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MAKING The First Year Matter


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Title: MAKING The First Year Matter

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
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.
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.

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

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
  • 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.    
Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • V. The Black Student Graduation Rates (BSGR) at

  • 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

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,
  • 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-

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • VII. Shift the focus from graduation/retention to

  • Let us look at the 10 issues facing our youth
  • 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

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

    (posted on March 24, 2009)

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

    2. poverty and
    global warming
  • African American and Latino youth, however,

    1. violence in their

    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
  • 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.

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

    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

    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.

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • X. 10 Common Problems Facing Students during

  • (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
  • Partying

    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.

    Relationship advice is hard to give. It will
    usually vary on a case by case basis.
  • Choosing a Major

    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.

    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.

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • XI. Top 11 Reasons Why Students Drop out of

  • 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
  • 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.

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • XII. Top 10 Things We Must Teach College Students

  • Answer the question, Why am I going to college
  • 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
  • Get an early start to each day.
  • Reclaim wasted time during your classes.
  • Learn material the very first time its
  • 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)

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

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
  • 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

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
Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • 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
  • Orientation to College A Reader (Wadsworth
    College Success)

    Orientation to college A READER
    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
  • 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.

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

    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
    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

    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

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

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

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • 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
  • 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
  • Have a strong time management ready to go.
  • Know how to keep yourself- and your stuff- safe
    while in school.
  • Have them go to College Life The Big
    College To Do List and participate in one
    activity for each of the 10 items.

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • XVIII. The Final Activity for the First 16 Weeks,
    is to get to students . . .
  • E. their last letter before they leave for
  • 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

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

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

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • 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- 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. (

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • XIX. C.
  • Invest in a Student Success and Retention
  • 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.- or call EBI

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
  • (

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

  • To follow up with this presentation 16x4 Student
    Persistence, Retention and Graduation please
  • Dr. Henrietta Augustus Harris
  • 283 Citrus Road
  • River Ridge, LA 70123
  • Phone 504-737-0871
  • Fax 504-737-0872
  • E-mail
  • 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

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

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

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

Fulfilling the Promise of Graduating Students at
HBCUs by MAKING the First Year Matter
  • 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- or
  • b. Your First College Year Survey- tracks
    student development and adjustment to college
    over the critical first year.- contact-

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

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
  • 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.

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

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

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 . . .
  • 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
  • d. Our backward design begins with the end in
  • 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

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
  • 2. Were Losing Our Minds by Richard P. Keeling
    and Richard H. Hersh

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