Transitions Also Happen in Year 2
A National Portrait of How Institutions
Shape the Beginning College Experience
Tracy L. Skipper
NODAC 2014
Orlando, Florida
Session Overview
• What do we hope students achieve during
their first two years in college?
• What initiatives have we put in place to
help students achieve those goals?
• How well do those initiatives align with
the goals we have our students?
How do you define success?
What does success look like in the first year?
• Developing intellectual
and academic
competence
• Establishing and
maintaining
interpersonal
relationships
• Exploring identity
development
• Deciding on a career
• Maintaining health and
wellness
• Considering faith and
spiritual dimensions of
life
• Developing multicultural
awareness
• Developing civic
responsibility
Source: Upcraft, Gardner, & Barefoot (2005, pp. 8-9)
What does success look like in the sophomore year?
• Developing purpose
• Gaining a sense of one’s
strengths (academic selfefficacy)
• Choosing a major
• Deciding on a career
• Interacting with faculty in
educationally meaningful
ways
• Becoming engaged with
the learning process
• Connecting with peers
and being involved on
campus
Source: Hunter, Tobolowsky, Gardner, et al.(2010)
Horizontal Alignment
Strategies used to
assess learning and
achievement are based
on what has been
Learning
taught and on the
Objectives
learning objectives
students are expected
to meet.
Educational
Experiences
Assessment
Horizontal Alignment
Effectively
evaluate & use
information
Source: Friedman (2012, pp. 50-51)
Research
Assignment in
U101
Pre/Posttest
Assessment
with
ProjectSAILS
Vertical Alignment
What students learn in one
lesson or course prepares
them for the next lesson or
course. Educational
experiences are purposefully
structured and logically
sequenced so that students
gain the knowledge and skills
to progressively prepare them
for more challenging, higherlevel work.
Senior-Year
Experience
Major
Sophomore-Year
Initiatives
First-Year Experience
Vertical Alignment
National Survey of First-Year Seminars
Purpose
• Administered triennially over
past 25 years
• Types of first-year seminars
• Seminar features
• Student characteristics
• Instructional characteristics
• Administration
• Assessment
• Module on HIPs
2012-2013 Administration
• 3,753 institutions were
invited to participate
• 896 campuses
responded (23.9%
response rate)
• 804 (89.7% of sample)
indicated that they had
one or more FYS
Participants
Institution type
Two-year
Four-year
Public
Private, not-for-profit
Private, for-profit
Source: 2012-2013 NSFYS
All
(N = 896)
26.7%
73.3%
54.1%
42.9%
3.0%
With seminar
(N = 804)
25.6%
74.4%
54.4%
42.8%
2.7%
Participants
Size of First-Year
Class
All
(N = 896)
With seminar
(N = 804)
29.5%
< 500
29.8%
501 – 1,000
22.8%
22.6%
1,001 – 1500
11.8%
11.9%
1,501 – 2,000
7.6%
7.5%
2,001 – 2,500
6.6%
6.8%
2,501 – 3,000
2.9%
2.9%
3,001 – 3,500
4.1%
4.5%
3,500 – 4,000
2.5%
2.2%
4,001 – 5,000
3.6%
3.7%
> 5,000
8.4%
8.3%
Source: 2012-2013 NSFYS
Types of Seminars Across All Institutions
All Seminars
(N = 788)
Primary Type
(N = 786)
Extended Orientation < Two-Year < Public
60.4%
39.1%
Academic Uniform Content
29.4%
19.0%
28.7%
19.2%
Basic Study Skills < Two-Year
22.6%
3.9%
Pre-professional/Discipline-linked
16.4%
3.8%
Hybrid < Four-Year < Private
23.4%
14.1%
Other
1.5%
0.9%
Academic Variable Content < Four-Year
Private
Source: 2012-2013 NSFYS
<
Top 5 Seminar Goals
Most Important Course Goals
Percentage
Develop a connection with the institution
44.9
Orientation to campus resources < Two-Year
37.8
Develop academic skills
36.3
Develop critical thinking skills < Four-Year
23.3
Create common first-year experience < Four-Year
21.6
Source: 2012-2013 NSFYS
HIPs and First-Year Seminars
High-Impact Practice
Percentage
Produce and revise various forms of writing
< Four-Year < Private
42.5
Collaboration and teamwork < Public
67.2
Diversity or global learning < Four-Year
58.5
Service-learning < Four-Year < Private
31.8
Learning community < Public
36.8
Common reading experience < Four-Year < Private
38.1
Undergraduate research < Four-Year
12.8
Source: 2012-2013 NSFYS
5 Most Frequently Assessed Outcomes
Outcome
Percentage
Satisfaction with the seminar
75.9%
Persistence to second year
58.4%
Satisfaction with faculty
52.7%
Student self-reports of course impact
49.3%
Participation in campus activities
34.8%
Learn
Comm
36.8%
Selfexploration
17.0%
Teamwork
67.2%
Connection
to
institution
44.9%
Orientation
to campus
resources
37.8%
Studentfaculty
interaction
9.0%
Comm
Readin
g
38.1%
Common
FYE
21.6%
Researc
h
12.8%
Intellectual/academic
competence
Interpersonal
relationships
Identity development
Career development
Wellness
Spirituality
Civic responsibility
Academic
skills
36.3%
Criticalthinking
skills
23.4%
2nd year
return rate
8.0%
Diversity
58.5%
Writing
skills
11.6%
Study skills
20.0%
Writing
42.5%
Alignment between first-year outcomes, seminar goals, and experiences.
Service
31.8%
Selfexploration
17.0%
Faculty
Satisfaction
52.7%
Campus
Activities
34.8%
Common
FYE
21.6%
Connection
to
institution
44.9%
Orientation
to campus
resources
37.8%
Intellectual/academic
competence
Interpersonal
relationships
Identity development
Career development
Wellness
Spirituality
Civic responsibility
Studentfaculty
interaction
9.0%
Academic
skills
36.3%
Criticalthinking
skills
23.4%
2nd year
return rate
8.0%
Year 2
Persistence
58.4%
Inst.
Satisfaction
32.7%
Writing
skills
11.6%
Course
Satisfaction
75.9%
Study skills
20.0%
Alignment between first-year outcomes, seminar goals, and assessed outcomes.
Course
Impact
49.3%
Learn
Comm
36.8%
Faculty
Satisfaction
52.7%
Diversity
58.5%
Inst.
Satisfaction
32.7%
Researc
h
12.8%
Year 2
Persistence
58.4%
Teamwork
67.2%
Campus
Activities
34.8%
Intellectual/academic
competence
Interpersonal
relationships
Identity development
Career development
Wellness
Spirituality
Civic responsibility
Writing
42.5%
Comm
Readin
g
38.1%
Course
Impact
49.3%
Course
Satisfaction
75.9%
Alignment between first-year outcomes, experiences, and assessed outcomes.
Service
31.8%
National Survey of Sophomore-Year Initiatives
Purpose
• Third administration;
previously in 2005 and
2008
• Designed to identify
sophomore-specific
practices and programs
and characteristics of
those initiatives
2013-2014 Administration
• 3,722 institutions invited
to participate
• 778 responses from
unique institutions
(20.9% response rate)
• 349 currently offered at
least one sophomorespecific initiative (46% of
sample)
Participants
Institution type
Two-year
Four-year
Public
Private, not-for-profit
All
(N = 778)
22.9%
77.1%
54.1%
42.9%
With initiative
(N = 349)
35.1%
49.4%
42.5%
50.3%
Participants
Number of
Undergraduates
All
(N = 778)
With initiative
(N = 349)
38.3%
< 500
6.2%
501 – 1,000
7.4%
46.3%
1,001 – 1500
8.6%
45.3%
1,501 – 3,000
25.0%
45.0%
3,001 – 5,000
12.6%
48.9%
5,001 – 10,000
17.3%
53.4%
10,001 – 15,000
8.9%
37.9%
15,001 – 20,000
6.1%
47.8%
> 20,000
7.9%
47.4%
Source: 2013-2014 NSSYI
Objectives for the Sophomore Year
Objective
Percentage
Retention
62.1 %
Career exploration
53.5%
Career preparation < Two-Year
45.4%
Academic assistance
45.1%
Selection of a major < Four-Year
44.9%
Leadership opportunities
43.5%
Student engagement
43.1%
Connection with institution < Four-Year < Private
34.5%
Academic skills
31.7%
Graduation rates <Two-Year < Public
31.3%
Source: 2013-2014 NSSYI
Most Common Sophomore-Year Initiatives
0%
Academic Advising
Career exploration
Career planning
Early alert systems
Leadership development
Major exploration and selection
Academic coaching or mentoring
Peer mentoring by sophomores
Class events
Internships
Source: 2013-2014 NSSYI
10%
20%
30%
40%
50%
60%
57.6%
52.7%
48.7%
42.7%
40.3%
33.1%
30.3%
29.1%
28.2%
27.1%
Primary Sophomore-Year Initiatives
0%
Academic Advising
Live-on Requirement
Early Alert
Other
Credit-Bearing Course
Academic Coaching
Class Events
Sophomore LLC
Career Exploration
Major Exploration
Source: 2013-2014 NSSYI
10%
20%
30%
40%
50%
45.7%
8.2%
4.7%
4.1%
3.8%
3.2%
2.9%
2.9%
2.3%
2.1%
Primary Sophomore-Year Initiative: Categories
• Academic Advising (45.7%)
• Residential Initiatives
(12.3%)
• High-Impact Practices
(7.9%)
• Major and Career-Focused
Initiatives (6.4%)
• Academic Support
• Curriculum or Course-Based
• Communication to
Sophomores
• Campus-Based Events
• Away-from-Campus Events
• Transition-Focused Initiatives
• Financial Aid & Scholarships
• Leadership Development
• Comprehensive SophomoreYear
• Early Alert
Graduation
rates
31.3%
Res
Life
12.3%
HIPs
7.9%
Retention
62.1%
Career
exploration
53.5%
Academic
skills
31.7%
Purpose
Academic self-efficacy
Major selection
Career decision making
Meaningful interactions
w/faculty
Engaged learning
Connection to peers
Campus involvement
Connection
to
institution
34.5%
Career
preparation
45.5%
Academic
assistance
45.1%
Student
engagemen
t
43.1%
Leadership
43.5%
Academic
Advising
45.7%
Alignment between sophomore-year outcomes and initiatives.
Major
selection
44.9%
Major
&
Career
6.4%
Graduation
Graduation
rates
31.3%
Rates
27.9%
Career
Exploration
16.8%
Retention
62.1%
Retention
51.9%
Career
exploration
53.5%
Academic
skills
31.7%
Purpose
Academic self-efficacy
Major selection
Career decision making
Meaningful interactions
w/faculty
Engaged learning
Connection to peers
Campus involvement
Connection
to
institution
34.5%
Career
preparation
45.5%
Academic
assistance
45.1%
Student
engagemen
t
43.1%
Stud/Fac
Interaction
17.5%
Leadership
43.5%
Major
Selection
31.2%
Major
selection
44.9%
Academic
Assistance
68.8%
Alignment between sophomore-year outcomes, academic advising, and initiative objectives.
Graduation
rates
31.3%
Conn. to
Institution
62.9%
Support
Network
25.0%
Retention
62.1%
Retention
45%
Career
exploration
53.5%
Academic
skills
31.7%
Purpose
Academic self-efficacy
Major selection
Career decision making
Meaningful interactions
w/faculty
Engaged learning
Connection to peers
Campus involvement
Connection
to
institution
34.5%
Career
preparation
45.5%
Academic
assistance
45.1%
Student
engagemen
t
43.1%
Student
Engagement
62.9%
Leadership
43.5%
SelfExploration
23.0%
Major
selection
44.9%
Career
Exploration
10.0%
Alignment between sophomore-year outcomes, res life initiatives, and initiative objectives.
Graduation
rates
31.3%
Student
Engagement
48.1%
Intellectual
Competence
Retention
62.1%
Career
Exploration
25.9%
18.5%
Career
exploration
53.5%
Academic
skills
31.7%
Purpose
Academic self-efficacy
Major selection
Career decision making
Meaningful interactions
w/faculty
Engaged learning
Connection to peers
Campus involvement
Connection
to
institution
34.5%
Career
preparation
45.5%
Academic
assistance
45.1%
Student
engagemen
t
43.1%
Leadership
Opportunitie
s
22.2%
Leadership
43.5%
Civic
Responsibilit
y
22.2%
Major
selection
44.9%
Alignment between sophomore-year outcomes, HIPs, and initiative objectives.
Career
Preparation
18.5%
Graduation
rates
31.3%
Graduation
Rates
23.8%
Retention
28.6%
Career
Exploration
Retention
62.1%
57.1%
Career
exploration
53.5%
Academic
skills
31.7%
Purpose
Academic self-efficacy
Major selection
Career decision making
Meaningful interactions
w/faculty
Engaged learning
Connection to peers
Campus involvement
Connection
to
institution
34.5%
Career
preparation
45.5%
Academic
assistance
45.1%
Student
engagemen
t
43.1%
Academic
Assistance
19.0%
Leadership
43.5%
Major
Selection
38.1%
Major
selection
44.9%
Career
Preparation
38.1%
Alignment between sophomore-year outcomes, major/career initiatives, and initiative objectives.
Opportunities for Vertical Alignment?
First-Year
Outcomes
Sophomore-Year
Outcomes
Purpose
Identity development
Meaningful
Wellness
Academic self-efficacy
interactions w/faculty
Spirituality
Major/career
Engaged learning
Civic responsibility
exploration
Campus involvement
Interpersonal
relationships
Opportunities for Vertical Alignment?
• What initiatives do you have in first year that focus on
these outcomes?
– Academic self-efficacy
– Major/career exploration
– Interpersonal relationships
• How are they (or how might they) lay the groundwork
for initiatives in the sophomore year?
• In what ways are your sophomore initiatives
intentionally building on the work of the first year?
Thank You!
Dr. Tracy L. Skipper
Assistant Director for Publications
E-mail: tlskippe@mailbox.sc.edu
Phone: (803) 777-6226
Data Sources
• 2012-2013 National Survey of First-Year
Seminars (2012-2013 NSFYS)
• 2014 National Survey of Sophomore-Year
Initiatives (2014 NSSYI)
References
Friedman, D. B. (2012). The first-year seminar: Designing, implementing, and assessing
courses to support student learning and success: Vol. V. Assessing the first-year
seminar. Columbia, SC: University of South Carolina, National Resource Center for The
First-Year Experience and Students in Transitions.
Hunter, M. S., Tobolowsky, B. F., Gardner, J. N., Evenbeck, S. E., Pattengale, J. A., Schaller,
M. A., Schreiner, L. A., & Associates. (2010). Helping sophomores succeed:
Understanding and improving the second-year experience. San Francisco, CA: JosseyBass.
Upcraft, M. L., Gardner, J. N., Barefoot, B. O., & Associates. (2005). Challenging and
supporting the first-year student: A handbook for improving the first year of college.
San Francisco, CA: Jossey-Bass.
Young, D. G., & Hopp, J. M. (2014). 2012-2013 National Survey of First-Year Seminars:
Exploring high-impact practices in the first college year (Research Reports on College
Transitions No. 4). Columbia, SC: University of South Carolina, National Resource
Center for The First-Year Experience and Students in Transition.