NSU EXPERIENCE

Graduate Assistant Training - Fall 2014

NSU

EXPERIENCE

MODEL

MAPPING ACTIVITY

Create a map to reflect your transition to college, and your first-year

experience. Consider the following as you create your map:

Preparation/transitional experiences (Orientation, Enrollment, Camps,

Move-in, Etc.)

New acquaintances, friendships, relationships, etc.

Out-of-class experiences such as involvement in student organizations

and participation in campus programs, activities, and events

Experiences that influenced your self-identity

Recognition you received for accomplishments or in general

Support from faculty, staff, or administrators

NSU

EXPERIENCE

MODEL

NSU EXPERIENCE: TARGET SUBPOPULATION

Main Campus: ‘New’ Undergraduate Students

Approximately 1,000 students

Residential / Commuter

First time in college / Transfer

Regional: ‘New’ Undergraduate & Graduate Students

Approximately 750 students

Commuter

First time in college / Transfer / Graduate & Professional

Higher ratio of Adult Learners

CONNECTION

The model identifies the following as “connectors”:

Orientation Leaders

Resident Advisers

Student Leaders

Regional Campus Assistant Directors (Regional students, only)

Each student within the target subpopulation is linked to

at least one “connector”

“Connectors” receive information

about students’ interests

Students’ Interests & Other Information

Report of target students’ interests and other information

provided by the Office of Assessment and Student

Engagement

Contact Information

“Connectors” (student’s orientation Leader and/or RA)

Academic major, Classification

Interests

General

Academic

Campus events/activities

Clubs/Organizations

INVOLVEMENT OPPORTUNITIES

There is a wide variety of opportunities for involvement at NSU,

including:

Clubs and Organizations

Leadership Programs

Greek Life

Student Government

Civic Engagement

International Programs

Multicultural Programs

Peer Study Groups (Regional)

INVOLVEMENT OUTCOMES

Involvement in co-curricular programs and services and other educational environments impacts student success and other college outcomes (Astin, 1977, 1993; Kuh, 1993; Pascarella & Terenzini, 2005)

For many students, clubs and organizations fill vital needs within their experience and provide support that leads to retention, leadership skills, and a sense of institutional pride (Bettencourt, 2010)

Increased skill development in terms of communication, teamwork, decision making, and planning (Schuh & Laverty, 1983)

Accelerated personal development outcomes (Cooper, Healey & Simpson, 1994; Hood, 1984)

Students involved in some outside of classroom activities are far happier with their college experience than those who are not involved (Light, 2001)

Becoming involved in activities outside of schoolwork and employment may be particularly helpful in facilitating the transition to the university for first-year students (Tieu & Pancer, 2009)

Greeks Block Painting Club Tabling

IDENTITY

A crucial element of an individual’s successful

navigation of the college experience involves learning

the meaning of the role of college student and

subsequently developing a conception of self in terms of

that role (Collier, 2000)

SUPPORT

According to the Carnegie Foundation for the Advancement

of Teaching, ‘caring is key’ to creating an environment in

which students feel that they matter (Hamrick, Evans & Schuh,

2002)

“…students’ sense of community is closely associated with their feelings of being cared about, treated in a caring way,

valued as an individual and accepted as part of a

community…” (Cheng, 2004)

Some things to consider:

Knowing students’ needs (Must first establish a relationship)

Assisting and providing comfort and caring

Facilitating access to internal or external resources

SUPPORT

Counselor In

Residence

Tutoring and Testing Center

RECOGNITION

Students must know that they “matter to someone else, that

they are the object of someone else’s attention, and that

others care about them and appreciate them” (Schlossberg,

Lynch, & Chickering, 1989)

Some things to consider:

Acknowledgement of accomplishment

Making sure students know they matter

Reward what we value

Celebratory

Meaningful

Formal and informal

Varied and unique delivery

Specific and timely

banners

SharkTUBE Class Celebrations

STUEYS

(Student Media)

RECOGNITION

OUTCOMES

Belonging

Affinity

Retention

ASSESSMENT

Tracking

Process

Reports

Satisfaction / Outcomes surveys

Focus groups

Institutional Data

Engagement

Persistence

Retention

Graduation

Assessment Team

Persistence: Main Campus, Undergraduate

Students, New to NSU (FA’10)

• Main Campus Target Population: n=1102*

• 81.8% of students within the main campus target student population persisted to the winter 2011 term (201130) or graduated in December, 2010

• Among students that did not persist, 56.2% did not participate in an event or join an organization during the fall 2010 term

*According to Banner report generated on 9/6/2010

Persistence & Involvement: Main Campus,

Undergraduate Students, New to NSU (FA’10)

Graduated/Persisted (n=901; 81.8%) Did Not Persist (n=201; 18.2%)

SOME THINGS TO CONSIDER…

The NSU Experience is not a “programming” model; Moving

away from staff-driven activities

Staff members cannot ‘transplant’ programs/activities from

former institutions and expect similar (or any) results

Incorporating tracking and other assessment strategies to

programs and services

Integrating to the NSU campus community; Acquiring

knowledge to become a resource to students

SUMMARY

Numerous positive outcomes associated with

student involvement

The NSU Experience model:

Components: Connection, Involvement, Identity, Recognition,

Support

‘Connectors’: RAs, OLs, Student Leaders, Regional Assistant

Directors (Regional students)

NSU EXPERIENCE Outcomes: Belonging, Affinity, Retention

NSU EXPERIENCE MODEL & OUTCOMES

Belonging

Affinity

Retention

QUESTIONS & DISCUSSION

CONTACT

Josh Hammers, M.Ed.

Office of Assessment and Student Engagement

Division of Student Affairs – College of Undergraduate Studies

Nova Southeastern University

3301 College Avenue

Fort Lauderdale, FL 33314-7796

phone: (954) 262-7473

fax: (954) 262-1390

email: Joshua.Hammers@nova.edu

website: http://www.nova.edu/cwis/saase/