The First-Year Experience at UMBC

Office of Undergraduate EducationData Summary

Fall, 2012 – Spring, 2013

First-Year ExperienceIHU

(Introduction to an Honors University

seminar)

One-credit seminar attached to a content course (English 100Y, Math 106Y, …)

First-Year Seminar

Three-credit academic courses designed for small group discussion and academic engagementEnrollment limited to 20 studentsFocus on listening skills, oral presentation skills, and writingUnique topics not found in the regular curriculum

First-Year SeminarFall, 2012 and Spring, 2013

22 courses 420 students served

Building a Culture of PeaceImages of Madness

The Deaf Community and its CultureParadigm and Paradoxes: An Attempt

to Understand the Universe

First-Year SeminarFall, 2012 Spring, 2013

• 76% first-semester freshmen

• 16% first-semester transfers

• 40% second-semester freshmen

• 34% first-semester transfers

• 13% second-semester 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 topic40% - Unique learning environment, opportunity for discussion, small class size26% - An advisor recommended it

First-Year Seminar Functional Competencies

• 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• 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 PerspectiveI’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 Spring, 2013

• 70% first-semester freshmen

• 22% first-semester transfers

• 42% first-semester transfers

• 20% second-semester freshmen

• 19% second-semester 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 IHUWORK 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 IHUCLASS 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 explorationSOCIAL 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 StudyFall, 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 educationo Learning Skills – especially knowledge of

learning styleso Work Habits – especially balancing academic and

personal life, overcoming procrastination

IHU Comparison StudyFall, 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 HabitsCommon to FYS and IHU students

• 30-40% report putting off assignments until just before they are dueo Percentages increased at the end of the

semester• Low scores for overcoming procrastination

oGain 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• Standard writing assignment• Financial literacy training• Procrastination• Peer facilitators• Needs analysis

o Students, faculty, staffo Learning outcomes to be assessed

Transfer Student Seminars60% discipline-specific course content specified by departmentDepartments 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* Semester Retention

First-Year Retention

Second-Year Retention

Four-Year Graduation

Five-Year Graduation

Six-Year 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 94.5% 85.3% 73.5% 33.8% 54.7% 60.8%FYS 95.6% 86.7% 77.2% 40.6% 57.6% 61.0%

*First-Time Full-Time Degree-Seeking Freshmen, 2002 to 2010 Fall Cohorts