UK First Year Experience: Wildcat Foundations Background Information January 19, 2017

Student Success Imperative Average ROI after 5 years = 53%. The cost of not completing college in four years (Complete College America): – At a four year public – $22,826 in additional tuition/fees and living expenses. – Lost opportunity – $45,327 in salary. Average student loan balance for the 2016 class: ∼$37,000. State support increasingly tied to outcomes, rather than enrollment.

Freshman Retention Year Matriculated % Retained 2011 81.5% 2012 81.3% 2013 82.2% 2014 82.7% 2015 81.7% 2016 83.6%

Freshman Retention

Graduation Rate (6-year) Matriculated % Retained 2005 59.4% 2006 58.0% 2007 60.8% 2008 60.6% 2009 61.7% 2010 64.0%

Freshman Cohorts

Student Success No single initiative is responsible for dramatic gains; improvements come from the accumulated impact of a dozen or more relatively modest programs. There is no silver bullet. Most important ingredients: – A Systematic Problem-Solving Approach – A Comprehensive Data Warehouse – A Cross-Functional Organizational Structure – A Commitment to the Success of Underserved Students – Dedicated Support from University Leadership

Improving the FYE What are the foundational principles? It should include every aspect of campus (nobody “owns” the first year). It should include students. It should foster candid, honest and meaningful discussions. It should be data-informed. It should deal with students’ transition into the first year, and their transition out of the first year. It should produce an aspirational model, along with a plan-of-action that we intend to execute.

Wildcat Foundations A 6-month initial effort: Assessment of the baseline: Current practices inventory w/ data – in progress Faculty/Staff survey Student survey Subcommittee work: Analyze baseline Address the specific charge of the subcommittee Coordinate with other subcommittees Create a final report and action plan

Wildcat Foundations - Administration The Wildcat Foundations exercise has support from the highest levels of UK administration. UNM Wildcat Foundations Liaisons: Greg Heileman Kirsten Turner Grace Hahn (Project Manager) Starting from today’s launch, we intend to complete our work by late May/early June, and begin implementation immediately.

Wildcat Foundations Expected Output: A report that articulates a new vision for enhanced learning and retention of first-year students as well as priorities for resource allocation – an action plan that we will execute.

Wildcat Foundations What do we need from you: Your support and commitment to improving the freshman experience at UK. Active participation – on one or more of the subcommittees, assistance in constructing the subcommittees, and support of their work. A commitment to implement the action plan.

Wildcat Foundations Subcommittees Philosophy – easily understood UK first-year philosophy Organization – alignment of all first-year efforts Learning – intentional curricular and co-curricular learning experiences Faculty – culture of faculty responsibility for the first year realized through high-quality instruction Transitions – linkages with secondary schools All Students – appropriate services provided for all students Diversity – students experience diverse ideas and world views Roles & Purposes – understanding of roles & purposes of higher ed. Improvement – assessment as a part of an improvement process

Wildcat Foundations Philosophy Create a clear, explicit and easily understood UK first-year philosophy, consistent with the institutional mission and four pillars, widely disseminated, reflects a consensus of campus constituencies. Forms the basis for first-year organizational policies, practices, structures, leadership, department/unit philosophies, and resource allocation.

Wildcat Foundations Organization Alignment of all first-year efforts. Effective partnerships among academic programs, student programs, and other administrative units. Ongoing faculty and staff development activities and appropriate budgetary arrangements.

Wildcat Foundations Learning Intentional curricular and co-curricular learning experiences that engage students in order to develop knowledge, skills, attitudes, and behaviors consistent with the philosophy. In- or out-of-the-classroom learning that promotes increased competence in critical thinking, ethical development, and the lifelong pursuit of knowledge.

Wildcat Foundations Faculty Develop a culture of faculty responsibility for the first year that is realized through high-quality instruction in first-year classes. Substantial interaction between faculty and first-year students both inside and outside the classroom. A culture of responsibility nurtured at every level of UK and supported by UK’s reward systems.

Wildcat Foundations Transitions Communicate clear curricular and co-curricular expectations and provide appropriate support for educational success (through recruitment, admissions, and entire first year). Forthright about the UK’s responsibilities to students as well as students’ responsibilities to themselves and UK. Create and maintain curricular alignments with secondary schools and linkages with secondary school personnel, families, and other sources of support.

Wildcat Foundations All Students The process of anticipating, diagnosing, and addressing needs is ongoing and subject to assessment and adjustment. Appropriate services provided with respect for the students’ abilities, backgrounds, interests, and experiences. A campus environment that is inclusive and safe for all students.

Wildcat Foundations Diversity Ensure that all first-year student experience diverse ideas and world views as a means of enhancing their learning and preparing them to become members of pluralistic communities. Ensure students interact in an open and civil community with people from backgrounds and cultures different from their own. Students reflect on ideas and values different from those they currently hold, and explore their own cultures and the cultures of others.

Wildcat Foundations Roles & Purposes Investigate how UK promotes student understanding of the various roles and purposes of higher education, both for the individual and society. Encourage first-year students to examine systematically their motivation and goals with regard UK and to higher education in general. Exposure to the value of general education as well as to the value of more focused, in-depth study of a field or fields of knowledge (i.e., the major).

Wildcat Foundations Improvement Assessment and professional activities as a part of an ongoing first-year improvement process. Results are an integral part of institutional planning, resource allocation, decision-making, and ongoing improvement of programs and policies. Familiarity with current practices at other institutions as well as with research and scholarship on the first college year.

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