First Class Program
An Extended Orientation for First-Year Students
Saint Louis University
Rationale for an Extended Orientation Model
Various initiatives, often titled the ‘First-Year Experience’ exist on a national level to improve student
retention, connect students to campus, and enhance their overall transition experience to college. These
programs include first-year seminars, learning communities, first-year classes in residence halls,
service-learning, supplemental instruction, early alert systems, and new student orientation. New
student orientation is being offered at approximately 96% of American colleges and universities
(Barefoot, 2005). While these programs have been well studied and followed regarding their success in
aiding in the college transition for students, an emerging area of extended orientation or pre-college
experiences is an evolving and thus, under-researched area of effective first-year transition programs.
Extended orientation or pre-college experience programs are seen often in a compulsory pre-admit
fashion (such as Upward Bound), but have not been largely expanded and offered to students as an
elective experience. The First Class program model at Saint Louis University does just this – offering a
true living-learning community experience for students even before their first fall semester begins.
Because of the empirical data, which suggests the power of learning communities in providing a
powerful learning experience (Levine-Laufgraben, 2005; Tinto & Goodsell, 1993), combined with data
which suggests that frequent student-faculty contact both in and out of the classroom is a major factor
in student motivation and involvement (Chickering & Gamson, 1987), the idea that offering this type of
experience for students as early as possible to aid in their transition is of merit.
The initiation of extended orientation programs also stems from the theory that student involvement
and connectedness to the institution is vital to student success (Astin, 1999). According to Upcraft and
Gardner (1989) the most important move that an institution can make is to build connections by
ensuring that every first-year student feels attached to someone on campus.
References:
Astin, A. (1999). Student involvement:
Development, 40 (5), 518-529.
A developmental theory for higher education.
Journal of College Student
Barefoot, B. (2005). Current institutional practice in the first college year. In Upcraft, M., Gardner, J., Barefoot, B, & Associates
(Eds.), Challenging & supporting the first-year student: A handbook for improving the first year of college. San Francisco,
CA: Jossey-Bass Publishers.
Chickering, A., Gamson, Z. (1987) Seven principles for good practice in undergraduate education. American Association of
Higher Education (AAHE) Bulletin.
Levine Laufgraben, J. (2005). Learning Communities. In Upcraft, M., Gardner, J., Barefoot, B, & Associates (Eds.), Challenging
& supporting the first-year student: A handbook for improving the first year of college. San Francisco, CA: Jossey-Bass
Publishers.
Tinto, V., Goodsell, A. (1993, April). Freshman Interest Groups and the First Year Experience: Constructing Student
Communities in a Large University. Paper presented at the Annual Meeting of the College Reading and Learning Association,
Kansas City, MO.
Upcraft, M. L., & Gardner, J. N. (1989). The Freshman Year Experience. Helping Students Survive and Succeed in College. San
Francisco, Jossey-Bass Publishers.
Saint Louis University First Class Program Overview
Students in Transition Conference 2006
First Class Program at Saint Louis University
The Saint Louis University First Class program, a living learning community for students who
elect to participate in this three week elective option, aims to establish relationships between
students and faculty, and among students early in their transition period.
In August 2006, 56 students participated in the program – originating from Africa to
California, and Florida to Missouri. Students move on campus 3 weeks early, residing in a
freshman residence hall. They take two academic courses worth 4 credits, including a
University 101 freshman transition course and a course which fulfills a core requirement.
Students participate in off-campus outings together as they build community and get
connected with their city surroundings. They interact with faculty, staff and administrators in
a small setting, and get comfortable with campus before their peers (a class of 1600) arrive
right before classes start. Faculty interact with students in small classes (under 18 students
each), and also out-of-the-classroom at program events. Parents and students marvel about
how the program eases the transition to college and provides a unique opportunity unmatched
at similar institutions. Still emerging, the First Class program at SLU doubled its size from
year one to year two of its existence.
Students pay $2800 as program participants which includes the cost of their housing, all meals,
program activities, and 4 academic credits. Institutional financial aid is available on a needbase, in the format of program scholarship.
Contact information for questions
Leanna Fenneberg, Ph.D., Director of Undergraduate Initiatives
977-2805
[email protected]
www.slu.edu/fye
First Class Program Evaluation 2006
All student participants in the program were sent a link to a web-based survey for completion
regarding their experience with the First Class program, and survey completion was stated as
an expectation of their University 101 class. Student response rate to the survey was 87%, or
46 of the 53 program participants. Student participants were asked to respond to a variety of
program-outcome associated questions. An overview of their responses regarding program
effectiveness are outlined below.
1. Through participation in the First Class program I: Feel a sense
it’s like to be a SLU student.
Count
5 Strongly Agree
24
4 Agree
18
of what
Percent
52.17 %
39.13 %
2. Through participation in the First Class program I: Feel more prepared to
be successful in college than when I arrived on July 29.
Count Percent
5 Strongly Agree
39
84.78 %
4 Agree
6
13.04 %
Saint Louis University First Class Program Overview
Students in Transition Conference 2006
3. Had a good first classroom experience in my SLU Inquiry course
(Philosophy, International Terrorism, Math and M.C. Escher, Theology, or
Psychology).
Count Percent
5 Strongly Agree
40
86.96 %
4 Agree
6
13.04 %
4. Had a good first classroom experience in my University 101 course.
Count Percent
5 Strongly Agree
21
45.65 %
4 Agree
16
34.78 %
5. Through participation in the First Class program I: Found the courses to
be engaging.
Count Percent
5 Strongly Agree
28
60.87 %
4 Agree
17
36.96 %
6. Through participation in the First Class program I: Am more familiar with
the SLU campus.
Count Percent
5 Strongly Agree
37
80.43 %
4 Agree
8
17.39 %
7. Through participation in the First Class program I: Feel a sense of
community with the other First Class students.
Count Percent
5 Strongly Agree
39
84.78 %
4 Agree
5
10.87 %
8. Through participation in the First Class program I: Met people that I think
will be my friends throughout our time at SLU.
5 Strongly Agree
4 Agree
Count
38
6
Percent
82.61 %
13.04 %
12. Please indicate your level of satisfaction with the following: Quality of
course instruction.
Count Percent
5 Completely Satisfied
38
82.61 %
4 Somewhat Satisfied
6
13.04 %
Saint Louis University First Class Program Overview
Students in Transition Conference 2006
13. Please indicate your level of satisfaction with the following: First Class
scheduled activities (i.e. Cardinals game, Six Flags, City Museum, dinner at
VP’s house)
Count Percent
5 Completely Satisfied
22
47.83 %
4 Somewhat Satisfied
19
41.30 %
15. Program Feedback: Why did you choose to take part in First Class?
Qualitative Responses:
The most common reason for
participating in first class was reported as getting a “head start”
on college. This took on many forms of preparedness – including
getting acclimated to college life before the semester started,
learning about campus before the ‘chaos’ of the freshman class
arrived, adjusting to college level classes before having a full
load, getting 4 credits under their belt, and generally “gaining a
competitive edge” with their peers. Other reasons include social
transition such as meeting friends before the semester started,
getting away from the house earlier, and for those moving from
afar, getting to know campus and city of St. Louis. A few
students reported that participation was because their parent
‘made them’ or talked them into it.
16. What did you find to be most beneficial about the First Class program?
Qualitative Responses: Students cited the benefits of the First
Class program to include obtaining 4 academic credits early,
adjusting to the academic demands of college courses,
developing time management skills, establishing friendships and
feeling comfortable on campus, getting oriented to the St. Louis
area, and getting used to the college environment on a smaller
scale before the rest of the incoming class arrived on campus.
17. What improvements would you make to First Class?
Qualitative Responses: Most student cited improvements to the
program were related to food choices and options available on
campus during the program time. Students were generally
satisfied with all other aspects of the program.
19. Demographics Gender:
Male
Female
Total Respondents:
Count
18
26
44
Percent
40.91 %
59.09 %
100 %
20. Which of the following best represents your permanent place of
residence?
Count Percent
Local (St. Louis, or within 1 hour driving)
14
31.82 %
Regional (within 300 miles of SLU)
12
27.27 %
National/International (300 or more miles from SLU)
18
40.91 %
Saint Louis University First Class Program Overview
Students in Transition Conference 2006
Saint Louis University First Class Program Overview
Students in Transition Conference 2006