1. First Year Academic Programs Fall Retreat
How did we do and where are we going with FIGs?

2. This retreat will be successful if we . . .
Leave acquainted with the goals, purpose, and efficacy of the FIG program.
Achieve consensus regarding the strategic growth and evolution we wish for FIGs.
Learn of additional resources and offices we may wish to draw on or support.
Leave with plans and enthusiasm for working with first-year students.
Fall, 2016
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3. Western’s first-year mission
to help students:
understand the intellectual, moral, civic, and personal purposes of their liberal arts education;
negotiate successfully the academic and personal opportunities and challenges of their first year; and
connect to Western faculty and the larger campus community.
Fall, 2016
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4. Seminar 101: Perspectives on Learning (2 credits)
The FIG Structure
Seminar 101: Perspectives on Learning (2 credits)
Make connections with professors and peers, and examine perspectives across different fields of study. Learn to find and evaluate information and collaborate with peers through discussions, projects and presentations. Explore academic goals, campus resources and enhance college learning skills.
Large Lecture Course #1
Large Lecture Course #2
Limit = 25
Variable Credits
Fall, 2016
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5. Seminar 101: International Ethics
Global Citizenship
Sociology 221: Population Studies
International Studies 201
Seminar 101: International Ethics
Fall, 2016
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6. Global Citizenship Essential Question:
“What can we do and what must we know to live responsibly in a global world?”
Fall, 2016
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7. Each FIG is designed to:
Increase interaction with faculty.
Provide a seminar experience.
Create academic peer relationships.
Teach college success strategies.
Connect students to campus resources.
Fall, 2016
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8. Active Minds, Changing Lives
The Seminar Purpose
Increase Academic Achievement
Increase Academic Engagement
Problem-based classes
Writing intensive classes
Learning community
Fall, 2016
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9. Active Minds, Changing Lives
Curricular Questions
Is this the balance we wish to sustain?
What changes will growth require?
Fall, 2016
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10. The seminars have evolved to be:
More academic:
Academic content unique to the cluster
Less of a college success class:
65% academic content/35% college success
More closely aligned with departmental purposes:
Figs for exploring a major
More popular and more supported by faculty
More varied
Fall, 2016
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11. Active Minds, Changing Lives
Assessment
As a cohort, FIG students:
Earn higher fall grades
Fail fewer fall courses
Take fewer Withdrawals (Ws)
Are more satisfied with their 1st year
More likely to be retained
Fall, 2016
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12. Most Up-to-date Data for Fall, 2015, Frosh
Retained to fall, 2016
FIG: 83% • not FIG: 82%
Average Admission Index
FIG: 52 • not FIG: 56
Credits taken fall, 2016
FIG: • not FIG: 14.3
First generation
FIG: 35% • not FIG: 33%
Non-residents
FIG: 22% • not FIG: 13%
Fall, 2016
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13. Active Minds, Changing Lives
6-Year Graduation Rates by Academic Index (AI) Averaged for Entering Classes
AI <= 30
46.7
AI 31-40
57.8
AI 41-50
64.8
AI 51-60
69.6
AI 61-70
75.9
AI 71-80
78.8
AI => 81
83.4
Fall, 2016
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14. Average Admissions Index for In-coming Freshmen
Fall, 2016
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15. Retained to 2nd Fall by Admissions Index
(Ten Frosh Cohorts Combined: Fall 2005 through Fall 2014)
Fall, 2016
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16. Retained to 2nd Fall by AI: PELL & State-Need Grant Recipients
(Ten Frosh Cohorts Combined: Fall 2005 through Fall 2014)
Fall, 2016
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17. Retained to 2nd Fall by AI: Students of Color
(Ten Frosh Cohorts Combined: Fall 2005 through Fall 2014)
Fall, 2016
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18. Freshman Retention to 2nd Fall FIG/non-FIG
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19. Percent of 1st-Yr students on Low Academic Standing Winter, 2016
Non-FIG 14%
FIG 8%
Fall, 2016
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20. Freshman Retention to 2nd Fall
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21. Active Minds, Changing Lives
Feedback
Small, academic seminars are what you get at elite schools, like Whitman College. It’s what you buy for $60K a year. The FIG program serves everyone better when the seminars are more academic.
The college success activities are an essential component of the FIG program and the percentage of time devoted to them should not be reduced further. Such activities level the playing field for underserved students, making explicit the codes and social capital college-going students bring with them.
Fall, 2016
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22. Active Minds, Changing Lives
Fall, 2016
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