Improving the First Year: Campus Discussion March 30, 2009

Foundations of Excellence (FoE) Institution-wide assessment of first year Designed to improve educational quality Based on 30 + years of research and reform on the first college year Institutional behavior not student behavior Comprehensive approach to the first year HLC reaccreditation – intensive self study

FoE’s Definition of “First Year” All students with less than 30 hours of college credit Student survey also included students with less than 30 hours taken at UNI

Process Nine Dimension committees started working last Fall, w/ Performance Indicators for each dimension Evidence-based Current Practices Inventory (CPI) Extensive Evidence Library (more than 200 items) Faculty/staff and student surveys Other institutional and national data Goal is to produce an institutional plan for improving student learning

Foundational Dimensions Philosophy – there is a first year philosophy that informs institutional policy and practice Organization – organizational structures are comprehensive, integrated, and coordinated Learning – deliver intentional learning experiences that engage students Faculty – the first year is a high priority for faculty Transitions – are intentional and aligned with institutional mission

Dimensions (con’t) All Students – serve all students through their varied needs Diversity – ensure students experience diverse cultures, ideas, world views Roles and Purposes – promote student understanding of role and purpose of higher education to society and individuals Improvement – conduct assessment to achieve ongoing improvement

Dimension Reports Dimension reports include three parts: Current situation – evaluation of key performance indicators Opportunities and challenges Action items Feedback process Policy Center Liasion FoE Steering Committee HLC Steering Committee Campus community - www.uni.edu/foe + constituency group feedback & campus-wide survey on action items early Fall

Budget Implications Recommended Actions Need Not Cost $ e.g., “Just Do Its” Action items can be phased in over time Provides opportunity to improve efficiency in delivering the first year

Common Themes Developing a unified first year philosophy Creating a collaborative, organized approach to the first year Need for specific first-year learning outcomes and coursework Enhancing faculty development opportunities for teaching first year students

Overall Discussion Question What do you think a first year student needs? e.g., Philosophy statement draft (http://www.uni.edu/foe/docs_reports/phil_report2.18.09.pdf ) How could this be delivered at UNI?

Specific Question Group 1 What should UNI’s philosophy of the first-year include? e.g., Philosophy statement draft (http://www.uni.edu/foe/docs_reports/phil_report2.18.09.pdf ) How might such a statement be used so that it makes a real difference?

Specific Question Group 2 How can we do things in a more intentional, organized manner for first year students across academic & student affairs? What might such an organizational structure look like?

Specific Question Group 3 What should be some expected learning outcomes for the first-year? What are some LAC classes that could be dedicated to first year students? Is there a need for a first-year cornerstone/seminar course? If so, what might that look like?

Specific Question Group 4 How can we assist and support faculty to improve teaching and learning of first year students and classes? How can we assist and support faculty to enhance their support of first year students?

Potential Action Items Develop a unified first year philosophy Create a first-year advisory committee or first-year council charged to set strategic direction and ensure a coordinated approach to the first year Create a first-year liberal arts core curriculum, identifying specific learning outcomes for the first year Create a cornerstone or introductory liberal arts core course for all first year students Initiate faculty development opportunities that specifically address enhancing learning for 1st year

Questions and Feedback Contact April Chatham-Carpenter or Jon Buse Dimension reports available online, w/o action items yet: www.uni.edu/foe 2nd feedback session – Monday, May 4 at 3:15 p.m. Gilchrist 009 Final report due early fall