1. CHRISTY OLIVERI
FYE Coordinator
COLLEEN DUNNE-CASCIO
Director of Student Relations
EASTERN OREGON UNIVERSITY
S T U D E N T S U C C E S S A N D R E T E N T I O N C O N F E R E N C E
P O R T L A N D , O R
F E B R U A R Y 3 - 4 , 2 0 1 1
Engaging Practices vs. Skill Building in a
First Year Experience Course:
What are Students Learning?

2. Learning Objectives for Today:
 Current engaging practices/activities in an FYE
course to consider for implementation in your own
program/s
 Quantitative and qualitative methods for evaluating
what students are learning in an FYE course
 Student learning outcomes from the “engaging
practices” used in our FYE course this fall

3. History/Background of our FYE course:
Humanities 101/102
 Began in 2008 as a way to retain students
 Initially more of a “skills course” to teach topics such
as time management, study habits, using campus
resources, note taking skills, etc.
 Offered HUM 101 fall quarter and HUM 102 winter
quarter
 Taught by staff in Enrollment Services and Student
Affairs
 I assumed coordination of the course in winter 2010

4. Current Components of FYE course
Instruction:
 Staff from Student Affairs/Enrollment Services
and a Faculty Partner
 Most sections have a Peer Leader, an upperclass
student who has gone through an application and
interview process and taken a training course
 Responsible for:
Co-facilitating the class
Meeting with students one-on-one outside of class

5. Course Learning Objectives:
 HUM 101 Learning Objectives:
 Gain an understanding of the learning traditions and resources
of EOU
 Develop intellectual, personal, and social skills and healthy
relationships that will assist in future terms at EOU and
beyond
 Develop skills in preparation for their future roles of
productive employee and citizen in a diverse, global society
 Demonstrate critical awareness of their personal belief systems
and recognize how such factors influence self-concepts,
relationships to/with others, and contributions to higher
education.

6. Course Learning Objectives:
 HUM 102 Learning Objectives:
 Gain knowledge and understanding of their values,
interests, skills, and abilities related to careers.
 Apply this knowledge to choose a career field to research
and gain knowledge about the skills, abilities, and
educational requirements for a position in the field.
 Develop information literacy- and financial- literacy skills
in preparation for their future role as a productive
employee and citizen in a diverse, global society
 Develop an understanding of how healthy lifestyles
connect to the world of work

7. HUM 101: “This I Believe”
 Integrated components of the college curriculum from “This I Believe”
into the course:
 See http://thisibelieve.org/
 Students had to write a “creed,” do a “listening exercise,” develop their
creed into a “This I Believe” essay, and decide as a class how to publicly
share their essays:
Examples:
Class blogs
Read essays out loud during last class
YouTube videos
Posted written essays in campus buildings
Read on campus radio station

8. “This I Believe” YouTube video

9. HUM 101: Pilot “Research” Course
 One section of the course focused on undergraduate
research. Course objectives:
 Students will learn about EOU and about being in college by
conducting undergraduate research
 Students will make original contributions to the collection of
data regarding the EOU student experience by conducting a
qualitative study employing student interviews
 Course will demonstrate the role of higher education in
creating new information, building a meaningful connection
between academic work and the work, and provide practice in
primary research skills

10. HUM 101: Pilot “Research” Course
 Data and critical thinking activity
 Questions identified by students
 Student presentation video clips
 Conducting a longitudinal study regarding this
course and how it may/may not have helped them be
successful in college

11. HUM 101 and the Living/Learning Community
 Fall: Piloted an LLC with the theme “The Power of
Place: Focus on Environmental Sustainability”
 Three courses with one student cohort: HUM 101,
an introductory environmental studies course, and
“hands-on” synthesis course
 Classes located in Residence Hall classroom
 HUM 101 taught by Area Coordinator, and Peer
Leader (who was also RA for the hall)
 7 students

12. “Creed” Exercise from “This I Believe
 Traditionally, creeds are communal texts which are
read aloud and repeated during (often religious)
worship. A creed can also be seen as simply a
statement of belief or values; your personal approach
to life.
 Each table (3-7 people) is a group. You will receive a
statement of belief:
1.) Would you characterize this statement as a
“creed”? Why/why not?
2.) How would you sum up this statement in
your own words?

13. “Creed” Exercise from “This I Believe”
 Next, you are going to write your own personal
creed!
 Write down 3 or 4 values/ideals that are important to you
 Take one of these and write your own creed: What you believe
in, what drives your life, your purpose, and how you try to
behave
Sharing

14. Assessment and Evaluation: Our Methods
 End of term survey in HUM 101 and 102
 Pilot Research section of 101: Pre/Post survey findings
 How to be successful
 Campus resources
 Level of comfort at EOU
 Artifacts from course: YouTube Videos, Blogs, Written
Essays, Campus Resource Photo Shoot Posters

15. Assessment and Evaluation:
What did students learn?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Belong at
EOU
Get to know
faculty
Get to know
other HUM
students
Increased
confidence
can succeed
at EOU
Fall 2009
Fall 2010

16. Assessment and Evaluation:
What did students learn?
0%
10%
20%
30%
40%
50%
60%
Enjoyed HUM Improved
Social
Improved
Academic
Fall 2009
Fall 2010

17. Assessment and Evaluation:
What did students learn?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
EOU Resources
and How to
Access
TIB Essay:
Own
Values/Beliefs
TIB essay:
Others'
Values/Beliefs
Campus
Involvement
Fall
2010

18. Student’s Quotes:
 “What was the most valuable thing you learned in
this course?”
“That professors are real people too; that they do
care and can be approached with problems”
“Time management! It really helped manage
school- work and social time”
“Time management, the teachers care, and how and
where to get help and to use it”

19. Student’s Quotes:
 “What was the most valuable thing you learned in
this course?”
“The essay about “This I Believe” helped me know
more about myself and my own ideas”
“Learning to not judge people as much because they
are different than I am”
“To get involved, that most students have the same
fears that I do”

20. Questions/Discussion