1. Engaging First-Year Students: Lessons Learned in FIGs Greg Smith, Director of FIGs Beth Meyerand, Medical School Sandy Courter, College of Engineering

2. A Learning Community Is a curricular structure that provides students with opportunities to integrate learning through intense intellectual and social coherence and engagement Is a curricular structure that provides students with opportunities to integrate learning through intense intellectual and social coherence and engagement Provides curricular and environmental experiences that enhance students ability to connect socially and academically with the university Provides curricular and environmental experiences that enhance students ability to connect socially and academically with the university Creates intentional and substantive interaction with peers and faculty Creates intentional and substantive interaction with peers and faculty

3. Some characteristics of learning communities: Incorporate and value diversity Incorporate and value diversity Share a culture Share a culture Foster internal communication Foster internal communication Promote caring, trust, and teamwork Promote caring, trust, and teamwork Promote deep learning rather than mere surface learning Promote deep learning rather than mere surface learning Encourage participation and sharing of leadership Foster personal development Have links with the outside world

4. The Importance of Peers A students most important teachers are other students….studies show that relationships play a significant role in student persistence and degree completion, and they are major influences on learning and personal development. Arthur Chickering, 1994 Empowering Lifelong Self-Development

5. RESULTS: Students sharing a common academic and social frame of reference in a small community are more likely to feel connected to the institution and are more likely to succeed. Students sharing a common academic and social frame of reference in a small community are more likely to feel connected to the institution and are more likely to succeed.

6. FIGs Outcomes: Results of National Research Higher retention rates Higher retention rates Higher grade point averages Higher grade point averages Higher levels of academic integration and institutional commitment Higher levels of academic integration and institutional commitment More informal interaction with faculty outside of class More informal interaction with faculty outside of class Higher levels of interaction with peers Higher levels of integration of course information Greater gains in communication skills High student satisfaction, esp. out-of-state students and students of color

7. FIGs at UW-Madison Mission: Mission: –Provide diversity education in support of Plan 2008 –Contribute to general education goals –Connect academic pursuits with residential life –Offer integrated learning experience

8. Structure of UW-Madison FIGs: Each FIG enrolls about 20 students in 3 linked courses (9-12 credits). Most FIGs are based in residence halls or residential neighborhoods (including private halls); some are campus wide. Most FIGs include an ethnic studies course or courses with diversity content. Each FIG is led by a faculty member (not a TA or peer instructor); this makes UW-Madisons FIGs unique. The professor of the synthesizing courseintegrates material from the collateral courses. Some FIGs include service-learning opportunities.

9. Understanding is integration. Alexander Meiklejohn

10. Campus Connections College of Letters and Science (home of FIGs) College of Letters and Science (home of FIGs) College of Agriculture and Life Sciences College of Agriculture and Life Sciences College of Engineering College of Engineering School of Education School of Education School of Human Ecology School of Human Ecology Medical School School of Business School of Nursing

11. More Campus Connections Residence Life Residence Life Libraries Libraries Writing Centers Writing Centers Writing Fellows Program Writing Fellows Program Morgridge Center for Community Service Morgridge Center for Community Service Office of New Student Programs (SOAR) Office of New Student Programs (SOAR) Cross College Advising Center Athletics Dean of Students Office Office of Quality Improvement Admissions Office of the Provost

12. FIGs ASSESSMENT PLAN : comparisons of academic profiles, semester and cumulative GPAs, grades in specific courses, and retention rates of FIGs and non-FIGs cohorts Student Performance: comparisons of academic profiles, semester and cumulative GPAs, grades in specific courses, and retention rates of FIGs and non-FIGs cohorts : focus groups, individual interviews, end-of-semester surveys, senior year surveys and focus groups Student Satisfaction: focus groups, individual interviews, end-of-semester surveys, senior year surveys and focus groups : focus groups, formal FIGs faculty meetings, informal discussions, comment/suggestion form Faculty Satisfaction: focus groups, formal FIGs faculty meetings, informal discussions, comment/suggestion form informal follow-up with colleagues in Housing, Library, Registrars Office, academic departments, student support programs, etc. FIGs Partners: informal follow-up with colleagues in Housing, Library, Registrars Office, academic departments, student support programs, etc.

13. FIGs 2001: Student Profile FIGs Students 67% female, 33% male 67% female, 33% male ACT composite = 24.4 ACT composite = 24.4 Top 10% = 36% Top 10% = 36% 12% of FIGs students were students of color Freshman Cohort 53 % female, 47% male ACT Composite = 26.9 Top 10% = 44% 8 % of campus population are students of color

14. FIGs 2001: Student Progress 75 enrolled in fall 2001; 70 returned in fall 2002 (retention rate of 93%); after five semesters, retention rate was 87% compared with 82% of peer cohort. 75 enrolled in fall 2001; 70 returned in fall 2002 (retention rate of 93%); after five semesters, retention rate was 87% compared with 82% of peer cohort. At the end of spring 2002 semester, average GPA was 3.14 At the end of spring 2002 semester, average GPA was 3.14 At the end of spring 2002, average number of credits earned was 33.9 At the end of spring 2002, average number of credits earned was 33.9 65 (87%) were still enrolled in the senior year (compared with 83% of peer cohort) 65 (87%) were still enrolled in the senior year (compared with 83% of peer cohort)

15. FIGs 2002 Student Profile Composite ACT = 27.12 (cohort ACT = 27.4) 50% graduated in top 10% (55% of cohort graduated in top 10%) Females = 68% Males = 32% 13% are students of color

16. FIGs 2003 Academic Profile ACT Top 10% of high school class % of Males/ Females % of Ethnic Minority Students FIGsCohort27.244% M= 32% F = 68% 16% 16% Non- FIGs Cohort27.342.9% M= 46% F = 54% 11% 11%

17. FIGs 2004 Academic Profile ACT Top 10% of high school class % of Males/ Females % of Ethnic Minority Students FIGsCohort27.743.3% M= 32% F = 68% 20% 20% Non- FIGs Cohort27.654% M= 44% F = 56% 12% 12%

18. FIGs 2005 Academic Profile ACT Top 10% of high school class % of Males/ Females % of Ethnic Minority Students FIGsCohort27.242.6% M= 30% F = 70% 22% 22% Non- FIGs Cohort27.553% M= 44% F = 56% 12.7% 12.7%

19. FIGs Student Performance Data Fall 2003 FIGs Cohort Fall 2003 GPA 3.255 3.255 Non-FIGs Cohort Fall 2003 GPA 3.058 3.058 Targeted Students of Color FIGs Cohort FIGs Cohort Fall 2003 GPA Fall 2003 GPA 3.037 3.037 Targeted Students of Color Non-FIGs Cohort Fall 2003 GPA 2.62 2.62

20. FIGs Student Performance Data Fall 2004 FIGs Cohort Fall 2004 GPA 3.2 3.2 Non-FIGs Cohort Fall 2004 GPA 3.09 3.09 Targeted Students of Color FIGs Cohort FIGs Cohort Fall 2004 GPA Fall 2004 GPA 3.12 3.12 Targeted Students of Color Non-FIGs Cohort Fall 2004 GPA 2.86 2.86

21. What students say about FIGs: Because I was in a FIG, I knew people right away and wasnt sitting in my room for four months before Id meet somebody to talk to. It made my transition easier. Because everyone else in my FIG was working hard on their classes, I did too. Everybody kept each other on track. All of us in my FIG worked really hard and helped each other. And we all did really well.

22. Fall 2004 FIGs Survey Responses I made friends with the students in my FIG. I made friends with the students in my FIG. –89% agreed/strongly agreed »I think that making strong friendships was the most important part. »I felt comfortable in class and got to know people right away. I felt intellectually challenged by my FIG classes I felt intellectually challenged by my FIG classes –81.2% agreed/strongly agreed »The intellectual experience of being in a FIG was amazing…seeing the connections among the classes really blows your mind, and then you realize that youre really in the big leagues…and everything youve learned before you have to re-evaluate. Being in a FIG helped me make the academic transition to UW-Madison. Being in a FIG helped me make the academic transition to UW-Madison. –78% agreed/strongly agreed »If it hadnt been for the FIG, I would not have stayed at UW- Madison.

23. What Students Value Connecting with peers: The people in my FIG are like my brothers and sisters. The study groups are like a gift from heaven. Connecting with peers: The people in my FIG are like my brothers and sisters. The study groups are like a gift from heaven. Connecting with faculty: The most meaningful experience I have had through FIGs has been the strong professor/student relationship. I would not have had this without the FIG. Connecting with faculty: The most meaningful experience I have had through FIGs has been the strong professor/student relationship. I would not have had this without the FIG. Easy transition to the university: I took a FIG to make the campus feel smaller, and I dont think that feeling will go away. I wouldnt have survived UW-Madison without the FIG. Easy transition to the university: I took a FIG to make the campus feel smaller, and I dont think that feeling will go away. I wouldnt have survived UW-Madison without the FIG. Integration of course content: My three classes really tie together. All the TAs say the FIG sections are their favorites. FIG students want to be there. They are talkative, and it is easier to get through the material. I feel as though I was given a pair of glasses that allows me to see the world in ways that other students not in a FIG cant. Integration of course content: My three classes really tie together. All the TAs say the FIG sections are their favorites. FIG students want to be there. They are talkative, and it is easier to get through the material. I feel as though I was given a pair of glasses that allows me to see the world in ways that other students not in a FIG cant.

24. Four Years Later….Survey of Seniors Enrolling in a FIG was a good choice for me. Enrolling in a FIG was a good choice for me. –100% agreed/strongly agreed I made lasting friendships in my FIG. I made lasting friendships in my FIG. –76% agreed/strongly agreed Being in a FIG helped me make a successful transition to UW-Madison. Being in a FIG helped me make a successful transition to UW-Madison. –95% agreed/strongly agreed Being in a FIG was a good introduction to academic life at UW-Madison. Being in a FIG was a good introduction to academic life at UW-Madison. –97% agreed/strongly agreed I was intellectually challenged by my FIG courses. I was intellectually challenged by my FIG courses. –92% agreed/strongly agreed I was able to see connections among my FIG courses. I was able to see connections among my FIG courses. –72% agreed/strongly agreed

25. Four Years Later…Seniors Reflect on Their FIGs Experiences …the professors in my FIG were the most influential and challenging professors that I have had at this university…these were classes and experiences I would never have had if I wasnt part of a FIG, and these were experiences that have shaped my perspective, my academic experience, and who I am now. …the professors in my FIG were the most influential and challenging professors that I have had at this university…these were classes and experiences I would never have had if I wasnt part of a FIG, and these were experiences that have shaped my perspective, my academic experience, and who I am now. The FIG introduced me to classes that I probably would not have thought to take and helped me link classes to make my education a fuller experience. It also helped me realize that taking classes with different backgrounds can help round out your education and allow you to see different aspects of the same subject. The FIG introduced me to classes that I probably would not have thought to take and helped me link classes to make my education a fuller experience. It also helped me realize that taking classes with different backgrounds can help round out your education and allow you to see different aspects of the same subject.

26. Looking back, I think that some of the best classes I ever took were in the FIG. I always think about and remember what I learned in those classes. The subject matter was so challenging and intimidating for a freshman that I would have never otherwise signed up for those classes. But we all ended up with good grades because of all the time we spent together in study groups. We all ended up taking another course together the next semester. Looking back, I think that some of the best classes I ever took were in the FIG. I always think about and remember what I learned in those classes. The subject matter was so challenging and intimidating for a freshman that I would have never otherwise signed up for those classes. But we all ended up with good grades because of all the time we spent together in study groups. We all ended up taking another course together the next semester. The FIG made me more comfortable with college and made me feel as though I could talk to my professors, especially those in bigger lectures. It gave me the confidence and courage to keep going here at UW- Madison. The FIG made me more comfortable with college and made me feel as though I could talk to my professors, especially those in bigger lectures. It gave me the confidence and courage to keep going here at UW- Madison.

27. What Faculty Value Opportunities to provide university service and to contribute directly to campus diversity education efforts Opportunities to provide university service and to contribute directly to campus diversity education efforts Interdisciplinary connections with campus colleagues Interdisciplinary connections with campus colleagues Experience teaching a small class of first-year students Experience teaching a small class of first-year students Opportunity to develop a new course or to develop a new approach to teaching an established course Opportunity to develop a new course or to develop a new approach to teaching an established course High level of engagement of FIGs students: My FIG students never miss class! High level of engagement of FIGs students: My FIG students never miss class! Support from a variety of campus programs and departments, including the Library, the Writing Center, Housing, Athletics, the Morgridge Center, etc. Support from a variety of campus programs and departments, including the Library, the Writing Center, Housing, Athletics, the Morgridge Center, etc. S&E stipend that can be spent in a variety of ways S&E stipend that can be spent in a variety of ways

28. FIGs Faculty Comments "It's been a good experience for me, and the FIG idea is one of those things that makes UW-Madison such a great school…I would definitely do it again." "It's been a good experience for me, and the FIG idea is one of those things that makes UW-Madison such a great school…I would definitely do it again." –Mark Harrower, Geography "Teaching a FIG has been the most positive experience I've had since I've been here at UW-Madison. "Teaching a FIG has been the most positive experience I've had since I've been here at UW-Madison. – Charles Hatcher, Consumer Economics

29. After being retired for two years, I returned to campus to teach a FIG on serious mental illness to eighteen year- olds. These freshmen barely looked old enough to tie their shoelaces! What happened in the next fourteen weeks 'blew my mind.' Why? Because it was a profound learning experience for all concerned. After being retired for two years, I returned to campus to teach a FIG on serious mental illness to eighteen year- olds. These freshmen barely looked old enough to tie their shoelaces! What happened in the next fourteen weeks 'blew my mind.' Why? Because it was a profound learning experience for all concerned. Mona Wasow, Social Work Mona Wasow, Social Work The FIGs program is a fabulous way to make interdisciplinary connections for both faculty and students. I gained new perspectives on my work, new colleagues and friends, and a renewed commitment to help students synthesize their learning. The FIGs program is a fabulous way to make interdisciplinary connections for both faculty and students. I gained new perspectives on my work, new colleagues and friends, and a renewed commitment to help students synthesize their learning. Barbara Clayton, Theatre and Drama

30. Of the approximately twenty classes and discussion sections I have taught at UW-Madison, my one FIG class had the best rapport. Because the students were familiar and friendly with one another, I found it much easier to conduct discussions and to hold effective peer writing conferences – a staple of English 100. The more dedicated students seemed to encourage others to be more dedicated in a way that Ive never seen before…having three classes together encourages students to search out other students who model solid study skills. For whatever reason, this FIG class placed a positive value on engagement with the material and dedication to coursework in general…poor preparation and last minute work were not valued in this class…. Of the approximately twenty classes and discussion sections I have taught at UW-Madison, my one FIG class had the best rapport. Because the students were familiar and friendly with one another, I found it much easier to conduct discussions and to hold effective peer writing conferences – a staple of English 100. The more dedicated students seemed to encourage others to be more dedicated in a way that Ive never seen before…having three classes together encourages students to search out other students who model solid study skills. For whatever reason, this FIG class placed a positive value on engagement with the material and dedication to coursework in general…poor preparation and last minute work were not valued in this class…. Jonathan Daigle, English Jonathan Daigle, English

31. Medical Imaging of Disease Core Class: InterL&S 101, Medical Imaging of Disease – Beth Meyerand Core Class: InterL&S 101, Medical Imaging of Disease – Beth Meyerand Linking Classes: Linking Classes: »Chemistry 109, General Chemistry General Chemistry » Math 221, Calculus I

32. Engineering FIG Core class: Engineering 155, Basic Communication – Sandy Courter Core class: Engineering 155, Basic Communication – Sandy Courter Linking classes »Engineering 160, Engineering Design »Math 221, Calculus I

33. Engineering FIG Objectives/Learning Outcomes Experience academically and intellectually challenging learning environment Experience academically and intellectually challenging learning environment Make the transition from high school to college Make the transition from high school to college Integrate and synthesize material Integrate and synthesize material Achieve academically, make informed decisions about engineering as a career, and learn through diversity Achieve academically, make informed decisions about engineering as a career, and learn through diversity

34. Intellectual Coherence and Engagement How do you envision yourself as a successful engineer? How do you envision yourself as a successful engineer? Why? Why? When did this begin? When did this begin? What attributes do you have that will get you where you want to be? What attributes do you have that will get you where you want to be? What attributes do you want to develop? What attributes do you want to develop? How will you develop them? How will you develop them? How could your peers and faculty help you? How could your peers and faculty help you?

35. Social Coherence and Engagement InterEgr 160 project InterEgr 160 project –Working with a real client on a real design project –Engaging in service learning Math 221 Wisconsin Emerging Scholars approach Math 221 Wisconsin Emerging Scholars approach –Having fun with hard math concepts –Understanding the global community Learning through diversity Learning through diversity –Building learning community through curricula –Designing environmental experiences

36. Team BARK Combine Crop Counter Brad Hopgood, Adam Strutz Ryan Gibbons, Khoa Le

37. Background Information Massey-Fergurson 8XP Speed – 2 miles/hr 12,000 plots/year –25 ft. long –2/4 rows Need to count corn stalks

38. Engineering FIG Video montage by students after 2 classes Video montage by students after 2 classes Assessment plan Assessment plan Linking classes Linking classes »Engineering 155, Basic Communication »160, Engineering Design »Math 221, Calculus I

39. Some Results of FIGs Peer interactions Peer interactions Connections between first-year students and faculty Connections between first-year students and faculty Student engagement with course material, commitment to learning Student engagement with course material, commitment to learning Increased student performance and retention Increased student performance and retention Development of faculty collaborations Development of faculty collaborations Development of campus partnerships Development of campus partnerships

40. FIGs Contact Information Greg Smith, FIGs Director Greg Smith, FIGs Director608-263-6504 glsmith@lssaa.wisc.edu Kari Fernholz, FIGs Coordinator Kari Fernholz, FIGs Coordinator 608-262-7375 608-262-7375 klfernho@wisc.edu klfernho@wisc.eduklfernho@wisc.edu Website: www.lssaa.wisc.edu/figs