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Lessons Learned

Lessons Learned. Christopher Caplinger, Georgia Southern University Jeanne Fraker, Wright State University Betsy Griffin, Missouri Southern State University Robert Guell, Indiana State University Karla Mugler, University of Akron 26 th Annual Conference on the First Year Experience

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Lessons Learned

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  1. Lessons Learned Christopher Caplinger, Georgia Southern University Jeanne Fraker, Wright State University Betsy Griffin, Missouri Southern State University Robert Guell, Indiana State University Karla Mugler, University of Akron 26th Annual Conference on the First Year Experience Dallas, Texas February 19, 2007

  2. What We Promised • Lessons learned about: • nuts and bolts of self-study • creating campus buy-in • converting findings into action • building on good will and momentum

  3. Foundations of ExcellenceClass of 2006 New Mexico State University, Las Cruces, NM Ohio University, Athens, OH Texas A&M University, Kingsville, TX University of Akron, Akron, OH University of Arkansas at Little Rock, AR University of North Texas, Denton, TX Wright State University, Dayton, OH Bridgewater State College, Bridgewater, MA Davenport University, Grand Rapids, MI Fairmont State University, Fairmont, WV Georgia Southern University, Statesboro, GA Indiana State University, Terre Haute, IN Missouri Southern State University, Joplin, MO

  4. Lessons Learned at Georgia Southern University Christopher Caplinger, Ph.D. Director, First Year Experience

  5. Georgia Southern University • Motivation for Participation in FoE • New Provost • SACS • Widespread belief that FY seminar was inadequate to affect student success (or retention, progression and graduation)

  6. Lessons learned about FYE • Deep misunderstanding/distrust of FYE in Academic Affairs • Little documentation of effective teaching/learning practice at unit level • Significant room for improvement in • Communicating academic expectations • Classroom diversity • More support/better student survey scores in Student Affairs areas and out-of-class engagement

  7. Process Problems • Too many people, spread too thin • Didn’t share often enough and to enough people

  8. Fall 2006: Faculty Task Force • Nine faculty, one high school teacher • Faculty focus because academic affairs was our problem • Selected because they taught first year students; many not the “usual suspects” • Compensated faculty through RPG funding (planning grants) • Focused on moving beyond FY Seminar and managing expectations • Lots of Communication • To Faculty: Emails from faculty reps • To Provost • Reported out on Dec. 15 • Six of ten are back for second semester • Preparing for marketing push shortly after Spring Break

  9. Lessons Learned at Indiana State University Robert Guell Coordinator, First Year Programs and Associate Professor

  10. Everything Happens in Context Even Good Ideas

  11. ISU’s “Good Idea” • Task Force on the First Year produces a 56 page report (w/350+ pages of appendices) bluntly outlining ISU’s challenges and opportunities. • Recommendations • Creation of University College to intentionally coalesce programs and services. • Alter academic advising practice for selected students (2.5<HSGPA<3.0) who are regularly admitted but at risk. • 21 other smaller, focused recommendations on policy and practice.

  12. ISU’s FoE Context • Declining enrollment that threatens ISU’s political position in Indiana higher education • Declining FY retention (from 72% to 68%) • Declining faculty numbers (from 600 to 400 in 10 years) • Dramatically worsening faculty salary position relative to peer institutions. • Declining state appropriations

  13. Faculty-Administration Tension • Involuntary Reorganizations • Nursing-Health and Human Performance merger • A&S and Technology Departmental reorganizations • No independent Sociology, Philosophy, Physics • Program Prioritization • Potential elimination of majors in these departments and many others • Presidential Vote of “No Confidence” • After announcing a no-raise year (after two years of less than CPI raises) accepts a $25,000 raise from the BoT.

  14. Resolution • Faculty Senate Response to TAFFY Report • Sent to four separate committees claiming at least partial jurisdiction. • Much more favorable comments than anticipated (in part because of a respect for the process shown by advocates.) • A Full Day, campus-wide discussion of the TAFFY report and recommendations with S. Evenbeck & B. Jackson (IUPUI) and M. Smith (UTEP). • A revised recommendation (respecting the input) will be put before the Faculty Senate later this month.

  15. Lessons Learned atMissouri Southern State University Betsy Griffin Assistant Vice President for Academic Affairs

  16. Missouri Southern State University • State assisted regional baccalaureate institution with an international mission • Approximately 5,700 students • Student population has high percentages of commuters, low income, first generation, working, & non-traditional • Despite previous initiatives first-year success, retention, and graduation rates have remained lower than desired.

  17. Nuts and Bolts of Self-Study • Structure for broad participation including academic and student services administrators, faculty, staff, and students. • Steering Committee - 18 plus president and vice presidents ex officio • 8 research teams headed by steering committee members for a total of 84

  18. Creating Campus Buy-in • Support from the top: President and Vice President include FYE / FoE in presentations to campus. • Broad involvement from individuals viewed as campus opinion leaders. • If possible, make the FoE a special emphasis for institutional accreditation. • Communication with the campus community. • Web-site www.mssu.edu/selfstudy • Shared GroupWise folders for all team members • Articles in campus media • Presentations at campus meetings

  19. Experiences of Students • There is limited common experience for first-year students. • Despite the international mission, first-year students have limited experience with cultural diversity. • In 13 of the 19 highest first-year enrollment classes they experience high DFWI rates. • Many students lose financial aid due to inadequate academic progress (credit hours completed or GPA).

  20. Converting Findings to Action • Each research team made recommendations as a part of their Dimension report. • Steering Committee discussed all recommendations, created and prioritized a final list of 24 recommendations. • For 2006-2007, 6 action teams were formed to develop implementation plans for the 10 highest priority items. • President is informed of developing plans to assure there will be administrative support. • Having as a special-emphasis for accreditation assures implementation of some action plans. • The widespread involvement in the process creates campus pressure for follow through.

  21. Building Good Will and Momentum • Being able to assure that changes will be made based upon the self-study recommendations • Creating an open process that allows for free sharing of information and discussion • Involving a broad spectrum of opinion leaders in the process

  22. Lessons Learned atThe University of AkronKarla T. MuglerAssociate Provost & Deanof University College

  23. Foundations of Excellence Self-Study2005-06 • Selecting the 3 other members of the Leadership team was critical to our success. • The existing FYE Task Force took ownership of the self-study process. • We selected faculty and administrators who were well-respected throughout campus to chair each of the 9 foundational dimensions—the individuals you select will affect the campus buy-in for the results of your self-study. • We began to meet before the academic year began and met twice a month except before the FoE deadlines—then we met weekly.

  24. We used a series of performance indicators and a variety of data sources to review our efforts which aligned with each dimension. • We participated in the monthly conference calls with others in the FoE cohort… they provided valuable information and helped us gauge our progress. • Faculty Surveys and Student Surveys were administered and the responses used; focus groups and follow-up questionnaires were also important to the process. • Before a Dimensions report was submitted, it was thoroughly discussed at a FYE Task Force meeting, and the Leadership Team read the report for errors.

  25. There were challenges! • Faculty Survey—the faculty contract was still under negotiation. Sent to all 1,115 individuals who had taught a first-year course in 2004-05. • Student Survey—decided to use a sample of 1,000 first-year students, representative of the various sub-populations in our entering class: FT and PT students, direct, standard and provisional admits, adult students, student-athletes, international students. We also tried to ensure that our sample reflected the actual percentages of various racial groups we have on our campus. • Questions asked on the surveys didn’t always match up to the FoE Dimensions’ questions; UA used focus groups, conducted interviews with key administrators & faculty, and used several short questionnaires to gather further data.

  26. Staying Focused • There are opportunities to become derailed—stay focused and meet deadlines. • Celebrate the milestones with your task force or committee. • Keep senior-level administrators informed of your progress. • Plan opportunities to share with your campus constituencies—newspaper, student government, e-mail digest for faculty & staff, department chairs, programs for the Institute of Teaching & Learning. • Develop a way to incorporate your recommendations into the fabric of the institution. Set priorities which you can achieve in one year and into the future. Challenge your institution but be realistic! • Enjoy the experience!

  27. UA’s First-Year Philosophy The University of Akron is dedicated to laying the foundation for all of our students’ success and personal growth --in the learning environment, --in the campus community, and --in the larger, diverse world, …through… --quality instruction by dedicated faculty, --opportunities for campus and community engagement, and --a supportive environment.

  28. Lessons Learned atWright State University Jeanne Fraker Associate Dean, University College

  29. WHY WE ARE PARTICIPATING Wright State University, a comprehensive doctoral, research intensive institution of 17,000 students and more than 2200 faculty and staff in Dayton, and Celina, Ohio, is participating in the FoE Project because of the university's strong commitment to the first year experience and to serving all students extraordinarily well, consistent with the university's mission, the goals of the University's 2003 - 2008 Strategic Plan, and consistent withnational bestpractices. We thus welcome the opportunity afforded by the FoE process to strengthen the first year experience for all students.

  30. HOW WE DID IT • University-Wide Involvement • FoE Task Force appointed by the provost • 20 faculty, including faculty president and chief negotiator of faculty union • 26 staff, including chairs of Unclassified and Classified Staff Councils • 10 students, including Student Government president

  31. HOW WE DID IT • Subcommittees, co-chaired by faculty and staff, had honest, sustained and focused dialogue • Task force chair kept process on time so that all Policy Center target dates were met • Benefited from the input of Policy Center consultant and external advisor; participated in the periodic conference calls • Valued Current Practices Inventory (CPI) and FoE surveys (students, faculty/staff)

  32. WHAT WE LEARNED and WHAT WE DID • Must develop an overarching FYE philosophy statement • that melds the four current stated goals of the FYE with • the three stated goals of General Education (GE). • Statement of Purpose for the First Year Experience at Wright State University • The faculty and staff at Wright State University are unified in our commitment • to the success of our first-year students. The First Year Experience • at Wright State University provides incoming students with a series of • interconnected academic and student services programs. These programs • engage our diverse student body in active learning experiences that provide • a foundation for ongoing academic success, personal growth, • and future professional achievement.

  33. WHAT WE LEARNED and WHAT WE DID • Must enhance communication with faculty and staff about the goals of FYE • Faculty President has used Facultyline, the faculty newsletter, to promote • the FoE Project, educate faculty about the importance of FoE, and encourage greater faculty involvement. • Have used heightened campus energy and interest in FYE to share more • about the FYE. • Currently developing an FYE handbook for faculty and staff, • an FYE brochure, and an enhanced web presence

  34. WHAT WE LEARNED and WHAT WE DID • Must expand FYE structure to include greater involvement of academic units across the campus. • Must enhance faculty involvement in FYE. • Must enhance reward system for faculty who work with first year students. • First Year Coordinating and Advisory Council (FYCAC) has been • reconstituted to include faculty from across the university. • $200,000 campus RFP recently launched to improve teaching and learning • and enhance the participation of units across campus in FYE. • Release time and stipends for faculty will be possible via RFP.

  35. WHAT WE LEARNED and WHAT WE DID • Must enhance student course completion and success in the top five courses taken by all first year students. Focus, particularly, on "at-risk" or "barrier/gateway" courses. • Must ensure appropriate placement of students in courses based upon skill levels, particularly for students who register late. • RFP for Teaching Enhancement will address these issues, as well as current Early Alert, intrusive academic advising, and ongoing efforts of the First Year Retention Council. • University Academic Advising Council has been formally appointed with representation from across the university.

  36. WHAT’S NEXT FoE Task Force chair, now Senior Vice President, charged with implementation of FOE recommendations.

  37. COMMENTS? QUESTIONS?

  38. Contact Us Christopher Caplinger Director, First Year Experience Georgia Southern University caplinca@georgiasouthern.edu Jeanne Fraker Associate Dean, University College Wright State University jeanne.fraker@wright.edu Betsy Griffin Assistant Vice President for Academic Affairs Missouri Southern State University griffin-b@mssu.edu Robert Guell Coordinator, First Year Programs and Associate Professor Indiana State University rguell@isugw.indstate.edu Karla T. Mugler Associate Provost and Dean, University College University of Akron mugler@uakron.edu

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