1. Improving the First Year: Campus Discussion March 30, 2009

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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 constituency group feedback & campus-wide survey on action items early Fall

8. 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

9. 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

10. Overall Discussion Question
What do you think a first year student needs?
e.g., Philosophy statement draft
( )
How could this be delivered at UNI?

11. Specific Question Group 1
What should UNI’s philosophy of the first-year include?
e.g., Philosophy statement draft
( )
How might such a statement be used so that it makes a real difference?

12. 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?

13. 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?

14. 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?

15. 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

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