First Year Experience QEP Impact Report
Overview As students transition into college life, the office of First Year Experience (FYE) provides a holistic approach to support the total student experience through intentional collaborations with divisions across campus and particularly within Academic and Student Affairs. Linking new initiatives with existing resources, support services, and initiatives, FYE fosters opportunities designed to empower students to 1) succeed with their transition to college life, 2) discover a passion for learning, and 3) become the co‐creators of their collegiate experience. FYE collaborates with the WCU community and with the regional community to enhance our students’ pride of place, civic responsibility, and sense of connectivity as they discover the intersections along their educational pathway. Program examples (capture points) that address QEP learning outcomes The partnerships fostered by FYE help students discover the connections between academic and co‐
curricular experiences. The following statistics are for the percentage surveyed – not overall.  Integrate information form a variety of sources (FYE: “Connect the Dots”) Administrative oversight for three first‐year academic categories [Transition Pathways Courses, Learning Communities, and the First‐year seminar in liberal studies] allows the FYE office to implement complimentary co‐curricular and personal development opportunities – therefore, helping students connect their classroom experience with out‐of‐classroom experiences. o 86.25% of students indicated their transition course helped them make valuable connections between courses, support resources, co‐curricular options, and to each other. o 91% of transition instructors indicated this outcome is aligns with their course goals. o 88% of first‐year seminar faculty indicated they engage students in critical discussions of co‐
curricular content relevant to course goals.  Practice Civic Engagement: (FYE: “Be Involved”) FOCUS: First‐year Opportunities for Community and University Service (implemented fall, 2012) o 9.2% of the freshman class participated in the first FYE day of service ‐ a voluntary event held on the first Saturday of classes in August. o 88% of transition course instructors indicated that civic engagement aligns with course goals. o 62% of first‐year faculty indicated they include service or engagement in their course.  Communicate effectively and responsibly (FYE: Exchange Ideas) EYE on FYE: an annual contest that encourages students to express how they celebrate the student community creed in any creative medium. o 94 students participated in 2010‐11 with participation more than doubled the following year. Students this year indicate they are enthusiast and making plans for this year’s entries. Evidence of Assessment A rigorous assessment model was designed in 2011‐12 to provide a continuous feedback loop, using a two‐year assessment cycle, with three goals assessed each year. As one set of goals is being assessed, the analysis from the other three will generate plans to address areas that demonstrate needs or to reinforce areas that are succeeding. During 2012‐13 we are collecting and analyzing the first year of data. It is too early to report on the success of the model or outcomes beyond a formative assumption. Formative Review The impacts of collaborative planning reveal positive, though inconclusive, outcomes as we observe a much greater level of communication among campus entities who serve first‐year students signaling a new paradigm ‐ programmatically and pedagogically. The implications for institutional improvement are as diverse as are the partnerships involved in the work to provide a holistic educational experience for students.