The First-Year Experience
at UMBC
Office of Undergraduate Education
Data Summary
Fall, 2012 – Spring, 2013
First-Year Experience
First-Year Seminar
Three-credit academic
courses designed for small
group discussion and
academic engagement
Enrollment limited to 20
students
Focus on listening skills, oral
presentation skills, and
writing
Unique topics not found in
the regular curriculum
IHU
(Introduction to an Honors
University seminar)
One-credit seminar
attached to a content
course (English 100Y,
Math 106Y, …)
First-Year Seminar
Fall, 2012 and Spring, 2013
22 courses
420 students served
Building a Culture of Peace
Images of Madness
The Deaf Community and its Culture
Paradigm and Paradoxes: An Attempt
to Understand the Universe
First-Year Seminar
Fall, 2012
• 76%
• 16%
first-semester
freshmen
first-semester
transfers
Spring, 2013
• 40% secondsemester freshmen
• 34% first-semester
transfers
• 13% secondsemester transfers
Spring semester: higher proportion of
commuters and students with high school and
college GPAs <3.0
Why Choose a First-Year Seminar?
19% - Satisfies a requirement (e.g.,
Honors College)
60% - Interest in the topic
40% - Unique learning environment,
opportunity for discussion, small class size
26% - An advisor recommended it
First-Year Seminar
Functional Competencies
•
•
•
•
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Oral and written communication
Scientific and quantitative reasoning
Critical analysis and reasoning
Technological competence
Information literacy
Evaluating the First-Year Seminar
WRITING: Choose academic sources,
conduct research, write essays and research
papers
• Improved grammar and sentence structure
• Ability to write a summary of scientific text
• Better organized writing
• Creative writing
• Thinking critically when writing
• Proper citation methods
Evaluating the First-Year Seminar
ORAL COMMUNICATION: Develop and
deliver oral reports, ask questions and share
opinions in class, lead class discussions
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•
•
•
Increased comfort for class participation
Open, thoughtful class discussions
Awareness of different perspectives
Increased confidence delivering oral reports
Evaluating the First-Year Seminar
• Getting to know peers and instructors;
adapt to different personality types
and teaching styles
• Learning about resources at UMBC,
instructors’ tips for success
• Conducting research and improving
writing skills
• More comfortable speaking in class,
greater awareness and respect for
others’ perspectives
The Faculty Perspective
I’ve learned never to over-estimate students’ abilities or
expect that a student “should” be able to do
something at a pre-determined level. (Ray Hoff)
They write 3 essays, 1 term paper, give an oral
presentation, participate in discussions, and thank me
for the experience! (Karen Freiberg)
The students enrolled in the course are often
intellectually curious, so discussions are rich with
creative ideas and perspectives. The small class size
allows for a sense of community and a nurturing
environment. (Carolyn Tice)
New Initiatives in the FYS
• Instructor videos
• Instructor biographies on OUE
website
• Graduate students
• APR
Introduction to an Honors University Seminar
Fall, 2012 – Spring, 2013
41 sections offered
619 students served
15 departments represented
o Anthropology, American Studies, Ancient
Studies, Computer Science, Economics,
Emergency Health Services, Engineering
Science, English, Geography & Environmental
Science, History, Information Systems,
Management of Aging Services, Math, Science,
Sociology
o Plus: CWIT Scholars, Discovery Scholars
Introduction to an Honors University Seminar
Fall, 2012
• 70%
• 22%
first-semester
freshmen
first-semester
transfers
Spring, 2013
• 42% first-semester
transfers
• 20% secondsemester freshmen
• 19% secondsemester transfers
Spring semester: higher proportion of
commuters and students with high school and
college GPAs <3.0
Why Choose an IHU?
Academic success skills (23%)
Learn about UMBC, meet people (11%)
An advisor recommended it (20%)
To get into the content course or earn one
extra credit (38%)
• Thought it was required for new students (9%)
•
•
•
•
IHU Expected Outcomes
• Define the nature of UMBC’s academic
environment
• Identify the essential academic skills and
work habits for UMBC study
• Promote the importance of students’ active
involvement with the UMBC community for
their academic and personal development
• Provide small group setting where discussion
and questions are encouraged
Evaluating the IHU
WORK HABITS: Balance school and personal life,
plan and set goals, seek assistance out of class,
overcome procrastination)
SOCIAL EXPECTATIONS: Get involved on
campus, stress management, meet new people,
handle frustration constructively
CAMPUS RESOURCES: Key buildings, tutoring
and other academic assistance, myUMBC, health
concerns, career exploration
Evaluating the IHU
CLASS ACTIVITIES: Take notes, participate in class,
communicate with faculty in class, oral
presentations
WRITING SKILLS: Search and cite academic
sources, structure research papers, write essays
and research papers
LEARNING SKILLS: Learning styles, study for exams,
take multiple choice and essay exams, read
textbooks
Evaluating the IHU
Student-reported growth
CAMPUS RESOURCES:
• Tutoring and other academic assistance
• Health-related concerns
• Career exploration
SOCIAL EXPECTATIONS:
• Involvement in co-curricular activities
• Participation in study groups
• Strategies for managing stress
Evaluating the IHU
• Improved class participation and oral
presentation skills
• Better organization, study habits, time
management, and study skills
• More informed about using research sources
effectively (and citing them correctly)
• Improved ability to structure a research
paper
• Improved motivation to persist
IHU Comparison Study
Fall, 2012
• 449 first-year IHU students
• 206 first-year students not enrolled in IHU
• At pre-assessment, lower scores for IHU
students:
o Academic Expectations – especially citing
sources, benefits of a liberal arts education
o Learning Skills – especially knowledge of
learning styles
o Work Habits – especially balancing academic
and personal life, overcoming procrastination
IHU Comparison Study
Fall, 2012
At post-assessment, higher scores for IHU
students:
• Work Habits
• Class Activities
• Academic Expectations
• Social Expectations and Campus Resources
o IHU enrollment was related to higher scores for
the students who started the semester with the
lowest pre-assessment scores
Work Habits
Common to FYS and IHU students
• 30-40% report putting off assignments until
just before they are due
o Percentages increased at the end of the
semester
• Low scores for overcoming procrastination
o Gain in skills for dealing with the problem
• Skills needing improvement
• Are students successful at balancing
academic and personal demands on their
time?
New Initiatives in the IHU
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•
•
•
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Standard writing assignment
Financial literacy training
Procrastination
Peer facilitators
Needs analysis
o Students, faculty, staff
o Learning outcomes to be assessed
Transfer Student Seminars
60% discipline-specific course content
specified by department
Departments represented: Computer Science,
Information Systems, Modern Languages and
Linguistics, Chemical Engineering, Visual Arts, History,
HAPP, and American Studies
• 72 students in 10 sections (2012-2013)
• Fall 2013 enrollment: 78 students in 7
sections
Data Summary: Retention and Graduation
Rates by LLC, IHU, and FYS Participation*
SecondYear
Semester First-Year Retentio Four-Year Five-Year Six-Year
Retention Retention n
Graduation Graduation Graduation
All
Students
92.9% 84.0% 72.1%
34.7%
52.9%
57.7%
LLC
97.5% 91.3% 84.5%
55.0%
71.5%
72.4%
IHU
FYS
94.5% 85.3% 73.5%
95.6% 86.7% 77.2%
33.8%
40.6%
54.7%
57.6%
60.8%
61.0%
*First-Time Full-Time Degree-Seeking Freshmen, 2002 to 2010 Fall
Cohorts