First Year Experience Program Proposal
October 19, 2012
Background
In the spring 2012, Keith Snow-Flamer (Vice-President of Student Development), with support of the
Basic Skills Committee, charged the First-Year Experience Framework Committee (FC) with the task to
develop the proposal for a yearlong First Year Experience Program. The proposal was to include a
mission statement and objectives, an assessment plan and a budget suitable for the implementation of the
program. The FC members included: Lisa Liken, Brady Reed, Geisce Ly, Anita Janis, Tracy Thomas,
Rachel Anderson, and Juana Tabares.
In order to accomplish these aims, the committee researched existing FYE programs at community
colleges across the country; reviewed existing resources at College of the Redwoods that could be
integrated into the FYE program; evaluated relevant data that supports the need for an FYE program; and
the committee created an outline of the guiding components for the FYE program at CR. The FYE
committee found the following:
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The common components of FYE programs include: orientation, Freshman Seminar courses,
learning communities, academic advising, career exploration, and non-academic activities.
General Studies 6 (First Year Experience) has been offered at College of the Redwoods since fall
2010.
Math Jam courses (Math review courses) are offered during the summer for students who want to
review and re-test to place into a higher level math than what they initially placed in through the
Accuplacer Placement Test.
The Institutional Research department has compiled persistence and retention data that will be
used to support FYE assessment and development.
An August 2012 First Year Experience Survey summary conducted by Merced College showed that:
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FYE programs most commonly included academic support services, education plan, and
orientation. Approximately two-thirds of the respondents (N=43) included designated FYE
sections and half included embedded counseling/guidance classes, block scheduling and early
alert (48.39%). Over 45% included supplemental instruction and over 41.94% included assigned
counselors.
An application to the program and assessment were most commonly used criteria for inclusion in
the program.
Over 40.00% of FYE programs enrolled their students in “Learning Communities”. What the
“Learning Community” consisted of varied. Some merely enrolled the students in the same
counseling class, while others enrolled them in the same math, English, and counseling class.
Students were offered priority enrollment in pre-selected classes in 45.16% of programs. They
were not offered priority enrollment in 22.58% of programs, and 32.26% declined to state.
32% of the programs were funded through the college’s general fund/apportionment 29% were
funded through the California Community Colleges Chancellor’s Office Basic Skills Initiative
funds, and 25.81% were funded through a federal government grant.
Most programs were administered by a coordinator.
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The respondents to the survey also identified several key themes:
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Include a counseling or student success course, often two courses—one the first semester and one
the second.
Implement contracts with FYE students stipulating what the college would provide and what as
expected of the student
Importance of faculty and student buy-in (voluntary participation)
Consider starting at one level below transfer rather than with lower levels as persistence is better
among this group without a FYE course.
Institutionalization of the program and inclusion in the general budget is considered important.
Provide professional development, particularly attending various conferences focused on
students’ experience the first year of college.
The FC framework document was submitted to the Basic Skills Committee (BSC) for review and
revision. The BSC reviewed the proposal at its October 19, 2012 meeting and suggested several revisions:
 Include Reading 360 students in the target population;
 Include ESOL and basic skills classes in the program’s goals;
 Revise the steering committee members to include a faculty chair and add an EOPS
representative;
 Ensure faculty buy-in by including discussion with math and English faculty in the review
process; and
 Include a statement regarding the success rates of basic skills students in the development of the
learning communities.
This proposal reflects the changes suggested by the BSC.
Framework
The First Year Experience program (FYE) is a student centered program intended to aid first-year degreeseeking students in their transition to College of the Redwoods, to expose students to appropriate
educational opportunities based on student success rates, and to integrate new students into the college
community in order to enrich their first year experience. The goals of the program are to:
1. Identify and overcome obstacles that impede the success of first-year students including nonnative speakers and those assessed into basic skills classes;
2. Ensure students identify their education goal and a plan for completion prior to registration;
3. Provide academic and “soft skills” developmental activities and essential support programs for
first-year students;
4. Collaborate with the campus community to assist first-year students in achieving academic and
personal success and integration into the learning community; and
5. Increase retention, persistence, and degree completion rates.
Program Objectives
Help students make a smooth and successful transition from high school
to college.
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To increase and ensure the success of at-risk and basic skills students
during their first year.
Help students understand the "non-cognitive, soft, character-type skills"
needed to be successful in the college environment.
Target Population
Program components:
FYE Learning Communities
Bring faculty, counselors, advisors, and staff together to help students
succeed in the pursuit of their educational and career goals.
First time college students who placed into Reading 360 and English
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First time college students who placed into Math 380.
Re-designed New Student Orientation that is required of all first time,
full time students.
New Student Welcome/BBQ (August)
Mandatory First Year Counseling and SEP development
Success Partner Program (mentors)
First year seminar course (GS 6)
Learning communities (Cohorts)
Early alert and intervention
Workshops
Student Tracking
Summer bridge program
First Semester:
2 English 350 courses each linked to a GS 6 course
1 Math 380 course linked to a GS 6 course
HE-1 course linked to GS-6
Second Semester:
English 150 course linked to a HE 1 course
Math 120 course linked to an Art 2 course
FYE Workshops
Study skills
Time management
Financial aid literacy
Career exploration
Stress management
Note taking
How to study for exams
Essay writing
Team building
Student panel
Panel of local business people
FYE Services
Assigned academic advisor
FYE learning communities
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Social activities
Mentors & tutors
Field trips to local sites
Guaranteed seat in English and Math
Faculty Incentives
Linked courses
Students stay together
Faculty Collaboration
* Common Themes
* Complementary assignments or projects
Imbedded advisor
Supplemental Instruction
Resources Needed
Counselor, advisor, faculty
Funding
Peer mentors and tutors
Tutor supervisor
Courses
FYE website
Program coordinator
Early alert system
Supplemental instruction
To facilitate evaluation and redesign, the committee divided the FYE program into three phases of the
first year: (1) pre-arrival, which includes everything from when the student applies to College of the
Redwoods to the first day of class; (2) first semester, which includes students adjusting to college life and
completing their Student Education Plan; and (3) second semester, students enroll in their designated
learning communities and complete their English and Math basic courses and are prepared for college
level English and Math.
FYE Steering Committee
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Chair: Faculty Chair appointed by Academic Senate
Counselor, math faculty; English faculty, and Librarian appointed by the Academic
Senate
o Basic Skills Committee Representative appointed by Co-Chairs of the BSC (and
Academic Senate depending upon the employee classification)
o EOPS Representative appointed by the Director of EOPS (and Academic Senate, CSEA
or MC depending upon the employee classification)
o DSPS Representative appointed by the Faculty Coordinator of DSPS (and Academic
Senate or CSEA depending upon the employee classification)
o Academic Dean Representative appointed by the CIO
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Budget
The committee estimates that the FYE program would cost approximately $49,316. This includes:
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$20,160 for Mentor/Tutor Supervisor
$10,752 for (3) Tutors
$8,404 for (3) Mentors
$2,000 for Supplies
$1,000 Program Give-a ways (t-shirts, etc.)
$2,500 End of semester celebration (2)
$2,500 Mid-semester activity (2)
$1,000 for Mendocino Activities
$1,000 for Del Norte Activities
The above estimate includes the assumption that Jennifer Bailey (Student Development Advising
Coordinator) would serve as the FYE program coordinator.
Assessment Plan
The overarching goal of the FYE program is student success. For the purposes of measuring program
effectiveness, student success will be measured by:
1. Persistence: Overall student persistence rates from first to second semester will be used to assess
the immediate impact of the FYE.
2. Retention: Student retention rates from first to second year will be used to measure long-term
impact of FYE on retention.
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3. Academic Success: Student academic success and progress toward degree completion. Grade
point average, units earned, and percentage of degree completion will be used to assess impact on
academic success.
4. Personal Growth: The FYE will promote student engagement in activities that will facilitate
intellectual and personal growth.
An FYE pre-post survey will provide assessment for the FYE learning objectives. The steering
committee will assess the program at the end of each semester for the first year. The evaluation will
include assessing the following PLO’s and SLO’s:
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PLO: Students will have a SEP completed by the end of the first semester in the program.
SLO: Students will be expected to demonstrate knowledge of college services and programs.
SLO: Students will gain a basic understanding of their degree requirements.
SLO: Students will gain a sense of connectedness to their college community.
PLO: Students will persist from first semester to second semester and return for their second year.
Next Steps
 Inclusion of program needs in Counseling/Advising Program Review—Complete
 Basic Skills Committee Review and Feedback—Complete
 Discuss FYE proposal with math and English faculty –October/November, 2012
 Submit proposal for BSI funds—October, 2012
 Discuss framework with Cabinet—November, 2012
 Appoint Steering Committee—December, 2012
 Submit budget request to BPC—January/February, 2012
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