Why does a First Year Program exist?
What is the goal of the First Year Program?
What does the First Year Program do?
What programs and services make up the First Year Program?
- First Year Seminar
- Celebrating Student Success
- Community Covenant
- First Year Transition Mentoring
- Engineering Alumni Mentoring Initiative
WHY DOES A FIRST YEAR PROGRAM EXIST?
By its very nature, the existence of a first year program means that Western New England College takes first year students seriously. We seek to know students. Through a variety of programs, teaching strategies, interventions, outreach, faculty advisors, peer advisors, and conversations with students themselves, we seek to understand student needs, to respond to the unique characteristics each student brings to the campus and to help students manage expectant changes in lifestyle and aspirations. The First Year program means that there are people who pay particular attention to first year students and whose intention involves proactive interaction in students’ lives.
WHAT IS THE GOAL OF THE FIRST YEAR PROGRAM?
The formula for success in the First Year program appears simple: make friends, establish a sense of place, embrace the academic demands of college work, participate in activities, and seek out people who can help in time of need. The difference between a successful first year and one which is less successful than anticipated can be related to something as simple as knowing when to get help or finding someone who will listen at times of distress. The first year program challenges students to work toward their potential and to discard any notion of mediocrity. It is about embracing change and understanding that without some level of discomfort, there can be little personal growth. At its core, the first year program challenges students to seek intellectual, physical and social competence and at the same time support them in that quest.
WHAT DOES THE FIRST YEAR PROGRAM DO?
The first year program offers help in the following ways:
-
Fostering a perspective on the nature and value of an academic community
-
Identifying a network of educational and emotional support
-
Helping students form specific goals for academic, physical and personal accomplishment
-
Building student confidence through experience
-
Promoting academic and social engagement
-
Fostering a culture of tolerance and civility
-
Providing resources for understandng personal and social issues impacting the transition to college.
WHAT PROGRAMS AND SERVICES MAKE UP THE FIRST YEAR PROGRAM?
Programs and services are always changing to remain current with student needs. In its present form, the first year program is focused on those programmatic and support systems listed below, which are believed to have significant educational value. Apart from the program itself, one of the most important variables in success is a student’s willingness to take advantage of the support system. Without participation, the program is of little value.
Summer Orientation and Registration (SOAR)
Students and parents opt to take part in a two day, overnight program held on selected dates during June and July. The SOAR program is guided by principles of academic anticipation and creating realistic expectations. During SOAR, parents and students reside on campus. Separate but complementary information and development programs are held for students and parents. The First Year program is unique in this context. Student needs are addressed through, academic program review, conversations with faculty, completion of course registration for fall semester, initiation of a preliminary curriculum plan, completion of residency assignment information and introduction to real life college adjustment challenges. Students also receive their summer reading assignment and participate in an academic tutorial. Typically 94 percent of first year students participate in the SOAR program, most with at least one parent. Parents of first year students also participate in a full compliment of workshops including adapting to the role of a college parent. An alternative SOAR program is available for transfer students in the form of a registration day.
When the first term of enrollment actually begins, attention shifts from making the necessary preparation for the initial transition to college to putting into place the infrastructure of establishing a sense of purpose, place and identity. Social integration is now emphasized. A unique feature of the Transitions Program includes opportunities that foster interaction on the basis of a selected group activity. Student life at college is symbolically represented by Fall Convocation, an academic assembly focusing on the tradition and purpose of higher education and a forum for recognizing the preceding year’s freshman academic achievement and induction into the freshman honor society. Notions of community are highlighted and the responsibility of each member of the community is disclosed in the form of a community covenant signing ceremony.
All first semester first year students and transfer students with 15 or less completed college credits (AP credit is not counted in the credit limits) are required to successfully complete a graded, credit bearing course. First Year Seminar is uniquely structured by each designated School. Credit values vary. Upper-class student assistance further distinguishes the course in the context of modeling and fostering academic and classroom integration. The course is embedded in the General Education Requirements of the College and provides focus on critical thinking, oral presentation strategies, discovery and confirmation of academic interests, career exploration, promotion of educational values, information literacy and personal development. The seminar is taught by regular teaching faculty who also serve as the students’ academic advisor for the first two years of enrollment or until such time as a major is confirmed. Students may opt to request reassignment of the faculty advisor should the need arise.
All students scheduled to enroll in First Year Seminar are assigned a selected reading for summer study in an effort to heighten awareness of intellectual inquiry and to challenge students in critical thinking. Students also attend the first class of First Year Seminar during the summer orientation and registration program in order to initiate a sense of academic anticipation. Students are expected to begin the academic year fully prepared to discuss the summer reading assignment and to have completed a companion writing assignment. College is serious business and we want students to understand both the academic difference and the personal responsibility each students has from his or her learning.
There are two key indicators that serve to foster or inhibit academic success: class attendance and completion of out-of-class assignments. Regardless of any class attendance policy, it is well documented that students who regularly attend all class meetings succeed; those who choose to skip class do not succeed. When excessive absence patterns are noted, students are typically advised of the potential impact on progress.
At the completion of the sixth week of classes, the first set of grades is calculated based on assignments completed to date. In progress grades are distributed to first year students through the assigned advisor. Instructors are also encouraged to both express congratulations to those who have met notable success and concern for those who may be struggling. Specific suggestions for improvement and/or reasons for congratulations are then shared with student advisors.
At the end of each semester, student academic performance is formally reviewed to ensure reasonable progress. If students are below minimum standards, a formally structured academic success contract is required. Through the Academic Support Center, academic progress monitoring is put in place through a regular series of meetings during which continuous assessment of progress is made and specific goals are established to better promote success in the classroom.
The freshman focus program serves as an umbrella under which students can access particular opportunities for personal growth. Programs include the Student Activities Expo designed to acquaint students with clubs and organizations, thereby connecting students to the life of the campus. Freshman focus programs also include workshops geared to students who aspire to leadership as “emerging leaders.” Students may also elect to take part in Freshman Council, an assembly of first year students committed to building cohesiveness and respect for the first year class. First year students living on campus also find that residence hall assignments are often clustered around specific interests to promote the formation of study groups, sharing related experiences and creating a natural network of support. It is thought that students who study together and share academic and personal interests are more likely to find college a true learning community. First 
year students are also encouraged to participate in the surrounding community through community service, especially those opportunities that provide the means to encourage a sense of caring and compasion for the global community. Finally, the freshman focus program provides the structure for formation of a personal development lecture series revolving around themes of life management and social consciousness raising.
Student achievement is valued at Western New England College. Students can expect to hear from the Dean of Freshman and Transfer Students not only when there is a concern but also when academic and personal goals have been met. Recognition is likewise notable through the freshman honor society, Alpha Lambda Delta. Eligibility is determined by grade point average at the end of first semester of full time enrollment or cumulatively at the end of the first year. Student achievement is further valued by posting on the First Year Accolades Board located outside the Office of Freshman & Transfer Students.
Community Covenant
& Fall Convocation
Shared purpose characterizes any academic community. Within that context should be a commitment to mutual respect and celebration of difference. All first year students participate in a community values exercise that allows for definition of parameters of personal interaction to which each is held accountable. Students not only design the covenant but symbolically affix their signature during the Fall Convocation that opens the academic year. Fall Convocation represents a ceremonial call to shared academic purpose and welcomes first year students into the academic community.
First Year Transition Mentoring
An alumnus of Western New England College described the first year program as a web of support. The alum was describing the many options students have to identify a personal resource and mentor. A critical piece to solving the adjustment puzzle is to identify at least one person in an advising capacity who is accessible and interested in student success. In the first year program, such identification is made easier by searching among a carefully constructed support network.
-
Academic Advisor: Each student is assigned to a member of the teaching faculty to assist in the development of educational and career plans. Academic advisors are the principle resource regarding information on academic requirements and are to be consulted prior to completing of course registration.
-
Peer Advisor: Each first year student is assigned to an upper class student who is trained to serve as a source of information, point of first contact and conduit to program and services. Peer Advisors coach each student in the formation of the personal success plan and act as an advocate for student success. Of particular consequence is the opportunity for each student to complete a personal success plan. The personal success plan provides a framework for establishing specific, reasonable, measurable, attainable, realistic and timely goals for the first semester. It is much more probable that success will be realized when students have direction and purpose.
-
Course Instructor: Among the notable changes students encounter in college is the shift to assuming personal responsibility for learning. Faculties teaching in the first year and beyond are committed to student success and particularly respond to students who demonstrate a desire to learn. Students are encouraged to take advantage of faculty interest. Faculties further demonstrate their commitment to the quality of instruction in the first year through the existence of a faculty committee dedicated to the first year academic program. Among other parameters, there exists a commitment to do what is possible to maintain class sizes of approximately 25 students. High feedback, structured and challenging yet supportive learning environments are preferred hallmarks of the first year classroom.
-
First Year Seminar Assistant: Typically assigned to each section of the First Year Seminar, upper class students work with seminar instructors to mentor students in the development of academic skills and provide guidance in the completion of assignments.
-
Resident Advisor: In each residence hall living unit, there is an upper class student living on that unit to assist students in the formation of an environment conducive to study and personal development.
-
Supplemental Instruction Leader: Within the context of academic programs, there are historically high-risk courses. In a number of such courses, upper-class students serve to model and foster effective strategies for becoming a student of the discipline.
-
Transfer Student Mentor: Given the past experience transfer students bring with them and to promote class affiliation, transfer students are assigned to an experienced upper-class student who serves as an organizational guide to establishing a stand in the college community.
-
Life Skills Study Coach: The student athlete faces unique challenges on both time management and personal identity fronts. In order to offer a first hand perspective on those challenges, a partnership has been established with the Athletic Department to sponsor a program of peer mentoring that features support provided by upper class student athletes who have proven track records of success. Life Skills Study Coaches are often found in assigned team study halls.
Peer Advisors & Transfer Student Mentors
In order to pay particular attention to the personal and academic adjustment of freshman and transfer students, a cadre of students are appointed to serve in the capacity of Peer Advisors and Transfer Student Mentors. Following a rigorous selection and training process, Peer Advisors volunteer to assist a designated group of freshman/transfer advisees throughout the first year at the College. At the core, Peer Advisors act as a living mentor toward effective academic and personal integration. Peer Advisors act as a source of information and referral on a variety of topics and support advisees toward the fulfillment of personal and educational goals. Peer advisors perform a variety of outreach program functions such as implementing programs with First Week; meeting individually with advisees to prepare a personal success plan and carrying out needs based outreach. Peer Advisors are involved in the early advisory program and assume leadership while working with advisees on projects geared toward community service. Transfer Student Mentors perform many of the same functions as Peer Advisors and often come from the ranks of Orientation Group Leaders. Peer Advisors are under the supervision of the Director of First Year Student Development, while Transfer Student Mentors and Orientation Group Leaders are supervised by the Dean of Freshman and Transfer Students.
Tutoring and Supplemental Instruction
There often comes a time when particular subject matter proves difficult. No matter how well a student may do generally, there are particular subject areas that can prove elusive in terms of achieving mastery. When such is the case, the College makes available a Peer Tutoring Program to assist students with both long term and short term objectives in both 100 and 200 level courses. Peer Tutors are available in a wide variety of subjects chosen particularly on the basis of past success in having mastered course content. Tutoring is not an easy way to do homework. It is essentially an individual or a small group supplement to the learning process. Tutoring assistance can be requested by contacting the Director of First Year Student Development. Upon receipt of the tutoring request, a tutor is assigned and it is then up to the student making the request and the tutor to establish both the frequency and scope of the tutoring relationship. In addition, specialized tutoring assistance can be obtained through the College’s Writing Center when the matter involves composition and writing skill, through the Math Center when the matter relates to mathematics courses, or the Science Center when subject matter pertains to any of the physical or biological sciences.
There is also available in certain high risk courses a special form of academic assistance in the form of supplemental instruction. Known as SI, appropriately trained and experience students provide learning support in regularly scheduled sessions designed to foster skills in how to learn content. SI differs from tutoring in that the emphasis is on learning process rather than content. Additional information on both tutoring and SI can be obtained by contacting the Academic Support Center located on the first floor of the Campus Center.
Engineering Alumni Mentoring Initiative
During the first year, students often find that there is lingering lack of clarity over academic and career direction. Formed as an extended part of the First Year Program, volunteer alumni from the School of Engineering have been recruited and coached to offer mentoring partnerships, which extend the range of the web of support characteristic of the First Year Program. Students are assigned an alumni mentor through the first year engineering seminar. Mentors and protégés are brought together in a collaborative program with the Office of Alumni Affairs and the School of Engineering. Students are encouraged to take advantage of the mentoring relationship through a series of relationship “prompts”, activities designed around a career development theme through which alumni can provide perspective and advice.