First Year Program Assessment Report
Fall 2005-Spring 2006
Prepared by Kathryn N. Benzel,
Director of First Year Program, Professor in English
20 October 2006
The goal of the First Year (FY) course is to introduce students to the academic culture and promote higher-order skills that will aid them in their scholarly endeavors. Particularly important are those values of academic learning found in a liberal arts education: to develop responsible individuals who combine career competency with cultural awareness and intellectual curiosity; to give a foundation for clear thinking and expression; to read intelligently in fields with which an educated person ought to be acquainted. Overall, the FY course fosters in the student a commitment and responsibility to the UNK community, an energetic, thoughtful approach to the challenges of contemporary life, and an awareness of their place in the global society.
- Communications Competencies
- Writing. Students will develop and demonstrate college writing skills in essay exams, response papers, position papers, and extended essays.
- Oral skills. Students will develop and demonstrate knowledge of academic etiquette and civil discourse in discussion, debate, and argumentation in University forums
- Academic Competencies
- Library Research. Students will become aware of resources available in the library through a project that exposes them to library resources (general library information; searching and acquisition process; research methodologies).
- Critical Thinking. Students are expected to engage in critical, analytical, reflective, and transformational thinking about issues and ideas they encounter during this course, implementing communication competencies in written and oral format.
- Problem-solving/Decision-making. Students will understand the process of identification of problem, discovery of alternatives available, and selection of appropriate solutions in relation to issues relevant to individuals participating in the campus community.
- Technical Knowledge and Skills. Students will understand the process of access, analysis and synthesis of information available through information technology. Integration of computer and academic experience will be demonstrated through successful use of the campus Blackboard system, word processing, and research assignments.
- Awareness of and Participation in a Diverse University Community
- Students will explore the definition of diversity as it exists on the UNK Campus.
- Students will develop an understanding of why knowledge of other cultures is important in their development as a student and as a contributing member of a global community.
- Students will become aware of how their own cultural heritage (worldview) personally and professionally affects their definition of normality and their effectiveness in intercultural communication.
- Dedication to the General Studies Core
- Students will investigate acquisition of knowledge from a broad perspective of science and culture.
- Students will become aware of the relationships among disciplines and ways to apply that knowledge to their personal development and the contemporary social and political environment.
- Expectations of the Students within the UNK Community
- Students will explore the Student Handbook, Undergraduate Catalog and other important university policies in relation to classroom expectations, sexual harassment, academic dishonesty, and privacy guideline and graduation requirements. Students will also become familiar with resources available for academic, personal and career concerns.
- Students will become aware of the principles of academic freedom and their responsibilities to an active, student-centered learning environment.
Student Survey (282 Respondents)
| Male |
27.66% |
Female |
72.34% |
- College of First Year course
| B&T |
13.12% |
| Educ |
21.63% |
| FAH |
14.54% |
| NSS |
25.18% |
| Not sure |
25.53% |
- Major College
| B&T |
13.12% |
| Educ |
28.37% |
| FAH |
8.87% |
| NSS |
21.28% |
| UNMC |
9.22% |
| Undecided |
19.15% |
- How many hours do you study in a normal week?
| 1-2 |
8.87% |
| 3-4 |
36.88% |
| 5-6 |
27.3% |
| 7 + |
26.95% |
- How many hours do you work in a week?
| On campus |
0 |
84.7% |
| |
1-5 |
4.61% |
| |
6-9 |
4.96% |
| |
10 + |
5.67% |
| Off Campus |
0 |
53.19% |
| |
1-5 |
11.35% |
| |
6-9 |
6>03% |
| |
10 + |
29.43% |
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- How helpful was your Student Peer Leader
| Academic Assistance |
80% |
Yes |
| Campus community |
82% |
Yes |
| Kearney community |
68% |
Yes |
- FY course encouraged you to read or study on your own
| Very little |
41.84% |
| Some |
35.46% |
| Quite a bit |
19.5% |
| Very much |
3.19% |
- Satisfied with FY Program experience
| Very little |
15.96% |
| Some |
38.3% |
| Quite a bit |
30.5% |
| Very much |
15.52% |
- Satisfied with UNK experience
| Very little |
5.32% |
| Some |
17.02% |
| Quite a bit |
42.2% |
| Very much |
35.46% |
- Communications Competencies
- Writing. Students will develop and demonstrate college writing skills in essay exams, response papers, position papers, and extended essays.
Direct Measure: Writing Assessment
Overall Students improved their writing skills in all Categories: Organization, Support, Audience & Purpose, Critical Thinking, Style, and Assignment & Format.
- At Time One (September 2005) a random sample of 127 student essays written at the beginning of their first year course were collected and evaluated. The average score at Time One was 33.3.
- At Time Two (November 2005-January 2006) essays written at the end of the semester by the same 127 students were collected and evaluated with an average score of 38.1.
- Students improved in all areas with at least an 8% score increase.
- The Rubric for evaluation was revised from 2004 to include more attention to Assignment and Paragraphing.
| Writing assessment average scores: 2005-2006 |
| |
| |
Average: Time One
|
Average: Time Two
|
Difference
|
Organization
|
5.7
|
6.5
|
.8
|
Support
|
5.6
|
6.6
|
1.0
|
Aud. & Pur.
|
5.6
|
6.4
|
.8
|
Crit. Thinking
|
5.3
|
6.2
|
.9
|
Style
|
5.7
|
6.0
|
.3
|
Assg & Format
|
5.5
|
6.5
|
1.0
|
Total
|
33.3
|
38.1
|
4.8
|
As is evident, the average score increased in every category. In every category but Style, there was at least an 8% increase. This was maintained in the increase in the total scores. This, however, is a little misleading as it provides only a surface level view. In order to truly understand the total movement for the year, one must view each category separately.
Indirect Measure: Student Survey, Faculty Response, Student Peer Leader Response (See Student Survey) (See Faculty Survey) (See Survey of First Year Student Peer Leaders and First Year Program Faculty Evaluation of Student Peer Leaders)
Student Survey (282 respondents)
- On the whole 68% of the FY students felt their writing improved during their FY course.
- 36% wrote 1-2 papers; 31% wrote 3-4 papers, and 29.5% wrote 5 or more papers.
- 37.5% and 36.5% revised 2 or more papers for classes
Faculty Survey (5 respondents)
- Student writing improved
- Students wrote more complex assignments
- Oral skills Oral skills. Students will develop and demonstrate knowledge of academic etiquette and civil discourse in discussion, debate, and argumentation in University forums.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 46.5% sometimes participated in class discussion; 31.5% often participated
- 51.4% sometimes gave class presentations; 13% often gave presentations
- 49% said their oral communication skills improved some; 16% said they improved quite a bit
Faculty Survey (5 respondents)
- Students more willing to ask questions and participate in discussion
- Students more comfortable with public speaking
- Academic Competencies
- Library Research. Students will become aware of resources available in the library through a project that exposes them to library resources (general library information; searching and acquisition process; research methodologies).
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 87% had a library assignment
- 88% discovered library resources
- 86.5% had First Year library instruction
Faculty Survey (5 respondents)
- Student did library research for written assignments and class presentations
- Critical Thinking. Students are expected to engage in critical, analytical, reflective, and transformational thinking about issues and ideas they encounter during this course, implementing communication competencies in written and oral format.
Direct Measure:
Critical thinking was assessed in the rubric used to evaluate student essays. Critical thinking rubric scores increases from 5.3 to 6.2, a total of .9 points. This category is a particularly important one as critical thinking is an important element of good writing as well as an objective of the First Year Program. It is significant, then, to see the upward trend in this category, particularly since critical thinking was an area of concern for the First Year instructors after the first evaluation session. A session at the spring training workshop in 2006 was dedicated to teaching critical thinking skills in an attempt to further develop students’ critical thinking. Because Critical Thinking skills are so important to student success, however, it is vital that we continue to focus our attention on equipping instructors to help students develop these skills.
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 responses)
- 56% said they sometimes analyzed elements of an idea
- 54% said they sometimes synthesized information
- 50% said that their FY course contributed to their analytical skill
- 44% said their FY course contributed some to their ability to learn independently
Faculty Survey (5 respondents)
- Not all faculty incorporated critical thinking activities; those who did saw students improving in problem solving and independent thinking
- Problem-solving/Decision-making. Students will understand the process of identification of problem, discovery of alternatives available, and selection of appropriate solutions in relation to issues relevant to individuals participating in the campus community.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents): These issues are included in the Critical Thinking topics.
- Technical Knowledge and Skills. Students will understand the process of access, analysis and synthesis of information available through information technology. Integration of computer and academic experience will be demonstrated through successful use of the campus Blackboard system, word processing, and research assignments.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- The majority of students use their own personal computers rather than campus computer labs.
- 35% said they sometimes use Lotus Notes Email; 50% said they often use it.
- 35% said they sometimes use Blackboard; 55% said they often use it.
- Awareness of and Participation in a Diverse University Community
- Students will explore the definition of diversity as it exists on the UNK Campus.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 40% sometimes use readings on different points of view; 32% often use reading on different points of view.
- 40% said their FY course sometimes contributed to understanding different point of view; 35% said their FY course contributed quite a bit to understanding different points of view.
Faculty Survey
- All faculty included diversity assignments in their FY courses, including race, class, gender, religion.
- Students will develop an understanding of why knowledge of other cultures is important in their development as a student and as a contributing member of a global community.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Response
Student Survey (282 respondents)
- 33% were encouraged some by their FY course to talk with people from different backgrounds; 22% were encouraged quite a bit by their FY course to talk with people from different backgrounds
- Students will become aware of how their own cultural heritage (worldview) personally and professionally affects their definition of normality and their effectiveness in intercultural communication.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 33% were encouraged some by their FY course to talk with people from different backgrounds; 22% were encouraged quite a bit by their FY course to talk with people from different backgrounds
- Dedication to the General Studies Core
- Students will investigate acquisition of knowledge from a broad perspective of science and culture.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 55% said that they sometimes made connections between topics discussed in FY courses and their other courses
- 57% said that they discussed their FY course with students outside of class
- Students will become aware of the relationships among disciplines and ways to apply that knowledge to their personal development and the contemporary social and political environment.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
- 55% said that they sometimes made connections between topics
- 57% said that they discussed their FY course with students outside of class
- Expectations of the Students within the UNK Community
- Students will explore the Student Handbook, Undergraduate Catalog and other important university policies in relation to classroom expectations, sexual harassment, academic dishonesty, privacy guideline and graduation requirements. Students will also become familiar with resources available for academic, personal and career concerns.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
Student Survey (282 respondents)
|
|
59% aware of Personal Counselor |
| |
75% aware of Student Health |
| |
68% aware of Career Services |
|
|
58% very often use various tutoring services |
|
|
50% attend 1-2 events |
Faculty Survey (5 respondents)
- All faculty required students to attend extracurricular events
Student Peer Leader Survey (8 respondents)
- All SPLs were involved in guiding students to campus resources, and initiating, attending, and assessing extracurricular events
- Students will become aware of the principles of academic freedom and their responsibilities to an active, student-centered learning environment.
No Direct Measure
Indirect Measures: Student Survey, Faculty Response, Student Peer Leader Response
The First Year Program has evolved over the past five year (beginning in 2002) to include an extensive Writing Assessment component, more attention to writing, critical thinking, problem solving, campus resources, and connection to the Kearney community. (See Annual Reports for 2003 and 2004.) As a result of continued improvements, the program has become a spotlight for academics on campus.
However, as the program’s quality grows, there is a commensurate demand on the Director’s, Assistant Director’s, and FY Faculty’s time and resources. See Recommendations below.
Student Outcomes
- First Year Program students improved their Communication and Academic Competencies as identified in the Mission Statement and Learning Objectives.
- First Year Program students were introduced to diversity issues.
- First Year Students were satisfied with the First Year Program experience.
- First Year students were satisfied with their UNK experience.
- First Year students became familiar with campus resources: Academic and Student Services.
Student Peer Leaders
- First Year Student Peer Leaders supported the Learning Objectives of the First Year Program.
- Student Peer Leaders continue to be a positive feature of the FY Program.
Faculty
- First Year Faculty supported the Learning Objectives of the First Year Program.
Student Outcomes
- Better communication to students about the Writing Assessment to demonstrate its importance and procedure.
- FY students encouraged to act as independent thinkers.
Student Peer Leaders
- A Student Leadership course to be developed to accommodate Student Peer Leader Training.
Faculty
- Training workshops to include more information and practice with preparing writing assignments and teaching writing in the various disciplines.
- Additional support to faculty to assistant their own time management with First Year activities.
Program Development
- Assessment tools for First Year Faculty and Student Peer Leaders to include more direct measures.
- New FY courses development across all campus colleges. More support from department chairs and college deans to encourage this development.
- Increased permanent secretarial support to facilitate payment of faculty and student peer leaders, and to monitor budget.
- More cooperation with Student Life to support First Year efforts to encourage academic development.
- Reassessment of Director’s responsibilities and stipend.
Evaluation of Assessment Process
- Using Opinio for the student survey made collecting and reporting data much easier.
- The writing assessment is useful in collecting information directly about student writing and critical thinking. The changes in the rubric seemed to make scoring easier.
- It will be important to gain student buy-in for the writing assessment essays to insure we get students’ best efforts.
Recommended Changes in Assessment Process
- Tailor the writing prompt to the book used for the First Year reading program.
- Draw comparisons between FY student survey responses and UNK freshmen responses on NSSE.
See Appendix: Survey of First Year Student Peer Leader Narrative Response