Michele L. O’Connor
July 25, 2006
Nineteenth International Conference on
The First-Year Experience
Student Satisfaction More Than an “A”
What Do Students Want?
„ Classes that start after 11a.m.
„ No classes on Friday; perhaps Monday, too?
„ Access to convenient parking
„ Details on what is on the exam
„ A 24/7 Starbuck’s
„ Easy “A’s”
„
Or do they???
Perhaps?
„ Interesting and challenging assignments
„ Better understanding of faculty expectations
„ Opportunities for class discussion
„ Information about the University
„ Time Management Strategies
Today, we will
„ Review
„ Data that identifies a disconnect between
student success in the First-Year Seminar
course and student dissatisfaction indicated by
their answers on the Course and Teaching
Evaluations (CATEs)
„ Share
„ Current initiatives
„ Discuss
„ Next steps
Goal
„ Share the re-envisioning process at Temple
„
Driven by change
„
„
in student population
in expectations of the University
„ Engage participants in a conversation
surrounding the challenges and opportunities
Who are the First-Year Students at
Temple?
„ Fall 2005
New Freshmen: 4,043
„ In Residence Halls: 2,958 (73.2%)
„ Ave SATs: 1098
„ Ave HS Class Rank: 73rd percentile
„ 24/7 TECH Center
„ Renovation of Student Activity Centers
„ Increased access to Faculty
„
What is the First-Year Seminar?
„
Vision
„
„
„
„
Introduces skills needed to use information
technology and academic resources
Builds on current level of preparedness
Helps students develop new knowledge and skills
that will lead to academic and social success
Structure
„
„
„
One credit course: FYS 0051
Elective
Taught by academic or student affairs
professionals and peer instructors
More specifically …..
„ Transitions to a new environment
„ Introduction to the University
„ Time Management Strategies
„ Major Choice/Career Development
„ Community Connections
„ Technology Skills
Challenges
„ New Emphasis on data to drive decisions at
the University
„ Assessment expected
„ 18th International Conference on the First-
Year Experience
How did they do?
Course Grade Distribution by section
Fall 2005 Grades: Freshman Seminar
0%
10%
20%
30%
40%
50%
60%
A
70%
80%
B
C
90%
D
F
100%
A/A-
67.6%
Combined Grade Percentages
DD+
C
BB+
A
0.00%
A
10.00%
A-
B+
20.00%
B
B-
C+
30.00%
C
C-
40.00%
D+
D
50.00%
D-
F
Series1 47.60 20.00 9.60% 8.60% 3.70% 1.30% 2.00% 0.90% 1.10% 0.70% 0.40% 4.20%
Better or Less Than Expected ?
Fall 2005 Grade/GPA Comparison for Freshman Seminar
BETTER%
EXPECTED%
LESS%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
So what next, when ….?
„ 68% earned “A/A-” in the course
„ Grade in FYS 0051 to GPA comparison
5.3% less than expected
„ 63.6% expected
„ 31.1% greater than expected
„
Reaction
„ If students are better prepared, shouldn’t they
be earning A’s?
„ What are they being asked to do in the
course?
„ How are grades being determined?
„ Are these students different from students
who didn’t take the course?
„
Would that explain the earned grades?
Student Profile – Unique?
„ FYS 0051 (389)
„
„
„
„
„
„
„
„
Housing: 82.1%
HSGPA: 27.6% -- A
Major: 59.3%
Study: 1-15 hrs: 46.8%
Expected GPA: 34.2% A
Manage time well:
„ Definitely -- 22.0%
Good Study Habits:
„ Agree -- 61.6%
Enjoy Studying:
„ Agree -- 73.3%
„ Non-FYS (2416)
„
„
„
„
„
„
„
„
Housing: 77.7%
HSGPA: 30.9% -- A
Major: 72.9%
Study: 1-15hrs: 46.7%
Expected GPA: 38.1% A
Manage time well:
„ Definitely -- 23.9%
Good Study Habits:
„ Agree -- 64.5%
Enjoy Studying:
„ Agree --72.1
Adding to the Picture
„ Course and Teaching Evaluations (CATES)
„
Standard Assessment Tool
„
Allows students to distinguish between
instructor-related and course-related items
„
Through additional questions can evaluate a
new approach or use of new teaching
techniques
Course and Teaching Evaluations
„ Instructor taught well
86% Agree or Strongly Agree
„ Instructor well organized and prepared
88% Agree or Strongly Agree
„ Learned a great deal
75% Agree or Strongly Agree
„ Course had value
70% Agree or Strongly Agree
#3. The course included meaningful
homework.
... included meaningful homework.
NA
Strongly Disagree
Disagree
61% Neutral
to Not
Applicable
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
NA
49
82
98
62
32
12
Number of Students
#4. The course included challenging
assignments.
..included challenging assignments.
75% Neutral
to Not
Applicable
NA
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
NA
29
56
105
86
45
15
Number of Students
#5. The course included meaningful
class discussions.
...included meaningful discussions.
NA
30% Neutral
to Not
Applicable
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
140
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
NA
116
119
54
25
8
14
Number of Students
#15. The course increased my understanding
of University policies.
...increased my understanding of University policies.
NA
33% Neutral
to Not
Applicable
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
140
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
NA
101
123
71
17
13
11
Number of Students
#16. The course increased my
understanding of library resources.
...increased my understanding of library resources.
42% Neutral
to Not
Applicable
NA
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
NA
85
111
90
22
14
14
Number of Students
#17. Taking this course improved my ability
to establish an effective study schedule.
...improved my ability to establish an effective study schedule.
50% Neutral
to Not
Applicable
NA
Stronly Disagree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
Strongly
Agree
Agree
Neutral
Disagree
Stronly
Disagree
NA
58
114
98
40
16
15
#18. Taking this course improved my ability
to organize my time to meet my
responsibilities.
...improved my ability to organize my time...
51% Neutral
to Not
Applicable
NA
Strongly Agree
Disagree
Neutral
Agree
Strongly Agree
0
Series1
20
40
60
80
100
120
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Agree
NA
57
109
107
39
11
13
Recap
„ 86% agree course was taught well
„ 75% agree they learned a great deal
„ 70% agree the course had value
„ Close to 70% received an “A”
……but students clearly are not satisfied
with the course according to their CATES
Current Initiatives:
„ Instructor Professional Development
„
Teaching Learning Center
ƒ Syllabus
ƒ Rubrics
„
External Speakers
„ Community Building
„ Promote course during New Student
Orientation
Next Steps
„ Add CATE Questions
„ Review individual CATES with Instructors
„ Promote in New Student Orientation
„ Implement an Instructor Mentor Program
„ Link with Academic Courses
My Freshman Year, Rebekah Nathan
“Thus I do realize that the “easy A” courses are a
necessary part of student scheduling, but the majority
of students I met did not simply want funny profs and
lightweight courses semester after semester. This is
why one heard, even sometimes from the same
student who touted their easy A, about the argument
analysis course they loved that was “not easy but
worth it” or the women’s studies course they
recommended that was “hard but not boring.” (p.144)
Thank You
Michele L. O’Connor
[email protected]
215-204-5662
www.temple.edu/vpus