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Assuring Students a Positive Experience in their First Term
California State University, Office of the ChancellorAcademic Programs, Innovations, and Faculty Development
Student Affairs and Enrollment Management
WelcomeAs participants to join, take a moment to review how to engage with today’s panelists:• The webinar is divided into three segments. There will be time for Q&A after
all panelists in each segment have presented.• Tap the “Q&A” icon at the bottom of your Zoom window to send questions.• Questions not answered during the webinar will be addressed in a document
after the webinar.
• Use the ”Chat” feature to share resources. Panelists will not be monitoring the chat.• The webinar is being recorded, and it will be available for later viewing.
Opening RemarksAlison Wrynn
AVC, Academic Programs, Innovations & Faculty Development
Luoluo HongAVC, Student Affairs and Enrollment Management
Thank YouTo the CSU CO EO 1110 Planning Committee
Emily Magruder, Zee Cline, Chenoa Woods, Fred Uy
To the CSU CO Interim Director Student Advising InitiativesDuan Jackson
Thank YouTo the speakers who generously volunteered their time for today
Sharon Anderson (CSU Monterey Bay)Anne Cawley (Cal Poly Pomona)Caron Inouye (CSU East Bay)Duan Jackson (CSU CO)Dora Lee (Cal Poly Pomona)Tracey Mayfield (CSU Long Beach)Amanda Robles (CSU San Bernardino)Andrew Yunker and Darrol Hughes (CSU East Bay)
Agenda10:10 am It Takes a Village – The Campus’s Role
10:50 am Guiding Change – The Instructor’s Role
11:30 am Empowering to Succeed – The Student’s Role
It Takes a VillageThe Campus’s Role in
Introducing Students to the University andthe University to the Students
Caron Inouye –Collaboration across Campus to Prepare New StudentsSharon Anderson – Communication and OutreachTracey Mayfield – The Role of the Library in Student Engagement
THE HEAVY LIFT DURING UNPRECTABLE TIMES
• We all did it—but what did we learn from it, and how do we do right by our students with what we have?
• What do we KNOW we have?– Resilience – Collaboration– Technology
THE EXTENSIVE ONLINE MAKE-OVER
• Website updates and renovations, e.g., – General Education– Online Campus– Admissions– Latest Information on COVID-19
• Online access to student services and resources, e.g.,– Library (and tutoring)– Registrar
• Online orientation via Blackboard
DIGITAL EQUITY
• Issues– Synchronous vs. asynchronous– Local vs. distant– Many others be
• Solutions– Loaner programs through the Library and ITS– Potential creation of safe computing “spaces” on
campus to access internet– Others
Freshman & Sophomore Success Team (FASST)
Provide comprehensive academic advising and keep students on track.
Transition students to self-enrollment and working with their major advisors.
Work with incoming students to create their schedule and enroll students in all their classes.
Wrap-around, coordinated support for all incoming freshmen, continuing through sophomore year.
• FASST Advisors– Scheduling, tracking through Bay Advisor– Remote only appointments via Zoom or phone– Constant contact through email (beginning from
time of SIR)– Enrollment completed on July 1– FASST Coordinator and administrative support
FASST ONLINE
ACADEMIC PATHWAYS
• Foundations of Success Series (GS 101A and 101B)– Synchronous + asynchronous components
• Major Roadmaps• Peer Support
– Peer Academic Coaches (PACs)– Learning Assistants (LAs) and Math Lab– Tutoring and Supplemental Instruction (SI)
Confidence Communication Community Purpose Navigation
Demonstrating academic
confidence and sense of belonging
Practicing effective
communication
Uncovering your college
“why” (purpose)and “who” (identity)
Finding resources and applying skills
Identifying your
community of support
Foundations of Success: Five Pillars
GS 101A (Fall) and GS 101B (Spring)
FYE ONLINE: CURRENT WORK IN PROGRESS
• Five to Build Online Summer Bridge
• Ongoing professional development for and collaboration on instructional design with freshman “Foundations” faculty
• Addition of interactive components to websites, e.g., particularly for GE advising and academic advisors
Equitable Student Engagement & Support
Student Affairs Academic Affairs • Admissions• Orientation & FYE• Financial Aid• College Support Programs• Registrar’s office
• Information Technology• Advising, Career, & Student Success• Academic leadership team • First-Year Seminar program • Title V & other grant programs
Context & Demographics
CSUMB Fall 2019• 6700 Undergrad • 50% URM (45% Latinx) • 46% Pell recipient• 51% First-Generation
(62% of local are 1st-Gen)
• 40% local (some rural)(27% of freshman local)
Location-based brand for freshmenHigh % normally live on campus Need new narrative for Fall 2020!!
New Narrative - CSUMB Remote Campus• Virtual classroom- Intentional community-building components• Experiential learning – various approaches to foster experiential
learning in remote setting• Co-curricular support programs and clubs – expanded outreach &
services to increase access • Equity lens: In “normal times”, commuter students participate much less
than residential students….virtual can promote equitable access…But-How do we eliminate equity gaps in getting this message out to students, and ensure that all students have the needed technology?
Outreach & Engagement to increase YIELD:1. Create Connections
Before Enrollment confirmation: • Called FTF and local transfers who had not confirmed• Virtual office hours and meet-ups for admitted students
New Student Orientation• Synchronous virtual engagement - community building • 95% of freshman who registered for orientation attended• 75% of transfers showed up
• High satisfaction, but only 70% of confirmed registered!
Outreach & Engagement to increase YIELD:2. Provide Virtual Support
Pre-Registration & Registration Support • Informational emails • Ensure websites updated regularly• ‘How to’ videos and pdf help documents • Zoom drop-in & Virtual front desk• Phone staffed 8 am to 6 pm by student assistants/Peer mentors
EQUITY LENS–Only reaching those who read email, have internet, & who are willing to reach out for support
Outreach & Engagement to Promote SUCCESS3. Focus on EQUITY & ACCESS
After initial registration dates • Phone calls to those who didn’t register • local, first-gen, URM students first
Inventory their access to technology; other barriersFollow-up to connect to resources & programs
Build connections even if not enrolling in fall
Engagement of NEW Students4. Focus on EQUITY and COMMUNITY
Intentionally build community in virtual world!
Extended Orientation “Otter Days” & Bridge programs • Expand to serve more students in virtual setting• More partnerships between different organizations & programs
Embed virtual community-building activities in required First Year Seminar courses
Expanded, earlier ‘early alert’ process?
What about CONTINUING students?
• Spring 2020 exacerbated equity and access issues for students - also for lecturers and some staff • Overall NC/DWF rate went up in Spring 2020 • Equity Gaps in course completion also increased in Spring 2020
Calling/ texting campaign is critical to reach students who were overwhelmed by barriers they faced last springInventory their access to technology; other barriers
Challenge is not just to offer inclusive instructional & co-curricular activities
We need to ensure equitable access
The Role of the Library in Student Engagement
Tracey MayfieldAssociate Dean – University LibraryCSULB
What are we going to talk about?› Why first year students should care about the modern
University Library?
› Meet your colleagues: The modern Academic Librarian!
› Where you can go for more information & help!
Why the Library?› Library is the heart of the campus
› Library is a place:– To study– To hang out– To do research– To get help– Yes…to get coffee (bane of my existence…)– Now a place of many other services (check your local
directory)
For your first-year students› May or may not have EVER been in library (thud)› Need to know it’s there› Need to know its there for MORE THAN COFFEE› Need to know the Interwebs is NOT the way to search
› Soooooo….how do we get there?
Meet your modern Librarian!› They are (for the most part)not like you remember!
› They are nice!
› They are fun!
› They have their M.L.I.S. (or some mixture of those letters)
› They may have another master’s or doctoral degree
› They WANT to work with you
What we like to do!› NO SCAVENGER HUNTS!!!!!!› Annotated bibliographies› Mix & Match/Virtual Card Sorts› Kahoot!› Word Searches› Whiteboard bibliographies› Padlet exercises….and more!› Schedule time with YOUR Librarian for more information!
How to get help› On your campus:
– Your Library’s website– Find your librarian
› Contact me– Tracey Mayfield– [email protected]
Thank You!
Guiding ChangeThe Instructor’s Role in
Building Engagement and Community
Anne Cawley – Professional Development: Equity-minded practices and growth mindset
Andrew Yunker and Darrol Hughes – Moving the Foundations of Success Course Series online
Amanda Robles – The Unique Challenges of Underserved Student Populations
Faculty MindsetAnne Cawley – Department of Mathematics and Statistics
Faculty Taking Action• Faculty need to understand how to support students who are
entering during an uncertain time• Online platforms can put more distance between faculty and
students• We as faculty need to understand the impact we can have on
students’ first-year experience.
Faculty Professional Development• Project CAMINOS• 5-year Title V grant to support student learning in HSIs• Multiple components to support students placed in
Category 4 Math
• Faculty support• Learning Mindset• Equity-Minded Instruction
Fostering Learning Mindsets: Strategies for promoting a Growth Mindset and Engagement
• Experiential and academic understanding of each of three Learning Mindsets• Growth Mindset• Belonging• Sense of purpose
• Explore concrete strategies for creating motivating learning environments with a focus on growth mindset teaching practices• Explore strategies for getting feedback as faculty moving
forward
Equity-Minded Mathematics Teaching• Describe systemic inequity in the US education system and
how it leads to inequities at the college level• Identify implicit biases and microaggressions in classroom
settings and respond appropriately• Develop an equity-minded and social justice-oriented
syllabus• Choose equity-minded assessment practices• Use facilitation strategies to promote equitable participation
within their online classes
Student Engagement
Building Community
Connectivity
Student Engagement
Strategies
➔ Asset and Deficit based learning models➔ Create classroom norms
◆ Poorly defined or enforced rules create confusion and division
➔ Regular ice breakers and break-out rooms work in so much as they mitigate the awkwardness of a new class/environment
➔ Use polls and interactive powerpoints➔ Hold regular Zoom class hours
◆ Breaks (10-2 rule)
Student Engagement
Building Community
Strategies➔ Why are you in college? How has your
understanding of college changed due to Covid-19?
➔ Be dynamic◆ Ask students if they envisage any
roadblocks with this mode of instruction.
◆ Crowdsource● Ask students about what
worked in high school, what didn’t?
➔ Creating a joint focus and purpose among students often has the latent benefit of building friendships. Thus, increasing a student’s social capital.
➔ Using breakout rooms in Zoom➔ Utilize Blackboard Collaborate to allow
students to video chat each other
Building Community
“If you want to go quickly, go alone. If you want to go far, go together.”
~African proverb.
Strategies➔ Virtual campus scavenger hunt
◆ We’re not an online school and, Covid-19 is not the new normal; it’s just now
➔ Collaborated with the other departments/offices on campus◆ Last semester, the Foundation to Success
faculty collaborated with the health center staff to produce a series of workshops designed specifically for distance learning. Mindful mornings, online fitness routines, yoga, and much more, were made available to the students to improve the quality of their lives while sheltering in place
Connectivity
Access to necessary hardware➔ Internet, Laptops, and/or Desktops
Strategies➔ Add this to the syllabus, with ways to test
and find the minimal requirements➔ You can also add resources your
campus might have to rent the necessary equipment
It’s an Honor: Insight, Resources, and Engagement with Underrepresented StudentsAmanda Robles
Educational Opportunity Program (EOP) Assistant Director
CSU, San Bernardino
First-
Generation
Students
Challenges
� Potential lack of counseling
towards college
� Lack of college readiness
� Intimidation
� Support Systems
� Honor/Pride
� Why do you need college?
� Shift in identity
� “Breakaway guilt”
� “Imposter syndrome”
Resources
� EOP
� https://www2.calstate.edu/atte
nd/student-
services/eop/Pages/default.aspx
� CSU- Closing the Equity and
Achievement Gap
� https://www2.calstate.edu/csu-
system/why-the-csu-
matters/Pages/closing-the-
achievement-gap.aspx
� TRiO Programs-look at your
unique CSU website
Undocumented Students
Challenges
� Mental and Emotional
� Uncertainty and fear
� Guilt (mixed-status families, DACA, etc.)
� Higher levels of clinical anxiety
� Future???
� Financial
� Limited financial aid
� Working multiple jobs, longer shifts, etc.
� Housing
� Cost of on campus housing
� Limited college options due to housing
Resources
� CSU Resources for Undocumented Students
� https://www2.calstate.edu/attend/student-services/resources-for-undocumented-students
� The Dream.US
� https://www.thedream.us/resources/education/
LGBTQ+ Identifying Students
Challenges
� Identity Development� Feeling safe to learn and
form their identity� Emotional/Mental Health
� Anxiety� Trauma� High levels of stress/fear� Self-harm and suicide
� Discrimination� Peers� Staff/Faculty� Systemic
� Support Systems� Family of origin
Resources
� CSU LGBTQ+ Centers
� https://www2.calstate.edu/impact-of-the-csu/diversity/Pages/LGBTQ-Centers.aspx
� Human Rights Campaign- CA LGBTQ Youth Report
� https://assets2.hrc.org/files/assets/resources/YouthReport-California-Final.pdf
� ACLU LGBTQ Youth and Resource Library
� https://www.aclu.org/library-lgbt-youth-schools-resources-and-links
Students Experiencing Homelessness
Challenges
� Lack of Affordable and Stable Housing
� Financial Struggles� Working multiple jobs,
long hours� Unable to afford
textbooks, laptops etc.� Hunger/Food Insecurity
� Support Systems� May lack parental
support
� Emotional/Mental Health� Isolation� Shame
Resources
� National Center for Homeless Education- Best Practices
� https://nche.ed.gov/wp-content/uploads/2018/10/higher_ed.pdf
� CSU- Basic Needs Study� https://www2.calstate.edu/impa
ct-of-the-csu/student-success/basic-needs-initiative/Documents/BasicNeedsStudy_phaseII_withAccessibilityComments.pdf
� CSU Basic Needs Website� https://www2.calstate.edu/impa
ct-of-the-csu/student-success/basic-needs-initiative/Pages/default.aspx
Current and Former Foster Youth Students
� One Foster Youth's Experience
� Note: This video does not depict any abuse or neglect of children but does show a brief glimpse into what the experience of being removed from their family of origin, moving to different placements/foster homes, etc. can feel like for a child. If you may be sensitive to this theme, please feel free to mute and/or look away.
Current and Former Foster Youth Students
Challenges
� Intersectionality� Lack of Support Systems� Basic Needs
� Housing� Food Insecurity
� College Readiness� Multiple placement moves� Subject to harsher discipline
in K-12� Learning difficulties
� Emotional/Mental Health� Unresolved trauma
� At Higher Risk of All Adverse Outcomes
Resources
� CSU Resources for Foster Youth
� https://www2.calstate.edu/attend/student-services/foster-youth
� California Youth Connection (CYC)
� https://calyouthconn.org/� iFoster� https://www.ifoster.org/� CA College Pathways� http://www.cacollegepathways
.org/
Engagement
and
Honoring
Your Students’
Experiences
When speaking with your underrepresented students keep in mind…
� You are intimidating; even in a virtual space. JThink about practices of
yours that support student engagement at all levels and how you can
continue those in a virtual space.
� Remember to ask for the student’s permission before discussing their
situation with an on-campus support program etc. Buy in and trust are
critical.
� Embed resources for underrepresented students in your syllabi- include
links for campus LGBTQ+ centers, Undocumented Student Success
Centers, etc. so students 1) know you are thinking about them and 2) can
easily access resources they may not have been aware existed for them.
� When students share their experiences, let them know that you are
honored that they trust you enough to share these parts of themselves.
We are given a gift by each student who reaches out to us, who shows us
their vulnerability, who lets us support them on their journey and it truly
is an honor.
Empowering to SucceedThe Student’s Role in Engaging in
Synchronous and Asynchronous Communities
Duan Jackson – The language we speak and our unspoken expectationsDora Lee - Virtual engagement opportunities to provide students with
support and tools
Empowering to Success
D UA N JAC K S O N
C S U O F F I C E O F T H E C H A N C E L LO R
How to Set Students up for Success byWelcoming Them to the UniversityCommunication is the Key to Success (Retention, Persistence and Graduation)◦ Instructor Syllabus ◦ Advising/Counseling Syllabus◦ Cross-Divisional Collaboration – (All must be on the same page)◦ Students Will Learn a New Language◦ Learn Etiquette for the Virtual Academy and Virtual Jobs of the Future◦ Learn How to Utilize Technology Effectively
Instructor SyllabusThings to Include:
Virtual Student Hours (Not Office Hours)
List website links to important services (Disability Services, Learning Center, Writing Center, Advising Office for College, Support Programs, etc.
Academic Technology Support
Review the Syllabus for at least the first 3-4 weeks of the semester
Virtual Backgrounds, Names and Preferred Pronouns (Socio-economic status)
All of these well help facilitate a smooth transition to the University and cause less stress for the student.
Advising/Counseling SyllabusThings to include:Expectations for advising appointment (Create a checklist for students)
Website links to important offices and services (Learning Center, EOP, Veterans, CAPS, etc.)
Proper Zoom Etiquette “Code for Appropriate Behavior” for Advising Appointments (Virtual Backgrounds, Zoom Breakout Rooms)
Be understanding and sympathetic to home environment.
Links to modules on how to use technology (EAB, LMS, CMS)
Proper Zoom Etiquette: Use campus virtual background (List names and preferred pronouns)
List your expectations clearly. (Attendance requirements/credit, video requirements, headphones) (different for each class)
After you introduce yourself, tell students how you prefer to be addressed. Indicate that on Zoom. (Doctor, Professor, Ms., Mr., or first name) Explain that each professor will have a preference, and encourage students to ask if not addressed.
Become familiar with Zoom features and how to use them. (Chat, raising hands, muting) discuss how you plan to conduct your class.
Discussion Sessions in LMS or Zoom (Conduct will be professional at all times)
Encourage students to report unprofessional behavior
University Name Game: Common Termssamuelson(2007)
B.A. / B.S. / B.M. / B.S.N. / B.F.A.
M.A. / M.S. / M.F.A.
Ph.D. / E.d.D. / Psy.D / M.D. / D.D.S. / D.V. M. / J.D.
Program / Department / College
Major / Minor/ Double Major
Concentration / Certificate
Impacted major
Lab / Activity / Seminar / Supervision
Mandatory Advising
Prerequisite / Co-requisite
Declared / Undeclared
TA/ RA/ GA
GRE/GMAT/MCAT/LSAT
Lecturer/ Professor
Internship
bibliographySamuelson, M. (2007) “Introduction,” The University in Your Future, Long Beach: California State University, Long Beach.
Samuelson, M. (2007) “The Name Game,” The University in Your Future, Long Beach: California State University, Long Beach.
Bronco Scholars ProgramDr. Dora Lee, Director of Academic Support & Learning Services
Early Start
5-week Living-Learning Community• GE Math stretch w/ SI • D3 GE /American Cultural Perspectives • Programs/Activities• Student Success Workshops• Success Coaching• Fieldtrips• Evening Tutoring
3-week Virtual Via Zoom• No course enrollment• Math Identity• Empowering the Learner• Peer Mentoring• Campus Connections• Check-ins• Success Coaching• Book Scholarship• CPP Common Read
In response to COVID-19
3-Weeks to Empower Students to Take Charge of Their Learning• Intentionality is key in
developing a summer transition program• How much can a student learn,
apply and retain?• Focused on an attainable
number of key learning goals to set our students up for success in the fall.
Key Learning Goals• Navigating the campus virtually• Connecting students to key
services and people• Engaging in a virtual classroom –
synchronous/asynchronous• Academic success skills • Addressing technology needs• Developing a sense of belonging
and community
Things to consider…• Create a safe space to learn and
question• Create small/collaborative learning
environments • Don’t assume that students know• Utilize peer mentoring, coaching and
tutoring• Communicate regularly with students
utilizing different digital platforms• Continue/Introduce engagement
opportunities past summer
We are excited to welcome our incoming Bronco Scholars on July 13th!
Thank YOUFor your participation todayFor your questions today
For everything that you do for our students
