results paint an interesting picture of the
  upcoming generation. Among the major findings
• One in eight of the nations young people live in
  California and three-fifths are people of color,
  and almost half are immigrants
• Twenty- four percent of young adults consider
  
  
  
  1. the
  breakdown of the family
  
  
  
  2. violence in neighborhoods and communities,
  
  
  
  3. poverty and global warming are issues facing
  their generation
• White young adults named
  
  
  
  
  1. family
  breakdown,
  
  
  
  
  2. poverty and
  global warming
• African American and Latino youth, however,
  believed
  
  
  
  1. violence in their
  communities
  
  
  
  
  2. family breakdown and
  
  
  
  
  
  3. poverty
• Asian American young adults, meanwhile, named
• 1. family breakdown as the number-one issue
  
  
  
  
  
• 2. neighborhood violence and
  
  
  
  
• 3. poverty and global warming tied for
  third.
• Personal finances and school ranked as high
  stressors. One-third of respondents said school
  causes the most stress, followed by money,
  personal relationships, and peer pressure. Asian
  Americans mention school as their biggest source
  of personal stress, while African Americans were
  more likely to mention money.
• Youth understood that postsecondary education is
  important. Over two-thirds expected to earn at
  least a four-year college degree, and 96 percent
  of respondents believed that if they work hard,
  they could achieve their goals.

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Fulfilling the Promise of Graduating Students at
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• X. 10 Common Problems Facing Students during
  College 1-5
  
  
• Issue How do we jump start these problems before
  they arrive?
• Study
  
  
  
  
  Problem College is challenging. For many it
  requires a much larger effort than high school
  did, and unlike most high schools, college packs
  about two years of classes into one.
  
  
  
  Solution College students need to realize their
  limits. If they can't handle 18 credit
  semesters, it will be worth it in the long run to
  slow down a little and only take 15.
• Money
  
  
  
  Problem
  Tuition costs are rising at alarmingly high
  rates. Couple that with eating out, shopping
  trips, gas for the car, and the price of
  textbooks, and you have a college student's worst
  nightmare. College students drop out of school
  each year because they cannot afford it.
  
  
  
  
  Solution Students can make less
  shopping trips, eat out less, carpool, and share
  or buy used books to try to save some money.
• Job
  
  
  
  Problem
  To combat the high price of college tuition, many
  students must get a job. Juggling a job, 15 to
  18 credits, and sometimes a club or sports team
  is quite a chore.
  
  
  
  Solution Decide what is important. The student
  must prioritize and then schedule events, games,
  meetings, and studies accordingly.
• Homesickness
  
  
  
  Problem Whether they
  admit it or not, most students will at one point
  get homesick.
  
  Solution If the student lives within 3 - 4
  hours from home (considered a comfortable day's
  drive) they can plan to visit home perhaps once
  every month or two. Care packages, emails, and
  phone calls to and from friends and family
  members can also greatly assist in reducing
  feelings of homesickness.
• Depression
  
  
  
  Problem Most every
  problem on here has seemed quite dismal
  
  
  Solution If high
  stress levels and depression are an issue, it is
  best to seek professional attention.

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Fulfilling the Promise of Graduating Students at
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• X. 10 Common Problems Facing Students during
  College
  
  
• (6-10 continued)
• Sickness / Health Conditions
  
  
  
  Problem With
  heightened levels of stress and lack of sleep,
  health problems can occur.
  
  Solution College students
  should eat healthy and balanced meals. It is
  also important for students to get a good night's
  rest as well.
• Friends / Roommates
  
  
  
  Problem Friends and
  roommates are usually good for a good time.
  
  
  Solution Students must remember to take some
  time out for themselves. If possible, students
  should get away from campus for a little while
  and go to a coffee shop or a mall and just take
  some time to gather their thoughts and be
  themselves.
• Partying
  
  
  
  Problem
  Partying in itself really is not a problem.
  Parties were designed so that attendees could
  have a good time. However, many of the parties
  that go on at colleges today have the potential
  to cause problems. At many parties alcohol,
  drugs, and sex rule the night.
  
  
  
  Solution While parties are a
  good time, students should plan to enjoy them in
  a responsible and legal way to ensure that they
  do not create problems for themselves for others.
• Relationships
  
  
  
  
  Problem Relationships are good, but at
  times they can become a problem, but problems
  will come.
  
  Solution
  Relationship advice is hard to give. It will
  usually vary on a case by case basis.
• Choosing a Major
  
  
  
  Problem
  Many students exert a lot of stress on choosing a
  major. Most of them think that their major will
  dictate their future career and how much money
  they will make at their future jobs.
  
  
  Solution
  College majors have some importance, but they do
  not chisel future careers or wages in stone.
  Students should choose something that they like
  to do.

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Fulfilling the Promise of Graduating Students at
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• XI. Top 11 Reasons Why Students Drop out of
  College
  
  
• Homesickness and feeling that they dont fit in
• Educational burnout
• Academic unpreparedness
• Personal of family issues
• Financial constraints
• Too much fun- but not enough education
• The school isnt a good academic fit for the
  student
• Setting sights on the wrong major
• No guidance or mentors
• External demands, particularly within part time
  or full time employment
• Time to move out
• It is most important that as students leave
  they have a plan to continue their education.

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Fulfilling the Promise of Graduating Students at
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• XII. Top 10 Things We Must Teach College Students
  
  
  
• Answer the question, Why am I going to college
  daily?
• Imagine your ideal college experience.
• Take at least one extra class each semester, so
  you have room to drop
• Set clear goals for each class.
• Triage ruthlessly. (invest your energy where it
  matters)
• Get an early start to each day.
• Reclaim wasted time during your classes.
• Learn material the very first time its
  presented.
• Master advanced memory techniques.
• Have some serious fun!
• (We need to every day help students to create a
  productive and memorable college experience . . .
  And most of all, to deeply enjoy this time in
  their lives)

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• A Transition
• You see the puzzle, what colleges/universities
  must now do in order to Put The Puzzle Together .
  . . a 16 month program

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XIII. B.
• The 16 weeks x 4 program supports and fosters
  student learning dissemination of
  
• Knowledge
• Education
• Development of the Total Student
• Inclusiveness
• Decision making
• Development and personal growth and outreach and
  advocacy
• Putting the Puzzle together What should be the
  best practices for retention of your First Year
  Students 16, 16,16, 16. Putting The Puzzle
  together Best Practices for a 75 () graduation
  rate

1st 16 wks. 2nd 16 wks. 3rd 16 wks. 4th 16 wks.
May September January May
June October February June
July November March July
August December April August
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Fulfilling the Promise of Graduating Students at
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• XIV. A. The First Sixteen Weeks . . . May, June,
  July and August
  
  
• Give students the Keys to Success, Self
  Confidence and What College is about, by
  assigning, a College Orientation Book to read
  before they come to college. Use the book as a
  required assignment during orientation I suggest
  one of the following (1st 6 wks. 1-6)
• LECTURE NOTES A Professors Inside Guide to
  College Success by Philip Freeman, Ph.D.
  College is hard, but the rules for college
  success are simple. The trick is, even though the
  rules are simple in theory, they are often very
  difficult in practice. A practical primer from a
  veteran college professor and respected historian
  for every incoming college student on how to
  successfully transition from high school to the
  halls of academe.
• The Best Four Years How to Survive and Thrive in
  College (and Life) by Adam Shepard
  
  
  The best Four Years of our lives offers a
  lively, entertaining, and eminently insightful
  guide on how to make the most of the college
  experience from orientation to graduation.
• Getting the Best Out of College A Professor, A
  Dean, and A Student Tell You How to Maximize Your
  Experience YOUR REAL FRESHMEN ORIENTATION GUIDE
• Orientation to College A Reader (Wadsworth
  College Success)
  
  
  Orientation to college A READER
  ON BECOMING AN EDUCATED PERSON offers a rich
  collection of articles designed to encourage
  students to reflect on the meaning of a college
  education, and to explore the opportunities for
  personal and professional development offered in
  college.
• Starting College A Guide For First Year
  Students (EM 74784- Channing-Bete) This guide
  prepares freshmen for some of the new experiences
  theyll encounter living away from home, living
  with a roommate, budgeting, meeting new people,
  choosing courses, balancing time and
  responsibilities, and more!
• Your First Year In College (EM55103-Channing-Bet
  e) This informative book answers a variety of
  questions that students will have upon
  enrollment. Talks about campus life, course
  selection, study tips, personal finance,
• and much more.

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Fulfilling the Promise of Graduating Students at
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• XIV. A. The First Sixteen Weeks . . . May, June,
  July and August
  (2nd 6 wks. 7-12) continued
• Student Success How to Succeed in College and
  Still have Time for Your Friends
  
  Student Success, Eight Edition, is the first text
  to give students an introduction to college. This
  text supports students though exercises, action
  projects, self-assessment quizzes that form the
  foundation of college and career skills.
• 101 Things To DO Before You Graduate A 4.0 wont
  guarantee you success after college, but doing
  the 101 Things List will
• Connections An Insiders Guide to College
  Success Helping high school students anticipate
  and prepare for the transition into higher
  education.
  
  
  The primary focus on
  Connections is on preparing and supporting
  students through academic and life choices
  necessary to succeed in college.
• College Knowledge 101 Tips
  
  
  
  What do you really need to know to have a
  meaningful, fulfilling and successful college
  experience?
  College Knowledge 101 Tips, is accessible, fun
  to read, and compelling as it provides insightful
  tips, student vignettes, and a wealth of
  research-based advice to guide every student
  through the first year of college.
• 100 Things Every College Freshman Ought to Know
  
  
  100 Things is an
  abridged college orientation guidebook written
  from a students perspective about how knowing
  what to expect in college can sometimes reduce
  the overwhelming, frustrating, and often anxious
  feelings associated with the start of college.
• You Can Survive First Year of College
  
  
  Helps
  prepare freshmen for some of the new experiences
  theyll encounter-living away from home, living
  with a roommate, budgeting, meeting new people,
  choosing courses, balancing time and
  responsibilities and
  more.

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XV. The Second Assignment for the First Sixteen
  Weeks is to . . .
• B. Get Students involved in a summer common
  reading program.
• Colleges and universities are increasingly
  participating in summer reading assignments and
  programs for a variety of reasons. These programs
  help build a sense of community with the incoming
  class of students. They also introduce incoming
  students to a campus's standards of academic
  engagement. (Participating in the planned
  activities surrounding summer reading will
  quickly demonstrate the difference between high
  school and college-level discussions.) They also
  send a clear message that, when you do arrive on
  your campus in the fall, you will be expected to
  continue with your academic pursuits, regardless
  of how excited you are about everything else that
  happens during one's time in college.
• Books campuses have read
• 2 Powerful Inspirational Books
• The Secret
• Tuesday with Morrie
• 2 Influential Business Books
• One Minute Manager
• Who Moved My Cheese
• 2 Influential Books on Finances
• How To Live Well Without Owning A Car
• The Total Money Makeover
• 2 Influential Books on Cooking
• Cook wise
• Defense of Food
• 2 Influential Books on Politics
• Audacity of Hope

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Fulfilling the Promise of Graduating Students at
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• XVI. The Third activity for the First 16 Weeks,
  May, June, July and August will be to subject
  your students to a . . .
• C. Financial Literacy Program
• Financial Literacy (Findings from a study of
  30,000 incoming freshman. . . . regarding their
  attitudes and behaviors around credit cards,
  debt, savings, and loans, starling trends that
  have real implications for higher educations,
  efforts surrounding student persistence,
  retention, and loan repayment)
• Student Debt 1 Trillion The People, Politics
  and Philosophy Behind The Number
• With student debt now surpassing consumer credit
  debt, there is a mounting fear that this is
  another bubble ready to burst.
• On July 1, the interest rate of federal student
  loans will double to 6.8. In a sure indicator of
  the gravity of the situation, both President
  Obama and Mitt Romney have called for Congress to
  freeze the rates.
• I believe college isnt just the best investment
  you can make in your future- its the best
  investment you can make in your countrys
  future, President Obama said at a campaign stop
  in Iowa.
• Outstanding student loan debt now totals over 1
  trillion, that surpasses the amount owned on all
  credit cards in the United States.
• Last year alone, students took out 117 billion
  just in federal loans. And its no wonder
  According to the College Board, the average
  annual cost of out-of-state tuition, room and
  board at a public institution is 29,657 at a
  private nonprofit, it is 38,589.
• First-time buyers get turned down for mortgages
  because their student loan debt significantly
  raises their overall debt level. Most lenders
  follow underwriting guidelines that limit total
  debt payments- for the mortgage and property
  taxes, plus credit cards, student loans, car
  loans and other debts to 45 to 50percent of a
  borrowers adjusted gross income.

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Fulfilling the Promise of Graduating Students at
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• XVII. The Fourth Activity for the First 16 Weeks,
  May, June, July and August will be to get
  students, . . .
• D. The BIG College To Do List ask students to
  keep a journal of these 10 activities.
• Contact your roommate.
• Have everything you need purchased, packed, and
  ready to go. (the less the better)
• Have a solid understanding of your financial aid
  situation.
• Make and understand your budget.
• Set yourself up to be physically healthy.
• Familiarize yourself with college lingo before
  you arrive.
• Know how to get the most of your Orientation.
• Have a plan for keeping in touch with people back
  home.
• Have a strong time management ready to go.
• Know how to keep yourself- and your stuff- safe
  while in school.
• Have them go to about.com College Life The Big
  College To Do List and participate in one
  activity for each of the 10 items.

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Fulfilling the Promise of Graduating Students at
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• XVIII. The Final Activity for the First 16 Weeks,
  is to get to students . . .
• E. their last letter before they leave for
  college.
• Dear Student,
• In just a few weeks, hundreds of
  thousands of teenagers will begin packing
  suitcases and the trunks of their parents cars
  for what promises to be a long ride. They will be
  traveling the winding road not just from home to
  college, but from their former lives as
  applicants to their new incarnations as actual,
  first-year students. You should they remember 1)
  Remember you have won the prize and need to
  give serious thought to what you now want to do
  with it. As a first step, slow down and live in
  the moment, something you may not have done for
  years. 2) Fight the urge to update Facebook pages
  and send out Twitter messages for the benefit of
  friends and family back home. In some cases this
  is the time to clean out and delete. 3) Invest in
  developing relationships in college, whether
  thats with new roommates or new faculty or new
  friends. 4) Understand that one of the biggest
  differences between high school and colleges are
  the hours of unscheduled time in ones day, and
   be judicious and thoughtful in apportioning
  those hours. 5) Treat college academic like a 9-5
  job, the daytime, regardless of what your class
  schedule looks like, should be for doing
  schoolwork and do you get all of your work done
  by dinner each night. 6) Never pass up a good
  opportunity, get involved on campus. 7) Work
  efficiently and try extremely hard to get things
  done quickly, youll always have extra time to
  get more involved. 8) Develop personal
  relationships with your professors. Go every
  single time you have anything that you are even
  the least unsure about. Ask a lot of questions.
  Talk about your weaknesses in the class, and look
  for insight into how to improve. 9) Get to know
  your RA really well. This can get you out of
  tight spots when you get into them, but its also
  really good to get to know someone who is an
  upperclassman who is in relatively good standing
  with the school. Ask them about what theyre
  majoring in, and why. Talk to them about what to
  do on and off campus. 10) Do not ever miss a
  class. No matter how much you think you can miss
  a few classes and still do well, you cant. 11)
  Commit yourself to meeting at least three new
  people every single day for the first semester.
  Sit in a new seat in your lecture class.
  Introduce yourself to the people around you. Tell
  them your friend is sick and youre looking for
  something to do that night. Whatever it takes,
  meet as many people as you possibly can. These
  are the people who are your potential best
  friends, study mates, etc., etc. 12) University
  life is marvelous, but to get the most out of it
  you have to be serious about growing and
  learning- not just in scholarship but also in
  relationships. your college

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• The 2nd 16 Weeks . . . .
• September, October, November and December

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Fulfilling the Promise of Graduating Students at
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• XIX. The 2nd 16 Weeks . . . . September. October,
  November, December
• A. First Year Experience Program Course
• "Lest we forget, most academically underprepared
  low-income students do not think of success as
  being framed by the first year experience, the
  second year experience and so on as do many
  academic researchers. Rather it is, in their
  view, constructed one course at a time. You
  succeed in one course, then move on to the second
  course, and so on. If our efforts to promote the
  success of low-income students, especially those
  who enter college academically underprepared, are
  to succeed, our efforts must be directed to those
  courses and the classrooms in which they take
  place, one course at a time."
• First Year Seminars are expected to
• Have academic content
• Introduce students to University study
• Introduce students to The University as an
  academic community, including fields of studies
  and areas of interest available to them
• Acquaint students with the learning tools and
  resources available at The University
• Provide opportunities for the students to develop
  relationships with full-time faculty and other
  Students in academic areas of interest to them
• Introduce students to their responsibilities as
  members of the University community.
•  

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Fulfilling the Promise of Graduating Students at
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• XIX. B.
• Collect and analyze data and use it to identify
  at risk population.
• I recommend the following
  
  
  
  
  
• The Noel-Levitz- Retention Management System-
  The College Student Inventory Form B- Getting the
  most out your College Experience-
  www.noellevitz.com/RMS Plus (25 packets are
  available to those with no experience in this
  area.) Go on line to read the, Seventh Annual
  National Research Study- 2012 National Freshman
  Attitudes Report- an exploration of attitudes
  that influence success. (wwwnoellevitz.com/freshma
  nreport)

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XIX. C.
• Invest in a Student Success and Retention
  Platform
• I recommend
  
  
  
• MAP Works- Making Achievement Possible- powered
  by EBI
• MAP Works, making Achievement Possible is EBIs
  unique approach to student retention and success.
  MAP- works efficiently and effectively provides
  faculty and staff the information they need to
  identify and coordinate intervention with at-risk
  students.- www.map-works.com or call EBI

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XIX. D.
• The CIRP Freshman Survey (conduct before October
  15 of each year)
• The CIRP (Cooperative Institutional Research
  Program) is the leading longitudinal survey
  program in higher education in the United States,
  with data on over 15 million students across more
  than four decades. CIRP surveys link student
  experiences and campus climate with institutional
  practices to demonstrate their impact on student
  learning outcomes. The CIRP Freshman Survey, is
  the most comprehensive portrait of entering
  students.-
• (www.heri.ucla.edu)

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Fulfilling the Promise of Graduating Students at
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• XIX. E.
• Finally these Best Practices will help to round
  out your 2nd 16 weeks of activities
• Can you identify some best practices with
  respect to the First Year Experience that you
  think are particularly exciting?
• What are the most important issues/trends
  Emerging in the field at this time with respect
  to the First Year Experience?
• Academic Advising of 1st Year Students
• More intentional recruitment and selection of
  advisors who are committed to advising
  
• first year students
• Better professional preparation and
  development of advisors
• More reward and recognition of effective
  advising and
• More conscientious assessment of advisors and
  advisement programs
• Look at pressure on First Year Students to make
  early decisions about their college major.
• Make it imperative that proactive and intrusive
  support be provided to new students to assist
  them with educational planning and decision
  making
• Institute career education that will increase the
  likelihood that students will choose a major that
  is truly compatible with their personal talents,
  interest and values
• Create a 1st Year Seminar with an Emotional
  Intelligence (EQ), one that has a holistic,
  student-centered focus and that involve
  partnership between faculty and student
  development professionals
• Remember you have another 16 weeks to make
  things happen.

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• To follow up with this presentation 16x4 Student
  Persistence, Retention and Graduation please
  contact-
• Dr. Henrietta Augustus Harris
• 283 Citrus Road
• River Ridge, LA 70123
• Phone [phone]
• Fax [phone]
• E-mail h.a.harris_at_cox.net
• Dr. Harris is available to help colleges and
  universities with the following
• ? Personal 16x4 Plan and
• ? First and Second Year Program Efforts,
• Practices and Initiatives

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• The 3rd 16 Weeks . . . .
• January, February, March and
  April

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Fulfilling the Promise of Graduating Students at
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• XX. 3rd 16 Weeks . . . January, February, March
  and April
• A. Before students return in January- send to
  them, The Ten Tips for Setting College
  Resolutions before they return.
  
  
  
• 10 Tips for Setting Your College Resolutions that
  will actually stick
• Set smart goals
• Envision the end result
• Create a timeline
• Define your motivation
• Get your Tools ready
• Block out time
• Know your weaknesses
• Identify your strengths
• Find a partner or support group
• Get Help from Professionals

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Fulfilling the Promise of Graduating Students at
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• XX. B.
• Conduct the, Mid-Year Student Assessment
  
  
  
• This instrument compare the strengths and the
  challenges of your students at the mid-point of
  their first year and adjust your interventions
  accordingly with this follow-up survey. This
  survey looks at the following
• Academic needs
• Interest in career services
• Interest in personal support
• Interest in financial guidance
• Interest in social activities
• (www.noellevitz.com)

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Fulfilling the Promise of Graduating Students at
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• XX. C.
• Conduct a First Year Assessment
  
  
  
• I recommend
• a. First Year (FYI) Initiative Assessment-
  measures the effectiveness of your first-year
  seminars in improving your students transition
  to college.- contact- www.livebebi.com or
• b. Your First College Year Survey- tracks
  student development and adjustment to college
  over the critical first year.- contact-
  (www.heri.ucla.edu)

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Fulfilling the Promise of Graduating Students at
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• XX. D.
• February, March and April Activities
• Assess the biggest challenges that face the
  First-Year Experience
• Mission drift
• Mission gallop
• Mission blur
• Espoused mission
• Assess your faculty/staff time and interest in
  your FYE initiatives
• Systematically intervene and intercept the
  potential attrition during the final weeks of the
  spring term.
• Systematically intervene and intercept the
  potential attrition between students first and
  second year
• Conduct a Second Year Student Assessment (SYSS)
• The SYSS is designed to determine how to assist
  with students educational program and goals. It
  looks at
• Academic Assistance
• Advising
• Career Planning
• Finances
• Personal Support and Counseling
  (www.noellevitz.com )

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XX. E.
• Review your Student Retention through Social
  Involvement as a Collaboration with Student
  Affairs
• Retention research in higher education suggests
  that increased student involvement with campus
  life leads to greater integration into the social
  and academic systems of the institution and
  promotes retention.
• Educational theorists such as Alexander Astin and
  Vincent Tinto have long pointed to the importance
  of social integration, or what is more commonly
  referred to as social involvement, in retaining
  college students.
• Astin (1984) contends that student involvement is
  a condition for student retention.
• Based on his theory, Astin (1984) believes that
  the more students are socially involved with
  campus life, the more likely they will persist
  and graduate.

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Fulfilling the Promise of Graduating Students at
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• XX. F.
• Future first years
• According to Allen (1992), the primary focus of
  retention efforts at most HBCUs has been
  academics (e.g., academic advising, academic
  support, and remediation). However, based on
  results from recent studies, there needs to be
  more emphasis placed on the social experiences of
  first-year black students since social
  involvement has such an apparent positive impact
  on black student retention.
• The underlying purpose of all retention studies
  should be to determine ways of keeping students
  in higher education until they earn a degree.
• Therefore, student affairs staff and
  administrators should be mindful of the
  significant positive affect of social involvement
  on student retention.
• Student affairs staff and administrators at HBCUs
  should continue to provide their first-year
  students with a variety of opportunities to
  become involved socially with campus life, which
  in turn will promote retention.
• HBCUs should embrace programs that have both
  academic and social dimensions to them such as
  service-learning, first-year experience programs,
  and learning communities/freshmen interest
  groups.
• HBCUs and other institutions of higher education
  should be willing to allocate funds to
  re-evaluate their existing retention programs to
  see if they promote the social experiences of
  their first-year students since student social
  and intellectual experiences are not mutually
  exclusive.
• HBCUs should continue to strive to provide
  positive social and supportive environments.
  These environments should consist of an extensive
  network of friends, numerous social outlets, and
  supportive relationships. Supportive environments
  communicate to black students that they can
  safely take risks associated with intellectual
  growth and development. Such environments also
  have more people who provide black students with
  positive feedback, support, and understanding,
  and who communicate that they care about the
  students welfare (Allen, 1992). When students
  encounter experiences provided by such supportive
  environments as these, they are more likely to
  remain in college (Davis, 1994).

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• The 4th 16 Weeks . . . .
• May, June, July and August

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XXI. A.
• The 4th 16 Weeks May, June, July and August . . .
  ASSESSMENT, ASSESSMENT
• Develop a Plan of Action and assessment for A-E
• a. Front load the FYE but also back load the
  first year with Retention- promoting
  programming at the end of the First Year that
  effectively bridges the first and
  second year of college
• b. Look at our Systematic/Stage- sensitive
  sequence of programs that is
  intentionally designed to facilitate students
  transition into, through and out of
  undergraduate education
• c. The FYE cannot function as a stand- alone
  program
• d. Our backward design begins with the end in
  mind
• e. The FYE is conceptualized as a Key
  introduction to a carefully designed and
  required series of educational experiences that
  has a meaningful beginning, middle and
  end.

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Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter

• XXII. Books for the Professional
• What is a book that you would recommend for the
  shelf of every professional who works with
  first-year students?
• I have several top picks. Three recent books with
  the term first year in their title that Id
  recommend are
• Challenging Support the First-Year Student
  (Upcraft, Gardner, Barefoot, 2005),
• Improving the First Year of College (edited by
  Robert Feldman, 2005), and
• Teaching First-Year College Students (Erickson,
  Peters, Strommer, 2006).
• In addition, Id recommend three books relating
  to undergraduate education in general
• How College Affects Students (Pascarella
  Terenzini, 1991 2005), plus two classics
• College-The Undergraduate Experience in America
  (Ernest Boyer, 1987) and
• Achieving Educational Excellence (Alexander
  Astin, 1985) and two recent books
• 1. Academically Adrift by Ricard Arum and Josipa
  Roksa
• 2. Were Losing Our Minds by Richard P. Keeling
  and Richard H. Hersh

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