< Assessment at UNK: First Year Program: Hallmark #4
 

First Year Program Annual Report 2004

I. Presentation of Task Force Project

D. Hallmark #4: First Year Student Needs

  1. Serves all first-year students, including various segments of the first-year student population, according to their needs. First-year efforts involve all students admitted to the institution and meet the particular needs of students in various segments of the new student population (e.g., first-generation students, adults, commuters, students with disabilities, students of color).
  2. Suggested Revision:
    The first year experience serves the entire population of first-year students and meets the particular needs of students in various segments of the new student population. Specific examples of such students or groups would include first-generation students, adults, commuters, students with disabilities, students of color and international students.
  3. Suggested Areas for Review
    1. Co-curricular activities
    2. Advising (both in philosophy and who does it): Academic, Career, Personal
    3. Testing and placement)
    4. Mix of academic and student support services clearly targeted to significant segments of student population (e.g., under-prepared students, honors students, adults, different religions, students with special needs
    5. Staff training (multicultural)
    6. Libraries
    7. Computing support (both hard- and software)
    8. Financial aid award policies based on need and abilities
    9. Auxiliary Services (e.g., bookstore, food services)
  4. Sources and Forms of Evidence
    Note: It is important to use both general data collection activity and specific information gathering methods for assessment of first-year students. For example: the collection of institutional data on the GPA's and retention as suggested below applies to students with disabilities but constitutes only a portion of the particular needs of this group.
    • Campus accessibility for students with disabilities.
      • Survey of facilities, determination of compliance with equalaccess laws (for students with disabilities)
      • Needs assessment of first-year students with disabilities
      • Survey of upper class students with disabilities to determine first-year experience (this may be covered by the two student surveys under item 3 below, Information on student expectations vs experience)
      • General academic performance data as listed below
    • Academic Performance Data
      • Early warning referrals
      • Analysis by demographic of first-year student retention (institutional data reflecting student retention)
      • Analysis by demographic of first-year student GPA's
      • Comparison of ACT scores to first year GPA for various groups.
      • Course Student Evaluations
      • Department and College data collection
    • Information on First-year Student Expectations vs. Experience
      • College Student Expectations and Experiences Questionnaire (CSXQ and CSEQ)
      • National Survey of Student Engagement (NSSE)
        Surveys to be conducted by Academic Advising and Admissions
    • Financial Assistance
      • Identify amount of institutional support (e.g., scholarships, grants, awards)
      • Identify amount of regional or national organizations support and assistance (e.g., workstudy, NSF grants, state support)
      • Identify kinds and amounts of student or other loans
    • Student Residential Life Activities/Support
      • Health and wellness programs
      • Athletic programming (both intercollegiate and intramural)
      • Fine arts performance and exhibition opportunities
      • Mental health counseling
      • Specific student groups (e.g., book clubs)
      • Religious and cultural support (especially for international students)
      • Student government
    • Auxiliary Services
      • Bookstore accessibility
      • Food services
      • Parking
    • Academic Support Services
      • Advising (Academic Advising Office, faculty advising, student advising)
      • Library programs and use
      • Computer assistance (e.g., lab access, help desks)
      • Tutor programs (campus wide, college, department, student organizations)
      • Off-campus, community services (e.g., professional internships, job assistance)
    • Information from existing assessment activity
      • North Central Assessment reports
      • External academic program reviews
      • Internal annual reviews and assessment