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Click to edit Master title styleClick to edit Master title styleClick to edit Master title style Fall 2019
First Year Seminar
Planning Meeting
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleAgenda
• Program overview
• Supporting student success
• Research in the first year seminar
• Working lunch: tech integration tools
• Making the syllabus talk to ALL students
• Exploration & discovery in the first semester
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Inclusion
Tech Integration
Academic Development
Social & Emotional
Growth
Professional Goals
Exploration
First Year Student Transitions
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleFirst Year Program Goals
Critical Thinking
Agency
Social Network
Social Responsibility
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleSuccess Teams
Faculty
Peer Success Coaches
Academic Advisors
Career Specialists
First Year Student Success
Click to edit Master title styleClick to edit Master title styleClick to edit Master title stylePeer Success Coaches in a Nutshell
The Team
• 47 peer success coaches total
• Diverse backgrounds, majors, career goals, class standing
The Responsibilities
• Work 10 hours a week
• Support a caseload of 50 students (two FYS)
• Support/facilitate events and workshops
• Provide individual success coaching sessions to students (target 80%)
The Training
• 140+ hours of training over the course of an academic year
• Newly hired peers take two 300-level human services courses
• Focus: listening and communication skills, campus resources/referrals, the new student transition and college success
Click to edit Master title styleClick to edit Master title styleClick to edit Master title stylePeer Success Coaches Goals and Roles
• Midterm alert, ongoing student support, referrals• FYS collaboration and planning outcome• Showcase preparation
FYS Support
• Weekly success tip emails• College deadline and policy reminders• Coaching conversations to tackle challenges and increase motivation
College Success
• First Year events• Student organizations and campus involvement• Campus resources
Campus Connections
• Goal-setting and planning• First year milestones and postgraduate successPlanning
Click to edit Master title styleClick to edit Master title styleClick to edit Master title stylePeer Success Coaches in the Classroom
Collaboration
• Share importance of collaboration
• Discuss group member roles
• Support project planning
• Provide solutions to scheduling conflicts
• Resolve minor group conflicts
Planning
• Facilitate time management and assignment planning workshops
• Introduce online or campus planning resources
Modeling
• Model successful student behaviors
• Offer a student perspective
• Participate in class discussions
• Address problematic student behaviors (often privately)
Student Support
• Check in with at-risk students
• Share course difficulties with you
• Make appropriate referrals to SASP staff or campus resources
• Support reenrollment efforts
Click to edit Master title styleClick to edit Master title styleClick to edit Master title stylePeer Success Coaches Timeline
August:
• Faculty introduced to PSCs
September:
• Rapport building, events, hangouts
October/November:
• Individual coaching sessions
November/December:
• Showcase support
• Re-enrollment outreach
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleSupporting Student Success
What can faculty do to address these situations?
What next steps can you take in collaboration with success team members to support a student who requires additional assistance?
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleFirst Year Seminar Learning Outcomes
Planning Inquiry Collaboration
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleCollaborative Learning
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75.8%
60.6%
48.5%
45.5%
42.4%
39.4%
30.3%
21.2%
12.1%
6.1%
Synthesize and/or analyze sources
Evaluate source material/data
Collect source material/data
Communicate or present results
Form an argument that addresses question/problem
Choose a topic
Develop background knowledge related to the research topic
Identify question/problem related to the topic
Refine research question/problem to address
Identify methodology to explore question/problem
Percentage of 2018 FYS assignment instructions
by research step addressed (N=33)
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70.6%
68.6%
52.9%
47.1%
43.1%
41.2%
39.2%
37.3%
29.4%
Research Topic
Poster is organized w/ headings and/or sections
Theory & Previous Scholarship
Conclusion
Connection Research Topic and Issues of Justice
Explanation of Findings
References/ Sources
Visual/ Multimodal Components
Research Methodology
Percentage of 2018 posters by rubric section
that scored 2 and above (N=153)
0=not addressed; 1= partially addressed; 2=addressed; 3= addressed and exceeds project expectations
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleResearch Project Scaffolding
Sample Assignment: Select a Research Topic You and your group members will work together to select a topic for your final research project and think about why it is worth investigating. Select one of the following topic areas for your research:
• Healthcare Hotspotting
• Controlling epidemics in NYC
• Mental healthcare access in prison
• Native Americans & the Indian Health Service
Once you have selected a topic, work together to compose a rationale for your topic selection, and your group’s response to the following questions:
What is interesting to you about this topic?
What does this topic have to do with issues of justice related to public or individual health?
How does this topic relate to your professional and/or academic interests?
What do you want to find out about this topic?
Create a chart, drawing or other visual presentation of your rationale to share with the other groups in class.
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleNext Steps
• Compose your welcome letter and submit to cpreda@jjay.cuny.edu
• Connect with your success team
• Plan to attend the fall kickoff meeting 9/13
• Determine showcase participation
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleTechnology Integration Tools
Annotation & discussion
Planning & organizing
Learning & development
documentation
College & career
exploration
Getting the syllabus to talk to ALL students
Giazú Enciso DomínguezInterdisciplinary Studies
Jill Grose-FiferPsychology
Crystal JacksonSociology
Eloísa Monteoliva-GarcíaTranslation & Interpreting
SESSION OUTLINE
• Purpose of syllabi?
• Promoting inclusivity in syllabi
• Ideas to make syllabi more welcoming and inclusive
• Your ideas
CONNECTION
Writing Assignments (25% of final grade).One of the goals of this class is for you to gain and use knowledge about psychology to improve your own life and that of others. Many John Jay students have a hectic life-style, which may interfere with being a successful college student. So, throughout the semester you will complete six writing assignments designed to help you reflect on factors that can affect your success as a college student. Secondly, these assignments will help you learn to search for credible and reliable sources of information in psychology and to develop your ability to use this evidence to back up your arguments when you write. We will also design a preliminary research project together in class that is tied to student success at John Jay. initial assignments will provide the foundation for later assignments, and the last assignment will carry more weight (i.e., a higher percentage of the grade). The first five assignments will be worth 3% each and the final assignment will be worth 10% of your final grade. If you are having difficulty completing an assignment on time, please talk to me or email me so that I can help you.
Quizzes (10% of final grade)Research shows that one of the most effective ways to learn material is through quizzes that are spaced out in time before an exam. Therefore, through the semester, you will take eight online quizzes on Blackboard. To help you to learn from feedback, you will be able to do each quiz at least twice. Please do each quiz by the due date so that you benefit from spacing your testing.
Students will write a four-page paper that clearly shows how psychological science is applicable in their everyday lives. All claims must be backed up with credible evidence and an APA style reference list provided. You must write using your own words and all papers will be checked for plagiarism using Turn-it-in.com. No late assignments will be accepted.
Students are required to complete eight online quizzes. Late work will be penalized.
CONNECTION
POLICIES
RESOURCESStudent success can also be impacted by life events. Students experiencing any personal, medical, financial or familial distress, which may impede on their ability to fulfill the requirements of this course, are encouraged to visit the Wellness Center (L.65 NB). Free counseling for students, Room L.68.00, 212-237-8111. The Women’s Center for Gender Justice (L.67.10NB) is available for a) LGBTQ+ students (Alison Kaslow for therapy or social support group, 212-877-6214), and b) primary and secondary victims of interpersonal violence (212-237-8184). “Single Stop” helps with a range of social, financial, family, & other services, including a food pantry, legal aid, and tax help. The Immigrant Student Success Center offers students and their families support and advocacy. Students receiving government assistance (cash assistance) can reach out to the JJ’s CUNY EDGE for tuition assistance, bookstore vouchers, advising, and more (212-237-8018)."
USE LIVE LINKS FOR RESOURCES
ASSIGNMENTS
ASSIGNMENTS
DECOLONIZE, PROMOTE RESEARCH SKILLS & DISCUSS IDENTITY ISSUES
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleExploration & Discovery in the First Semester
• Paths of study
• Self-awareness
• Pre-professional experiences
• Career possibilities
Click to edit Master title styleClick to edit Master title styleClick to edit Master title styleCareer Narratives
How could you use career narratives to address students’
interests and goals?
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Thank You!
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