Using Lizzio’s ‘Five Senses’ to Shape Residents’ First Year Experience - Daryl Nauman, Matt Harris, Dimple Savla - SASSY 2014

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Presented at the 2014 Student Affairs and Services Symposium at York University. …

Presented at the 2014 Student Affairs and Services Symposium at York University.
Lizzio’s ‘Five Senses’ to Shape Residents’ First Year Experience. In the Spring of 2013, York’s Residence Life program shifted their student development framework to that of
Alf Lizzio’s (2006) “Five Senses of Successful Transition” focusing on the importance of positive transition and the First Year Experience. This shift strengthened our theoretical base, complimented the Division’s strategic plan, and allowed us to achieve outcomes that we strive for through residence programming. Using Lizzio’s Senses, as well as ACUHO-I and CAS Standards, we developed a student experience model that is institutionally-relevant, theory-based, and assessable. In this session participants will learn about York’s strategy, and gain relevant ideas for their departments.

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  • Daryl Nauman – Assistant Director, Residence Life, was a part of the inaugural class of the Seneca Student Affairs & Services certificate program, executive MBA student, enjoys running, technology and passionate about putting effective strategies, systems and structures in place to support student success.

    Dimple Savla – Residence Life Coordinator, Masters of Education student, York alumni (been at York for 8 years), passionate about student transition from High School to Post-Secondary (B.Ed in the high school level)

    Matthew Harris - Residence Life Coordinator, York alum with a Double Bilingual Honours in International Studies and History and a Certificate in Law and Social Thought, loves cooking, playing with his dogs and relaxing with his partner, passionate about the experience that living in residence affords a student and the impact student staff have on their peers.
  • With the person next to you, discuss 1 - 2 programs or initiatives each that your institutions or departments do to support first year students and their transition to post-secondary education.

    What makes these initiatives successful?
  • Presentation at OACUHO Housing Conference at Laurier in May
  • Residence Life at York University is a part of the Division of Students;
    5 year strategic plan launched in 2013;
    Residence Life aligns strategically with the Division of Students vision and mission;
  • Four priorities for the Division related to Student Success
    Those most relevant to Residence Life
    First-Year Experience (increasing use of the Lizzio model across campus)
    Student Leadership & Career Development

    Housing Strategy for York University
    Plans for a privately built and operated residence
    Existing housing stock being renovated (~10 year capital plan)
    Existing housing stock to emphasize the first-year student experience
  • 55,000 students at York – College system
    8 undergraduate residences: 4 traditional, 2 suite, and 2 mixed.
    Professional staff (Keele) – AD, 7 RLCs, admin support
    Main student staff complement (Keele) – 60 Dons, 90 Porters, PRB Chairs
    Volunteer positions – Peer Review Board, Residence Council
  • Two guiding documents that informed the theory and foundation of the work being done.

    First was ACUHO-I Standards, published online, that provides consistency and best practices across Housing and Residence Life. Also helped in assessment when formulating surveys for feedback on relevant tools within our model.

    Educational Opportunities: based on what residents will experience, including academic services or experiences, cooperative living, appreciation of diversity, and personal growth.

    Staff Activities: orienting students to services and resources, provide support on safety, security and emergency preparedness, encourage exercising responsibility for the community, and promoting learning, assist students in prioritizing educational and developmental needs.
  • 2nd Guiding Document: “Designing an orientation and transition strategy for commencing students” which outlines the 5 senses, definitions, and related outcomes that can be used as a checklist.

    Lizzio’s research provides a summary of ideas and practices relating to commencing students satisfaction, engagement and persistence that can be used as an easy to understand guideline.

  • Connectedness: quality of relationships with peers, staff and institutional pride, develop opportunities for students to build strong relationships, get involved, all leading to their success as learners

    Resourcefulness: students’ ability to navigate systems and services, have a willingness and knowledge of who to ask for help, and balance their academic and personal commitments successfully – our assistance must be timely and encourage clarity of roles and resources (who, where, when)

    Capability: how well a student understands expectations of them, including basic academic skills and their level of commitment to their learning community – faculty and staff responsibility to give clear expectations and engage students in their learning communities.

    Purpose: this can be rewarding, but also is one of the main contributors to student success and persistence – their engagement with their field of study, ability to set goals and know why they’re pursuing their education – help students to seek relevance in their areas of study and help develop strengths and talents

    Academic Culture: value of learning “how things are done”, appreciation of values and principles of the institution, and how this informs their approach to study and partnerships with others in the community.
  • At OACUHO we had participants get in groups based on the Senses, and fill in activities or programs that help with FYE and build that Sense. We encourage you to use the handout provided to go through this exercise on your own or with your colleagues in your department to see how you align to the Senses.
  • ‘Tools’ are means to relay information and developmental/educational content to students (i.e. House Meetings, One on One conversations, passive boards, themed portfolios).
    High level of professional direction

    ‘Programs’ are traditional events led by Residence Life across campus, or by Dons or Residence Council members.
    High level of student-staff autonomy
  • In the summer of 2013 the Residence Life team undertook a review of their curriculum that was previously aligned to the theories of Chickering and worked to align them to Lizzio.

    A large part of the project was creating the following chart. The process was to:

    Place the Lizzio Senses and their sub-senses along the vertical axis;
    Place all tools along the horizontal axis;
    Place x-marks where a tool and a Sense converge;
    Assess where there are gaps and where there are strengths;

    This populated the next slide…
  • FYE Guide
    Included a brief description of the tool, its purpose, and key identifying features.
    Explained how each tool is linked to Lizzio Senses & Outcomes, and ACUHO-I Standards.
    Assessment plans listed for each tool.
    All tools and pre-existing programs were plotted into a guiding calendar shared with student-staff at August Don Training.
    Several tools are linked with monthly themes – i.e. Sept focused on Transition and Resources, Oct on Academics, January on goal setting – house meetings, one on ones, bulletin boards.

    Some examples of our tools and programs include:

    House meetings – held monthly, meeting needs of students that we noticed through qualitative feedback, and the need to address the Sense of Connectedness and Resourcefulness, relate to bulletin boards and have students think in advance about resources.
    1:1 Conversations (between Dons and their students) – keeping in mind the student cycle and staff priorities during academic year - consider themes we are not meeting and time constraints on staff during midterms, plus knowing our desire to build Sense of Connectedness consistently during the year - connect themes from house meetings and bulletin boards to one on ones for consistency

    First 8 Weeks- programming that focused on orientation, first year transition, key student needs, priorities in building student knowledge - sense of connectedness capability and resourcefulness
    Run throughout September and October (1 per week)
  • We cover the following Senses often connectedness, capability and resourcefulness.

    Our staff responded to the following questions in the video:
    “Tell me about how you created a sense of (fill in sense) in your residence community“
    "What impact did you notice that having on individual residents and your overall community?"
  • Don surveys after each set of house meetings and monthly one on one conversations (Baseline through Campus Labs);
    In house survey – standard questions (e.g., meeting stats), questions based on Lizzio and ACUHO-I standards, tailored to month;
    EBI – student feedback, ACUHO-I, CAS;

    Assessment allowed us to:
    Collect feedback based on students’ behaviour and actions;
    Collect student staff feedback on a regular basis to adjust tools for next year;
  • Sample - October House Meeting
  • Graph is from the January One on Ones

Transcript

  • 1. Using Lizzio's 'Five Senses' to Shape Residents' First Year Experience SASSSY - July 2014
  • 2. Introduction Insert Picture - Matt Dimple Savla Residence Life Coordinator Matthew Harris Residence Life Coordinator Daryl Nauman Assistant Director, Residence Life
  • 3. A Quick Activity Discuss  2 programs or initiatives that support first year students and their transition.  What makes these initiatives successful?
  • 4. Agenda  Learning Outcomes  Residence Life & Division of Students at York University  ACUHO-I Standards and Dr.Alf Lizzio  Residence Life Curriculum  Activity – First Year Experience  Student Staff Experiences  Assessment  Conclusion and Q & A
  • 5. Learning Outcomes Through this session participants will be able to:  Learn Residence Life’s strategy for implementing a First Year Experience curriculum that is directed by theory and institutional priorities;  Understand Lizzio's (2006) '5 Senses of Successful Transition‘;  Utilize a framework or theory to create assessment of department programs;  See examples of how to use a variety of assessment data to strengthen your program model.
  • 6. Key Priorities
  • 7. Residence Life at York University  55,000 students at York  2,244 in residence (Keele campus)  Prior to 2007, Residence Life in each residence was coordinated through individual colleges  In 2007, restructuring led to a professional centralized unit under the Centre of Student Community and Leadership Development  Professional and student staff  Volunteer positions
  • 8. ACUHO-I Standards  “The standards improve the quality of the post- secondary student experience and the professional management of campus housing programs” (ACUHO-I, 2014).  Specifically cited in our model are the areas covered under Education & Programming  A. Educational Opportunities, and  B. Staff Activities
  • 9. Dr. Alf Lizzio  Professor at Griffith University, Australia  Paper on “Five Senses” addresses “that there are consistent needs and concern that students experience as they commence university. Understanding these needs provides a sound basis for designing effective orientation and transition strategies” (Lizzio, 2006).
  • 10. Lizzio’s Five Senses
  • 11. Activity
  • 12. York’s First Year Experience Model “Vision without action is a daydream Action without vision is a nightmare” (Japanese proverb)  Created a consolidated list of all ‘tools’ and ‘programs’ run in Residence  Aligned each ‘tool’ and ‘program’ to Lizzio’s senses and corresponding outcomes
  • 13. FYE GUIDE House Meetings, One on One’s, Bulletin Boards, First 8 Weeks, Spirit Cup, Portfolio Programming, Student Staff Programming. Description Lizzio Senses & ACUHO-I Standards Assessment Training
  • 14. Student Staff Experiences Residence Life and Lizzio: Intentional Programming in Residence
  • 15. Assessment  Assessment of the different tools  Quantitative and qualitative Online surveys of student staff - House Meetings and One on Ones EBI Resident Survey Collegiate Link Attendance & Co-curricular Record eRezLife Programming Logs
  • 16. House Meeting Assessment
  • 17. One on One Assessment
  • 18. Learning Outcome Review Through this session participants will be able to:  Learn Residence Life’s strategy for implementing a First Year Experience curriculum that is directed by theory and institutional priorities;  Understand Lizzio's (2006) '5 Senses of Successful Transition‘;  Utilize a framework or theory to create assessment of department programs;  See examples of how to use a variety of assessment data to strengthen your program model.
  • 19. Q & A
  • 20. Resources  Lizzio, A. (2006). Designing an orientation and transition strategy for commencing students. A Conceptual Summary of Research and Practice. First Year Experience Project. Brisbane, Australia: Griffith University.  ACUHO-I Standards: http://www.acuho- i.org/Portals/0/pdf/documents/acuhoi_standards_2 010.pdf
  • 21. Thank you! Please feel free to contact us if you have more questions! • Daryl – dnauman@yorku.ca – @darylnauman • Dimple – dsavla@yorku.ca - @dsavla19 • Matt – maharris@yorku.ca - @mattyorku Special thanks to Ashley Grenville-Finnigan, and Mitchell Burnie! Residence Life http://reslife.scld.yorku.ca/ @YorkUResLife