Eugenio María de Hostos Community College HOSTOS MISSION: KEY THEMES
Access to Higher Education
Community Resources
Socio-Economic Mobility
Intellectual Growth/ Lifelong Learning
English/ Math Skills Development
Diversity & Multiculturalism
Eugenio María de Hostos Community College
The Foundations of Excellence® in the First College Year The Foundations of Excellence (FoE) is a voluntary self-review process designed by the John N. Gardner Institute for Excellence in Undergraduate Education. The process allows campuses to examine the experience of first year students, identify areas where first-year students are well-served and create an action plan for improvement.
The Process and Model The engine of the self-review is the Foundations of Excellence task force. The work of the task force begins with a campus audit of relevant policies, practices, and existing data (the “Current Practices Inventory”), continues with a 9 - 12 month process of evaluation using the Foundations of Excellence model and culminates in the development of an “Action Plan”. Campus task forces use both qualitative and quantitative evidence to support their judgments of campus achievement. The results of the Foundations of Excellence new student survey and faculty/staff survey are part of the quantitative evidence used.
The FoE model is comprised of nine aspirational standards of excellence, termed “Foundational Dimensions®”. The dimensions are: 1) Philosophy; 2) Organization; 3) Learning; 4) Campus Culture; 5) Transitions; 6) All Students; 7) Diversity; 8) Roles and Purposes; and 9) Improvement.
(Courtesy of www.fyfoundations.com)
2
Eugenio MarĂa de Hostos Community College
The Hostos Community College Foundations of Excellence First-Year Study was executed by a cross-divisional task force of 36 staff and faculty members during the 2010-2011 academic year. Each of the task force members was assigned to one of nine dimension committees according to areas of expertise and useful affiliations. The group was led by a Steering Committee that was co-chaired by Dr. Carmen Coballes-Vega, Provost and Vice President for Academic Affairs, and Nathaniel Cruz, Vice President for Student Development and Enrollment Management. Additional Steering Committee Members Dr. Deirdre Aherne, Dean of Enrollment Management Dr. Richard Gampert, Director of Institutional Research Wendy Small-Taylor, Director of Academic Advisement Special Assistants to Steering Committee Lillian Morales, Executive Associate to the Vice President Amaris Matos, Executive Associate to the Provost Task Force Members DIMENSION 1: PHILOSOPHY
DIMENSION 6: ALL STUDENTS
Gisette Forte, Executive Associate, Budget and Finance Alexander Vaninsky, Associate Professor, Mathematics Stephen Bosworth, Adjunct Professor, Behav. and Social Sciences Barbara Rivera-Berger, Counselor, Counseling Office
Frantz Alcindor, Director, Academic Achievement Iris Mercado, Assistant Professor, Education Elyse Zucker, Assistant Professor, English Troy Wolfe, Director, Accelerated Studies in Associate Programs
DIMENSION 2: ORGANIZATION
DIMENSION 7: DIVERSITY
Laverne Dantzler, Coordinator, Testing Office Nieves Angulo, Associate Professor, Mathematics Lizette Colon, Counselor, Counseling Office Robert Curry, Lieutenant, Public Safety
Carol Kashow, Director, Athletes & Recreation Yoel Rodriguez, Assistant Professor, Natural Sciences Joanne Rover, Assistant Professor, Allied Health Ivelisse Rosario-Natal, Advisor, Admissions
DIMENSION 3: LEARNING Camelia Sotolongo, Coordinator, College Discovery Angel Morales, Lecturer, Humanities Julie Trachman, Assistant Professor, Mathematics Silvia Reyes, Assistant Director, Academic Learning Center
DIMENSION 8: ROLES AND PURPOSES Greg Ventura, Employment Counselor, Career Services Francisco Fernandez, Assistant Professor, Natural Sciences Alisa Roost, Assistant Professor, Humanities Rhonda Johnson, Assistant Professor, Library
DIMENSION 4: CAMPUS CULTURE
DIMENSION 9: IMPROVEMENT
Hugo Eguizabal, Financial Aid Specialist, Financial Aid Nelson Nunez-Rodriguez, Assistant Professor, Natural Sciences Andrew Hubner, Lecturer, English Maria Cano, Director, College Opportunity to Prepare for Employment
Ramon De Los Santos, Assistant Director, Academic Achievement America Trinidad, Lecturer, Education Ruslan Flek, Assistant Professor, Mathematics Diane McFarlane, Health & Safety Officer, Facilities
DIMENSION 5: TRANSITIONS Patricia Mabry, Advisor, Admissions Michael Cisco, Assistant Professor, English Karen Lundberg, Assistant Professor, Language and Cognition David Johnson, Early College Liaison, Office of Academic Affairs
3
Eugenio MarĂa de Hostos Community College
Introduction and Overview of the Project The Foundations of ExcellenceÂŽ self-study at Eugenio Maria de Hostos Community College was executed in concert with Bronx Community College and Lehman College, all part of the City University of New York (CUNY). During a national conference, the three college presidents met with John Gardner and discussed the need to determine strategies to promote first year student persistence, retention, graduation and transfer. As a result of the discussion, the three presidents determined to launch their self-studies with purposeful collaboration. As both Hostos and Bronx are pipelines for transfer students to Lehman, the focus areas for the self-studies were strategically selected. Hostos and Bronx focused their study on the first -year student experience and Lehman launched a study focused on transfer students. The FoE self-study came at a critical time for Hostos because the institution had already begun its Middle States Association accreditation self-study and the planning process for the Hostos Strategic Plan. In addition, a new Provost had been hired and the Interim Vice President for Student Development and Enrollment Management was beginning his second year in that role. The institution, therefore, did not have the full complement of all administrators in place. The Middle States review began during the 2009-2010 academic year and various working groups were already established for the study. In the design of the FoE self-study, the Steering Committee deliberately planned to make available Middle States data to its dimension group members. In addition, the two administrators leading the FoE Steering Committee would also utilize the data provided in the planning process for the Strategic Plan. To that end, the Steering Committee developed a model for the dimension committees that could replicate the Middle States working group structure by creating partially overlapping membership within the two self-study processes. This strategy ensured continuity in the research and evidence collected for the FoE review. In order to draw a stronger connection between the FoE and the Middle States studies, a grid was prepared by the Steering Committee that demonstrated the alignment between the FoE dimensions and the Middle States standards. The intentional organization of the dimension groups assisted in the submission of final reports that were comprehensive and supported by strong evidence. As part of the launch in September 2010, Hostos Community College, Bronx Community College and Lehman College, kicked-off the self-review process with a meeting on the Lehman College campus attended by task force members from each institution, dimension group co-chairs, and John N. Gardner, the President of the Institute for Excellence and founder of the FoE self-review model. The document that follows is the final step in the Foundations of Excellence project. It is the synopsis of the project after review of surveys from faculty, staff and students, and includes recommendations from each of the dimensions groups. The recommendations are listed by Dimension group and not in priority
4
Eugenio MarĂa de Hostos Community College
order. Subsequent to the dissemination of the final report, an implementation plan will be developed with recommendations in priority order and in alignment with the Hostos Strategic Plan. The analysis completed by the Foundational Dimension committees provides valuable insights (within the context of the Hostos mission) into the strengths and needs for support for first-year students. The reports also exhibit rich discussions by the dimension committees that reflect the engagement of the participants as well as their understanding of the critical nature of the first year student experience. The strong cross-divisional collaboration between the Academic Affairs and Student Development and Enrollment Management divisions during the FoE process contributed to the success of the self-study and will serve as an asset when the college moves into the implementation phase. In review of the reports, the Steering Committee found that there was some overlap among the recommendations that points to common areas for improvement. The common areas highlighted by the reports have been included in the FoE Summary of Recommendations. The recommendations from the FoE study will be included in the Hostos Strategic Plan implementation and will inform future conversation among the three Bronx CUNY institutions regarding first-year student support, persistence, retention, graduation and transfer.
5
Eugenio MarĂa de Hostos Community College
Hostos Dimension Committee Summaries
Philosophy Dimension The Philosophy Dimension Committee reviewed evidence from faculty/staff and student surveys, website, catalog, handbook, freshman orientation documents, admissions and marketing documents, department/unit documents, and year-end reports. The committee found that while there are policies and regulations for first year students in the areas of advisement and testing, there is no explicit, articulated, and agreed upon college-wide philosophy for first year students. The faculty and staff identified for executing specific first-year student initiatives agreed that a philosophy to support the first year experience is needed.
Organization Dimension The Organization Dimension Committee reviewed evidence from a number of sources including faculty/staff and student surveys, interviews with key directors of units in the Division of Student Development and Enrollment Management (SDEM), and materials from the Academic Achievement Office, Hostos Academic Learning Center and the Testing Office. Communication and coordination were identified as critical issues that require attention in relation to supporting first year students. In addition, institutionalizing an early warning system was also raised as a concrete recommendation for supporting students.
Learning Dimension The Learning Dimension Committee reviewed evidence from a variety of sources including the faculty/staff and student surveys, Office of Institutional Research data, Hostos catalog, Freshman Orientation class (SSD100), General Education Mapping tool data, Hostos Valid Assessment in Learning Undergraduate Education (VALUE) and Association of American Colleges and Universities (AAC&U) rubrics, academic department learning outcomes, Hostos Academic Learning Center workshop information and placement exams, and Center for Teaching and Learning professional development workshops. While there are a number of academic supports provided through various divisions and units in the college, the committee found that the coordinated integration of these supports (to sustain and ensure academic success of students both within and outside of the classroom) requires additional attention. (This can include providing service learning and internships.) The restructuring of Freshman Orientation and the alignment of General Education outcomes with student leadership programming surfaced as a pressing need in the college. 6
Eugenio MarĂa de Hostos Community College
Campus Culture Dimension The Campus Culture Dimension Committee reviewed evidence from a variety of sources such as standard student surveys, college wide senate reports, FoE faculty and student surveys, and data from the Hostos Academic Learning Center (HALC). The committee found that the college actively communicates institutional expectations and that the staff is actively engaged in providing student support. Key divisions such as Academic Affairs and Student Development were found to be engaged in structured collaborative institutional efforts. The areas that were identified as needing attention were: pre-college programming, student advising, transfer services and initiatives that recognize faculty participating in new student programming. Technology enhancements were identified as another area that should be explored relative to Early Warning Systems.
Transition Dimension The Transition Dimension Committee reviewed evidence from a variety of sources which included, but were not limited to, FOE Student Surveys, Hostos SDEM Satisfaction Surveys, and Divisional Annual Reports. Findings indicate that prospective and freshmen students receive information on College expectations in a variety of ways. They include College websites, open houses, admission seminars, freshmen day orientations, and student email communications. Communications in an extra-curricular capacity are rich and ample. The review also identified some areas that may require attention. These include the creation of a website specifically designed for freshmen, programming for the families of freshmen students, advisement for Allied Health majors, and revised freshmen seminars.
All Students Dimension The All Students Dimension reviewed evidence from a variety of sources which include CUNY Office of Institutional Research and Assessment (OIRA) data, college student profile data, Hostos website, faculty and staff interviews, college publications, college and FoE surveys. The committee identified academic programming that addresses remedial and developmental needs (ranging from immersion workshops to language intensive courses) as areas of strength. Similarly, academic support services from the Hostos Academic and Learning Center (HALC) and service for the disabled were also highlighted. The areas found to need improvement are: the number of learning environments, the promotion of student workshops, a student-friendly revision of the Hostos website, the recognition of faculty and staff participation in freshmen activities, and the development of a more relevant and centralized institutional data collection. 7
Eugenio MarĂa de Hostos Community College
Diversity Dimension The Diversity Dimension Committee reviewed evidence from a variety of sources including the faculty/staff and student surveys, interviews with key leaders, Hostos Center for the Arts and Culture, New Student Orientation information, Hostos website, student handbook, Student Activities calendar, Equal Opportunity Office information, and Office of Academic Affairs initiatives. The committee found that while the college offers a wide variety of activities and programming that reflects the rich diversity of Hostos and its surrounding community, the college should improve its marketing of diversity related programming to first year students.
Roles and Purposes Dimension The Roles and Purposes Dimension Committee reviewed evidence from a variety of sources which include college publications, annual reports, websites, faculty and staff interviews, and FoE Surveys. The review process provided some interesting findings. FoE surveys revealed that while the majority of students expect the college to educationally prepare them for the job market and provide personal growth and development, faculty and staff expressed a lower rating in a similar area. Committee recommendations were numerous and included establishing special programs for the entire student body (not just certain subgroups, i.e. Black Male Initiative, Accelerated Study in Associate Programs, College Discovery, etc.), on-going professional development for all advisers, a mandatory freshmen course for all students, and increased co-op programs and internships.
Improvement Dimension The Improvement Dimension Committee reviewed evidence from a variety of sources, which include the Community College Survey of Student Engagement, FoE assessment and Student Development and Enrollment Management Satisfaction Survey. The findings indicate that data is compiled on a regular basis and is disseminated widely and frequently. The committee found that between the CUNY OIRA Exit Survey and the Hostos SDEM Satisfaction Surveys, student impressions are compiled adequately and action is taken to make improvements. Committee recommendations placed an emphasis on encouraging faculty and staff to participate in conferences and workshops that specifically target freshmen, making data more accessible and clarifying the implementation of college policies such as student class attendance.
8
Eugenio María de Hostos Community College
Foundations of Excellence Summary of Recommendations I. A. B.
C. D. E. F. G. H.
II.
College will provide an integrated first-year experience program tied to measures of program effectiveness College will develop a clearly articulated first-year student philosophy (consistent with Hostos’ mission and values). Establish a cross-divisional first-year experience Steering Committee that will initially be charged with reviewing, developing, and monitoring policies and programs that support the firstyear student experience. Develop first year academic seminar for credit to support first year students. Promote a “Book of the Semester” or common reading for all first year students. Communicate core values and Hostos Mission to all first year students. Identify, market, and disseminate General Education philosophy and outcomes throughout the first-year experience. Provide faculty support for the inclusion of General Education outcomes in syllabi for first-year courses. Support on-going and new service learning and internship initiatives and align workplace expectations with General Education philosophy. College should establish a Center for Student Academic Success to better integrate and utilize advising, academic support, and student support services.
A. Explore new advising and coaching models to enhance advisement of first year students B. Develop best practices for the high enrollment courses taken by students in their first year C. Enhance academic support for new students utilizing innovative approaches to supplemental support particularly to support math, reading and writing skills D. Identify and implement new early intervention strategies that include on-line early warning system and retention models to include faculty and staff feedback loops E. Review probation and academic suspension policies for first year students, and align current systems to track and support first-year academic success. III.
Implement Readiness for College Transition Activities
9
Eugenio MarĂa de Hostos Community College
A. Develop a plan and implement a pre-first term bridge program for students intending to enter the first year of college. Workshops covering the following topics may be included: navigating library resources, time management, early advisement, career exploration, classroom expectations, and developmental learning supports. B. Implement an orientation for the parents of students admitted to first college term. C. Market and disseminate First-Year and General Education philosophies throughout bridge programs and parent orientations. IV.
College will establish effective communication, assessment, and dissemination strategies to support of first-year students and engage college community in showcasing successful initiatives A. Develop a cross-divisional communication and dissemination plan regarding OAA/SDEM collaborative initiatives and support systems for first year students. The plan should utilize new technologies communication tools including Hostos website, social media, and Hobsons Retain. B. Develop and execute an assessment plan to measure the impact of FoE activities. Use assessment findings to revise and improve teaching and academic supports for first-year students. C. Communicate assessment results and improvements needed to division vice presidents, deans, directors, chairs and coordinators on a yearly basis as part of the divisional annual reports and Strategic Plan continuous improvement cycle.
V.
College will establish faculty and staff professional development to support first year student success and share best practices. A. Promote service to first year students as part of new faculty and staff orientations. B. Identify characteristics of first year students including the changes in diversity profile of incoming students C. Promote first-year student support as part of the faculty portfolio process. D. Recognize faculty and staff contributions to first-year student success.
10