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Transition Program
Annual Report 2007-2008
June 2, 2008
Frankye B. Artis, Director
   

Programs: 

Significant changes were made to the scope of the counseling support service provided by Transition Program counseling support staff.  In the past, students were required to meet with counselors twice during both the Fall and Spring semesters.  Although the number of required appointments did not change, the scope of the service did.  Transition Program students, for the first time, were required to participate in small group counseling sessions which allowed for a broader and much more significant range of issues to be explored by students.  Counselors also broadened the scope of the counseling service by adding career counseling to their focus.

The scope of the Study Experience was also broadened in scope by raising the number of hours available for students to attend.  Daytime hours (which were formerly restricted to morning) were extended by 3 hours each week to include mid-day hours.

During the 07-08 academic year, the Transition Program began the first phase of re-structuring the advising service for returning students.  All efforts were re-designed to be more intentional and directive as we supported those efforts of students who were in good academic standing, but who had not matriculated by the end of their first year of enrollment.  Similar changes in advising students on warning were also implemented.  Although the scope of advising changed, because of limited resources, changes to these services were not significant.

Achievements:

In Spring 2007, Frankye Artis participated in Study Circles. Study circles are offered through NC State’s Office of Equal Opportunity.  In an effort to improve race relations, the “circles” provide faculty and staff the opportunity to communicate openly about racism and its affect on individuals and systems. 
 
In February 2007, Transition Program students participated in an academic networking exercise sponsored by the First Year College. This exercise allows undecided students to interact directly with professionals in the areas of their interests regarding majors and careers.

In April 2007, the Transition Program held an awards banquet that acknowledged first year TP students who had demonstrated academic excellence in their first semester of enrollment.  Students who attained Dean’s List Status and who had TGPA’s of 3.0 or better were acknowledged. In addition, students received award certificates for their accomplishments.

In May 2007, George Morell participated in “Connecting in North Carolina”.  “CINC” is a five-day program in which new NCSU faculty and staff travel across the state visiting various sectors of North Carolina.  This effort is intended to provided new staff members the opportunity to see some of the impact of the university’s land grant mission.

The Transition Program requires all incoming freshman to attend at least 8 hours of a highly structured “study experience” each week. At the beginning of the Fall 2007 semester, a Daytime Study Experience was established for incoming freshmen. This action was driven primarily by program assessment of student evaluations and has far exceeded our expectations relative to attendance.

In November 2007, George Morell and Frankye Artis presented on the Transition Program at the Office of Pre-College Program’s  “Call For Action: Connecting K-12 and College for Student Success” conference.  The presentation focused on the program’s structure and mission in order to inform secondary educators from across North Carolina about the Transition Program’s role within the university.

During Fall 2007, George served on the search committee for the Assistant Director New Student Orientation

During Fall 2007,  Frankye Artis served as Chair of the search committee for the Associate Director African American Cultural Center

During Spring 2008, Frankye Artis participated in Study Circles II

April  2008, George Morell completed the Campus Writing and Speaking Program

In April 2008, Frankye Artis provided service at the DUAP’s Assessment Symposium in
Cary, North Carolina.

In May 2008, George Morell attended the Regional III Conference for the National Academic Advising Association in Columbia, South Carolina.

 

Staff Growth:

The mission of the Transition Program focuses primarily on the first year experience of its participants.  In that first year, program components are both personal and academic in nature.  We were again extremely fortunate to have the support of the Department of Counselor Education in our effort to provide personal support services to our students.  TP counselors were able to provide intensive counseling  (through group and individual settings) to all program participants throughout the Fall and Spring semesters.

However, providing more intensive academic advising support continues to be a challenge.  At this point, our program has one academic advising position to serve each incoming class.  Depending on the rate at which our students matriculate at the end of their first year, the advising load can increase rapidly from one academic year to the next.  Within the Transition Program, there are varied categories of students:  first year students, continuing students in good academic standing, continuing students on academic warning and students on suspension.  At this juncture, all students who entered since August 2006 are supported by our one advising position.  Our plan for future classes is to provide additional advising support, which would focus on the specific area of need.  This vision includes at least two advising positions that would each be assigned a specific population of students.  Through these positions, all energies would be geared towards supporting assigned students throughout the academic year.  Consequently, this plan would require all students to take part in support activities as long as they remained in the Transition Program.

At this point, we have a fairly diverse staff  that includes graduate assistants and academic support personnel.  However, as we continue to seek approval for additional advising positions, our efforts to recruit and hire advisers would focus on as diverse a demographic as possible. In addition, as we work closely with the department of Counselor Education to identify graduate assistants, our goal of a diverse staff will be a significant consideration.

 

Recommendations and Concerns:

Inherent in the mission of the Transition Program is our goal to enhance the experiences of our students for as long as they are enrolled as program participants.  At this point, with the resources currently assigned, meeting that goal continues to be our greatest challenge.  Certainly, staffing is a major issue.  At the beginning of the Fall 2007 semester, the advising position supported approximately 170 students and taught two sections of our orientation class.  Regardless of the number of students who matriculate by the end of Summer II, 2008, an additional 85 students will be added as advisees for the upcoming academic year.

As a result of college level funding reallocations, the Transition Program will no longer be provided the personal counseling and teaching support of two graduate assistant positions through the Department of Counselor Education. The counseling component will be filled by virtue of one intern position assigned to both semesters.  However, we have had to solicit support from within DUAP to fill our instructor void.  We are fortunate to have found support for the upcoming year, but that support is temporary.  Beyond the academic year 2008-2009,  counselor nor instructor support  has been identified.  These circumstances further support our need for additional funding and staff resources.

In addition, our current resources restrict the range of activities and support that we would like to be able to provide for our students.  Services such as in-house tutorial services, expanded daytime academic support hours, community service projects, end of year honor’s banquet, fall and spring cultural excursions.  In addition, we are in the process of planning for the reinstatement of the Transition Program’s Summer Program.  However, without adequate funding and additional staffing, it is unlikely that those plans will come to fruition. 

So that the Transition Program is given the opportunity to provide the highest level of support and challenge to students, my recommendations are as follows:

• The program should be assigned at minimum, two additional advising positions. These positions will provide support and guidance to third and fourth semester Transition Program students and will each be assigned a section of ECD 101/102. Those students enrolled beyond their fourth semester will be required to justify their continued enrollment in the program. 
• State appropriated funding should be identified that would support both personnel and program needs. 

• Discretionary funding should be identified that would support our efforts to involve students in activities, both service and cultural, that will enhance their first year experience.  These funds would also serve to lend support to an end of the year banquet.
• A Transition Program Scholarship should be funded for two students whose academic performance and personal choices have been exemplary throughout the first year.

• A Summer Program should be developed and administered as a pilot for the cohort admitted for Fall 2009. 

 

Transition Program
Assessment Plan, Fall  2007- Spring 2008
North Carolina State University
31TP Transition Program

I.  Mission
The Transition Program, sponsored by the Division of Undergraduate Affairs, is a one year program with the mission to  1) provide an academic intervention for a select cohort of first year students 2) develop collaborative relationships within the university that will further enhance student success and engagement  3) integrate the core elements of effective advising into an intensive, individualized advising process and 4) help students engage in further major/career exploration. 

II.  Rationale
The Transition Program identifies expected outcomes for its support services; assesses whether it achieves these outcomes; and seeks to provide evidence of our plans for improvement based on analysis of those results. The assessment results that are provided to our program will be utilized to drive our decisions regarding the following areas:

• Course Placement
• Academic Support Services
• Personal Development/Responsibility

Goals, Outcomes and Strategies the Transition Program, Academic Year 2007-2008

1.  Goal:   Students will be placed based on interest and indicators.

Outcome 1 :  All finalized student schedules will reflect areas of interest /progress towards intended degrees/ general education requirements.
Assessment Method:  Review process by adviser

Outcome 2:  All student schedules will accurately reflect admissions’ indicators
Assessment Method:  Review process by adviser

Outcome 3:  At least  90% of students will articulate satisfaction with class schedules.
Assessment Method:  Review process by adviser
                                     Student Survey

Outcome 4:  All students will be able to articulate an understanding of their course placement.
Assessment Method:  Review process by adviser
                                     Student Survey
Strategies:  
 Review of high school transcript and test scores before arrival.
 Orientation -  (2) advising sessions/schedule checks and revisions
 2nd Schedule check for possible revision completed before deadline to add with permission of instructor
 All advising documented and appropriately filed.

Start Date:  July 2007
End Date:   September 2008

2. Goal:   Students will experience gains in areas of personal responsibility/development.

Outcome 1: Student will report gains in Hope scores.
Assessment Method:  SOAR Data
    
Outcome 2:  Student will report gains in Impulse Control scores.
Assessment Method:  SOAR Data
    
Outcome 3:   Students will be able to articulate high levels of ownership regarding their academic performance.
 Assessment Method:   Year End Transition Program Surveys/Evaluations
                                       Advising Sessions 

Strategies:
Students will be administered the SOAR
Antidotal data will be gathered during advising sessions with advisers
Antidotal data will be gathered during  coaching sessions with counselors
Targeted ECD 101/102 assignments will include a focus on personal          responsibility.

Start Date:  August 2007
End Date:    May 2008                                                    

3. Goal:  Students will develop a higher level of understanding of the importance of structured study space than reported during the beginning of their TP experience.

Outcome 1:  Students will be able to explain why SE exists as an academic support tool by the end of Fall 2007.
Assessment Method:  Transition Program Student Surveys
                                      Fall 2007 Final Experience

Outcome 2:   No more than 10% of first year students will incur  grading penalties due to attendance at SE.
Assessment Method:  Instructor Grade Reports

Outcome 3:  All students will report high levels of satisfaction with the SE structure at the end of Spring 2008.
Assessment Method:  Transition Program Student Surveys

Strategies: 
First year students will be surveyed (in ECD 101/102) at the end of the Fall and Spring semesters to identify proposed areas to focus on.
A process will exist between SE monitors and students allowing for the identification of areas of concern.
Students will have open access to advising staff to express thoughts/ideas.
Students will have open access to counseling staff to express thoughts/ideas.
                                  
Start Date: August 2007
End Date:   May 2008

4.  Goal :  Students will report high levels of understanding regarding the role of personal development/life coaching as both and academic and personal support tool.

Outcome 1:  First year students will be able to articulate high levels of understanding regarding the objective of the personal development/life coaching requirement in TP
Assessment Method:  Transition Program Student Surveys/Evaluations
                                      Student Self-Reporting
                                      Advising Records
                                      Life Coach Records

Outcome 2:  No more than 10% of first year students will incur grading penalties as a result of personal development/life coach points.
Assessment Method:  Instructor Grade Reports

Outcome 3:  Student participation in personal development sessions increase from Fall 2007 to the Spring 2008 semester
Assessment Method:  Life Coach Records

Strategies:
All first year students will be required to attend at least (2) sessions with a personal development coach (in cooperation with the department of Counselor Education.
Transition Program Graduate Assistants will be required to document satisfaction ratings of students being counseled (for each required appointment).
ECD 101/102 instructors will complete grade reports detailing all factors that have affected students’ final grading

Start Date:   August 2007
End Date:     May 2008

5.   Goal: Students will build working relationships with ECD 101/102 instructors while also understanding the instructor’s role as a TP support staff member.

Outcome 3:  All students will report that their instructors were respectful in their communication with students.
Assessment Method:  Student Survey
                                     Self Report

Outcome 4:  All students will report that their instructors were knowledgeable regarding course content.
Assessment Method:  Student Survey
                                     Instructor Evaluation

Outcome 5:  All students will report that their instructors provided a classroom environment that was conducive to self-expression.
Assessment Method:  Instructor Evaluation

Outcome 6:  All students will report that their instructors held office hours and were reasonably assessable to students.
Assessment Method:  Instructor Evaluation

Strategies: 
The instructors will strictly adhere to ECD 101/102’s attendance policy.
Peer review will be established for Fall 2007/Spring 2008.
Students will be encouraged to make at least two (1 on 1) appointments with their instructors.

Start Date:  August 2007
End Date:   May 2008

6.   Goal:  Students will set realistic and meaningful academic and personal goals throughout their first year experience

Outcome 1:  In general, students will report being more decided, relative to their choice of intended major, than
they were at the beginning of their TP experience.
Assessment Method:  Career Evaluation
End of Year Evaluation

Outcome 2:  All students will be able to articulate a defined decision making process that they utilized while deciding on a major.
Assessment Method:  ECD 102 Assignment

Outcome 3:  Students will report gains in optimism scores.
Assessment Method:  SOAR Data

Outcome 4:  Students will report gains in goal orientation scores
Assessment Method:  SOAR Data
Outcome 5: Students will report high levels of attainment relative to academic and personal goal setting.
Assessment Method:  Advising Records

Strategies:
In ECD 101, first year students will be administered a decision making instrument
at the beginning of the Fall 2007 semester.
In ECD 102, first year students will be administered a decision making instrument at the end of the Spring semester. 
First year students will be surveyed at the end of their first year to determine their level of understanding relative to their “major” decision making process.
Students will be asked to take the SOAR.
 
Start Date:  October 2007
End Date:    May 2008

7:  Goal:  Students will plan and carry out the actions needed to accomplish their academic and personal goals

Outcome 1:  Students will make affect driven decisions
Assessment Method:  SOAR Data

Outcome 2:  Students will report gains in Self-efficacy scores
Assessment Method:  SOAR Data

Outcome 3:  Students will report gains in Impulse Control scores
Assessment Method:  SOAR Data

Strategies:
Students will take the SOAR at the beginning and end of their first semester.
Targeted assignments in ECD 101/102 will focus on a decision making process
Targeted assignments in ECD 101/102 will focus on goal setting.

Start Date:  September 2007
End Date:    May 2008   

Transition Program Impact Report
2007-2008
Mission
The Transition Program, sponsored by the Division of Undergraduate Academic Programs, is a one-year program with the mission to 1) provide an academic intervention for a select and diverse cohort of
students with uniquely qualifying academic and personal backgrounds 2) develop collaborative relationships within the university that will further enhance student success and engagement 3) integrate the core elements of effective advising into an intensive, individualized advising process and 4) further assist students as they continue to explore their options regarding deciding on a major/career.

Rationale

The Transition Program identifies expected outcomes for its support services; assesses whether it achieves these outcomes; and seeks to provide evidence of our plans for improvement based on analysis of those results. 

The Transition Program’s Assessment Plan for Fall 2007/ Spring 2008 focused on the following three areas:

• Course Placement
• Academic Support Services
• Personal Development/Responsibility

Segment I.      Course Placement

 
The assessment plan indicated that we would look primarily at the satisfaction levels of our students.  As stated in our assessment plan, our primary outcome sought was to have first year students report that they were satisfied with their course placement as they began their enrollment.  In addition to the student survey given at the end of the Spring 08 semester, students were randomly polled as to their satisfaction with their academic schedules during their initial academic advising appointments for Fall 2007 and Spring 2008.  Of the 82 students polled during orientation advising, approximately 20% reported being dissatisfied with their university course placement.

At the end of the Fall 2007, 87% of TP students (in the first year) reported that they “did OK” or were “satisfied with my performance” in the coursework selected along with their adviser.  Advisers will continue to base course recommendations on indicators such as high school grades, content strengths and weaknesses and major/career of interest.  In addition, based on student evaluations/advising reports, no changes are planned for the course placement process for the cohort entering Fall 2008.*

Segment II.   Academic Support Services (other than advising)

The primary outcome sought was that students be able to understand and explain the relevance of the Study Experience as it relates to their overall academic support.  It was also our hope that no more than 10% of our students would incur grading penalties because of Study Experience attendance.  Based on ECD 102 grading:
nearly 44%  (34 of 78 students) incurred a grading penalty because of attendance.  Penalties ranged from a loss of 10% - 25 % of the final grade in ECD 101/102.  As reported, the percentage of students who received a penalty far exceeded our sought after outcome.   Of the 29 students who took our end of the year student survey, nearly 60% reported the Study Experience was either very helpful or helpful some of the time.  In addition, nearly 75% reported that they either did not miss any study sessions or that they missed less than 5 sessions. 
With such a small number of students reporting, it is difficult for us to get a clear picture of whether or not students do indeed understand the relevance of mandatory study experience attendance.  It may be concluded based on the percentage of students who incurred a grading penalty (44%) that, in general, students are not satisfied with the requirement.  In fact, when polled as to they would like to see the structure of study experience change,  90% reported that they would like to have more choices of times to attend, 49% reported that they would like to have more choices of locations to attend and 41% reported that they would like to see more tutorial support available.*

After having assessed the survey results regarding the current structure of the Transition Program Study Experience, the following conclusions have been reached:

• Students will, in general, resist any requirement for mandatory study time.  However, because of the long and short term benefits that range from developing a practice of structured study time to increasing the level of preparedness for coursework focused on during study times, required study hours will remain as part of the academic support structure for the 2008-2009 academic year.  Therefore,

1)   An attempt will be made to staff additional daytime hours for at least one study site.

• An attempt will be made to re-negotiate the use of the Witherspoon Cultural Center Library as an              
• An attempt will be made to offer addition tutorial services in math.  A greater emphasis will also be      placed on referring students to the University Tutorial Center, The Writing Assistance Center and supplemental support services across campus.
• Study Experience will be renamed to reflect the “support” nature of  this academic component.

 The following is the description (along with grading penalties) of the Fall 2007- Spring 2008 Study Experience:
TRANSITION PROGRAM
                                             STUDY EXPERIENCE, Fall 2007

Transition Program students will have 16 hours of structured study space per week available to them (except for abbreviated weeks due to the University calendar).  In general, each student is required to earn a minimum of *8 hours of serious study time per week.  At least half of the hours required for each week must be done at one of the three Transition Program study sites.   Study Experience credit can also be granted for approved University Tutorials, Supplemental Instruction and from the Writing Assistance Center.  Approval for outside study credit must be done through the Transition Program office in advance.  You will be given an attendance sheet on which any outside academic support staff  (approved in advance by Transition Program staff) should legibly document your study time. 
  
The only excused absences will be those that can be documented due to extenuating circumstances such as hospitalization.  Otherwise, you will be required to meet the minimum number of hours per week (see section titled “weekly hours required”).

You will be responsible for choosing the hours you attend. If you need your adviser to help you plan your daily/weekly schedule for attending study experience, please make an appointment as soon as possible.
 
Study Experience sites will be located at: FYC Commons Bldg., Cates Ave., Room 110
FYC Commons Bldg., Cates Ave., 3rd Floor Shared Conference Room
Witherspoon Cultural Center, Cates Ave., Cultural Center Library, 2nd floor.
Study Experience sites will operate Mon.-Thurs., 5-9pm (except for the abbreviated weeks due to the University Calendar). Upon availability, daytime hours will be offered. 

  
The number of hours of Study Experience each student completes will be totaled at the end of each week.  There are no “Roll Over” hours!!  You will not be able to make up hours that you miss from a previous week.  A new count will begin at the start of each week.

The number of Study Experience hours you earn will affect your grade in ECD 101 in the following manner:                                     
  
104 - 88   total hours          no penalty

87 -  73    total hours          lose  5 %

72  - 63    total hours          lose 10 %

62  - 53    total hours          lose 15 %

52 OR LESS total hours  lose 20 %

Again, Study Experience hours will be totaled at the end of each week. Each monitor is responsible for his/her site only.  It is your responsibility to keep up with the number of hours that you are earning during the semester.  The Transition Program will total all site hours at the end of the semester. A letter of alert will go out to parents at around mid-semester for any student who has not met approximately half of the requirement. 
                                      

S          STUDY EXPERIENCE, Fall 2007
W        WEEKLY HOURS REQUIRED

              
               Aug. 22-23       4  
  
Aug   27-30           8
                             
Sept.  3-6        6 (Labor Day)

Sept   10-13          8
                             
Sept   17- 20         8            

Sept   24-27          8

Oct     1-4              8

Oct    8-11             4  (Fall Break)

Oct   22-25            8
 
Oct   29-Nov. 1     8

Nov   5-8               8

Nov   12-15           8
                             
Nov   19-22           2  (Thanksgiving)

Nov. 26-29            8

Dec.  3-6         8  

Total Hours     104  

**     ** ADVERSE WEATHER POLICY
     We are always concerned about the safety of both our students and Transition Program personnel. Consequently, in the case of threatening or actual adverse weather, the closing of Study Experience will be announced.  However, you should not assume that an announcement will be made canceling SE.  You will be notified by email of any cancellation.  If a closing is announced, the study hours for that day will be adjusted at the appropriate rate.

 PPLEASE DO NOT CALL OUR MAIN OFFICE TO INQUIRE ABOUT A POSSIBLE CLOSING. Again, you will be alalerted by e-mail if there is a closing of Study Experience sites due to adverse weather. Such decisions will be posted to your Uunity e-mail boxes prior to 4:00 pm on the day in question.

• Certain week’s requirements are abbreviated due to the University Calendar.

TRANSITION PROGRAM
STUDY EXPERIENCE, SPRING 2008

Transition Program students will have 16 hours of structured study space per week available to them (except for abbreviated weeks due to the University calendar). In general, each student is required to earn a minimum of 8 hours of serious study time per week. At least half of the hours required for each week must be done at one of the two Transition Program study sites. Study Experience credit can also be granted for approved University Tutorials, Supplemental Instruction and from the Writing Assistance Center. Approval for outside study credit must be done through the Transition Program office in advance. You will be given an attendance sheet on which any outside academic support staff (approved in advance by Transition Program staff) should legibly sign and document your study time.

The only excused absences will be those that can be documented due to extenuating circumstances such as hospitalization. Otherwise, you will be required to meet the minimum number of hours per week (see section titled “weekly hours required”).

You will be responsible for choosing the hours you attend. If you need your adviser to help you plan a schedule for attending study experience, please make an appointment as soon as possible.
Study Experience sites will be located at: FYC Commons Bldg., Cates Ave., Room 110
FYC Commons Bldg., and Cates Ave., 3rd Floor Shared Conference Room. Study Experience sites will operate Mon.-Thurs., 5:00 p.m. –9:00 p.m. (except for the abbreviated weeks due to the University Calendar). Upon availability, daytime hours will be offered.

The number of hours of Study Experience each student completes will be totaled at the end of each week. There are no “Roll Over” hours!! You will not be able to make up hours that you miss from a previous week. A new count will begin at the start of each week.


The number of Study Experience hours you earn will affect your grade in ECD 101 in the following manner:

110 - 100 total hours no penalty

99 - 85 total hours lose 10 %

84 - 70 total hours lose 15 %

69 - 55 total hours lose 20 %

55 OR LESS total hours lose 25 %

Again, Study Experience hours will be totaled at the end of each week. Each monitor is responsible for his/her site only. We strongly advise that you keep a record of the number of hours that you earn during the semester. The Transition Program will total all site hours at the end of each semester. A letter of alert will go out to parents around mid-semester for any student who has not met approximately half of the requirement.


STUDY EXPERIENCE, SPRING 2008
WEEKLY HOURS REQUIRED


January 14-17 8

January 22-24 6 (Martin Luther King, Jr. Day)

January 28-31 8

February 4-7 8

February 11-14 8

February 18-21 8

February 25-28 8

March 3-6 0 (SPRING BREAK)

March 10-13 8

March 17-20 8

March 24-27 8

March 31-Apr.3 8

April 7-10 8

April 14-17 8

April 21-24 8 (DEAD WEEK)

Total Hours 110

**** ADVERSE WEATHER POLICY
We are always concerned about the safety of both our students and Transition Program personnel. Consequently, in the case of threatening or actual adverse weather, the closing of Study Experience will be announced. However, you should not assume that an announcement will be made canceling SE. You will be notified by email of any cancellation. If a closing is announced, the study hours for that day will be adjusted at the appropriate rate.

PLEASE DO NOT CALL OUR MAIN OFFICE TO INQUIRE ABOUT A POSSIBLE CLOSING. Again, you will be alerted by e-mail if there is a closing of Study Experience sites due to adverse weather. Such decisions will be posted to your Unity e-mail boxes prior to 4:00 pm on the day in question.

* Certain week’s requirements are abbreviated due to the University Calendar

ECD 101/102 serves not only to orient new students to the university and the Transition Program, but it serves as a part of our academic support structure. As such, it important that our students understand the role of their ECD 101/102 instructors.  Our expected outcomes included our students being able to report that their ECD 101/102 instructors were respectful, knowledgeable regarding course content and that they provided an environment that was conducive to self-expression (reported as course rating).  Course evaluations were available online and the following were notable results:*
On a scale of 5:
Regarding Respect:  Mean  4.27
Regarding Knowledge of instructor:  Mean 4.00
Regarding Classroom environment:   Mean 3.24

 

Based on student evaluations of ECD 101/102 relative to academic support, the following decisions have been made:

• Revisions will be made to ECD 101/102 that reflect an opportunity for students to provide direct feedback to their instructor throughout the semester regarding classroom interactions.
• Instructor observations will be scheduled at least twice during both fall and spring semesters.
• Instructors will begin to integrate the objectives of ECD 101/102 into their teaching pedagogy.

Segment III:   Personal Development and Responsibility

The primary outcome sought was to, in general have students to experience gains in areas of personal responsibility and development.  Rogers (1983) The individual who sees himself and his situation clearly and who freely takes responsibility for that self and for that situation is a very different person from the one who is simply in the grip of outside circumstances. This difference shows up clearly in important aspects of his behavior". Brown (1975) explains that, in confluent education, "What is sought here is a more intelligent use of mind so that individuals will not avoid taking responsibility for that large portion of their existence wherein potentially they could take responsibility.... As the student becomes more in touch with his interior and exterior reality, he can also take more and more responsibility for his own learning".
The Transition Program is commited to a process which requires students to take responsibility for their actions while encouraging them to have that responsibility have a postive affect on the choices they make in their first year and beyond.  First year students were asked to participate in the administration of the  SOAR (Student, Outreach, Assessment, Resources).  Specifically, we looked at outcomes as they related to Hope, Impulse Control, and Self-Efficacy scores. The following are the results reported:*

 

 

 

Spring 08 Posttest SOAR measures: Descriptive Statistics by Program, Pre-Post comparisons, and Correlations with Fall 07 Academic Measures.
A. Posttest Descriptive Statistics by Program: There were no significant program differences between ASPSA, FYC, and TP on posttest measures*

Report
Program		Post Mastery	Post Approach	Post Avoid	Post Efficacy	Post Impulse Control	Post Stress Tolerance	Post Hope
Academic Support Program for Student Athletes (ASPSA)	Mean	3.8000	2.8000	2.7500	3.8000	3.4615	3.0714	3.5833
	N	3	3	3	3	3	3	3
	Std. Deviation	.91652	.52915	.90139	1.05830	.42829	.55787	.62915
First Year College (FYC)	Mean	4.0627	2.8024	3.0030	3.9181	3.3745	3.1107	3.9623
	N	83	84	84	83	84	80	83
	Std. Deviation	.70533	.85784	.79104	.69566	.66438	.57051	.64117
Transition Program (TP)	Mean	4.2762	2.8087	3.0795	4.0087	3.5284	3.1571	3.9148
	N	21	23	22	23	23	20	22
	Std. Deviation	.94758	1.14650	1.14535	.98068	.77699	.86668	.83308
Total	Mean	4.0972	2.8036	3.0115	3.9339	3.4091	3.1186	3.9421
	N	107	110	109	109	110	103	108
	Std. Deviation	.76151	.91149	.86828	.76548	.68215	.63128	.68025

• All SOAR scales used a 5-point scale

On a 5-Point scale, Transition Program student scores were not found significantly different from the scores of other DUAP freshmen.  For us, it strengthens our position that first year students, in general, mirror each other regardless of how they entered into the university.  Our focus continues to be on working collaboratively to enhance the experience of all students in our care.  Based on the results of student responses reported through advising sessions, the results of the SOAR, and our position on the role of personal responsibility, the following decisions were made:

• Revision of syllabus to include section on personal responsibility
• Issues of personal responsibility and the SOAR indicators will become a major focus of the personal coaching sessions
• Issues of personal responsibility and the SOAR indicators will continue to be a major focus of academic advising sessions

*All course and program evaluations exist as PDF files and are available upon request.