FIRST YEAR SUCCESS
FULL-TIME FACULTY SURVEY
REPORT
Survey Conducted March 10, 2016 – April 8, 2016
54 - Respondents
29 – Have Never Taught in FYS
25 - Have Taught or are Currently Teaching in FYS
Survey Impetus: President Jordan seeks to increase the percentage of full-time faculty teaching in FYS
considerably. FYS reached out to these past, present and potential FYS faculty members for their
perceptions, concerns and insights.
Table of Contents
Survey Analysis…………………………………………………………………………….…. pages 2 – 6
Understanding the Big Picture…………………………………………………………………..page 2
Faculty Support & Appreciation………………………………………………………………...page 3
Affirmation of Work That Has Been Done or Is In Process……………………..…….………..page 3
Accessible Data……………………………………………………………………...……….….page 4
Curriculum……………………………………………………………………..………..……….page 4
Student Ambassadors & Supplemental Instruction Leaders………….………….………..….…page 4
Programming & Incentives …………………………………….……………………...………..page 4
Seeking New Approaches…………………..………………………………………………..….page 5
Additional Faculty Insight ………………………………………………………………………page 5
FYS & Larger Institutional Policies……………………………………………………………..page 6
Concrete Suggestions………………………………………………………………………………..page 6
General Comments…………………………………………………………………………………..page 9
First Year Success Action Items…………………………………………………………………...page 10
Combined Survey Results…………………………………………………………...……..……....page 11
Complete Category II Faculty Survey Results……………………………………………………..page 19
Complete Tenure Track Faculty Survey Results…………………………………………………...page 32
Complete Tenured Faculty Survey Results………………………………………………………...page 43
SURVEY ANALYSIS
(Italics indicate relevant FYS information/insight.)
Understanding the Big Picture
Survey responses point to a lack of understanding of the function of FYS.
The survey tells us…
Faculty who have never taught in FYS
May have misperceptions based upon things
they have heard from others
Faculty who have taught in FYS
Have formed opinions based on their own
personal experiences (which sometimes differ
from the experiences of colleagues)
FYS: What We Do
Academics
Co-curricular
Service
Collaboration with academic
Social/emotional
Advising
departments
Engagement with campus and
Registration Assistance
 Curriculum from peers
Connection to Campus
academic
Retention skills like time
Resources
departments
management, etc.
 We count on
faculty for this
Perceptions
- That we value the Co-curricular over the Academic
- Services do not exist
- The effectiveness of Co-curricular offerings are often questioned
Reality
- FYS offers and stands behind academics, co-curricular programming, and services.
- FYS constantly seeks to devise co-curricular offerings that also feed the academic
- A goal is to strengthen the relationships at the foundation of “Academics”
- Our connections in terms of collaboration can always be stronger
- Over the past two years there has been a concerted effort to strengthen the
collaborations.
- FYS is working closer with departments on everything from scheduling to
the intentional pairing of courses to create learning communities, to reassessing the
courses that are offered. Survey responses echo the importance of these efforts. The
co-curricular offerings are constantly evolving to meet the requests to address
college expectations.
- FYS continues to address the belief that “less is more” as expressed in the surveys regarding both
student and faculty programming.
Faculty Support & Appreciation
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The following challenges and concerns have emerged as significant barriers to faculty involvement:
Professional Challenges
Behavioral issues
Academic issues
Paired Courses
Course Integration
Professional Concerns
Considerable Time & Energy
SRI repercussions
Negative RTP Impact
Survey responses point out the importance of acknowledging and celebrating the role that faculty plays
in FYS (not just with a lunch or a certificate here or there, but with concrete recognition by the
institution).
There is a need to support faculty through a range of strategies.
- meaningful peer facilitated strategy sessions
- offer transparency in terms of the challenges (such as RTP), and seek avenues to concretely
address such challenges
Affirmation of Work That Has Been Done or Is In Process
Findings support the importance of a comprehensive definition of “first-year students” (beyond the
notion of “traditional”).
Many are deterred from the desire to teach in FYS due to the immaturity of traditional first-year students
and the lack of college expectations.
This supports the need for student workshops on college expectations included in survey results.
It is not clear that faculty members are aware of the workshops that are already being provided
to address this area.
Over 75% of respondents are open to the possibility of teaching an interdisciplinary course from the
perspective of their discipline.
Most support very deliberate and well-thought out course pairings to create Learning Communities,
supporting our current shift to carefully distinguish what will be offered as stand alone classes vs.
learning communities.
Respondent Comment/s:
Other than financial compensation, what are three concrete ways that FYS could support and enhance
your experience as FYS faculty?
“Some sort of response (preferably a helpful response) when I contact the FYS staff about a student who
is struggling academically. (Unfortunately, this has not been my experience.)”
This comment does not acknowledge the existence of staff positions devoted to advising.
Respondent Comment/s:
Other than financial compensation, what are three concrete ways that FYS could support and enhance
your experience as FYS faculty?
“Offer fewer programs and/or prioritize so that everyone feels less overwhelmed by the sheer quantity of
offerings--focus on quality rather than quantity.”
FYS has pared down offerings significantly within the last two years.
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Accessible Data
There is still a perception that FYS students are ill-prepared academically.
FYS has data to offset this assumption.
Curriculum
The possibility of expanding the curriculum to include seminars and specialized courses could help to
increase faculty support of FYS dramatically. Over 75% of respondents are open to teaching these types
of courses.
Approximately 65% of respondents are still open to teaching in FYS if it connected to research/writing
that will contribute to RTP.
Student Ambassadors & Supplemental Instruction Leaders
Overall, those who have had Student Ambassadors would rank their performance in the well-prepared to
somewhat prepared range.
There is recognition that inherently the concrete function of Student Ambassadors to connect
students to campus events/activities is difficult due to the realities of a commuter campus.
According to comments, both SA and SI effectiveness varies from student to student.
Supplemental Instruction no longer falls under the purview of FYS.
Increased mandatory SA (now PA – Peer Ambassador) training reflects a concerted effort
to foster consistency in terms of ambassador performance.
Respondent Comment/s:
Given your experiences with FYS students, what additional support services, programming, academic
enrichment, or interventions would you like to see FYS offer?
“Possibly early SI assignment so that SI sessions can be scheduled early and function more like Peer
Study sessions “
“FYS instructors being knowledgeable about student time demands. Some students have said they find a
problem when an instructor requires frequent SI sessions. These students work full-time jobs.”
Given that SI will no longer be connected to FYS, the SI scheduling is no longer our purview.
This also means that we will no longer be encouraging faculty to require SI sessions.
Programming & Incentives
Faculty would appreciate both peer strategy sessions and workshops addressing the academic and
behavioral realities of the FYS population.
Over 50% of the current and past FYS faculty members who responded to the question about Faculty
De-Stress Days are not interested in participating.
Approximately 45% of current and past FYS faculty members are unsure of what the Coffee Talks and
Co-Curricular Event Mini-Grants are.
Over 50% of question respondents (current and past FYS faculty) indicate no interest in the Syllabus
Contest.
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45% Of question respondents (current and past FYS faculty) to the Pedagogical Innovation Awards
question indicate no interest.
Since this is a new initiative, this result could be tied to the fact that many are unfamiliar with it.
Approximately 30% of question respondents indicated that they are not sure what it is.
Approximately 65% of question respondents have participated or would like to participate in For
Faculty, By Faculty workshops.
Over 50% of question respondents (current and past FYS faculty) have participated or would like to
participate in the Travel Grants.
Approximately 45% of question respondents (current and past FYS faculty) have or would like to
participate in the Course Enhancement awards.
Respondent Comment: Other (Please specify) – “Student workshop on providing reasonable SRI scores
(i.e. it is not always just the instructor's fault if the class didn't go well)”
Seeking New Approaches
It is clear that though FYS has done a good job of educating those who are teaching for the program,
other faculty members are still unaware of FYS events/opportunities and services. This impacts and
informs the survey results for all questions directed towards the faculty-at-large (particularly the
questions addressing student programming and services for students). This also feeds into negative
perceptions of the program.
Respondent Comment/s:
In terms of providing concrete services to assist first-year students with the transition to college, FYS is:
“Effective -- It can be effective if these experiences build team work, critical and creative thinking as
well as problem solving. Helping students manage through expectations of academic research and
academic lingo is essential.”
Respondent Comment/s:
In terms of providing first-year students with relevant programming to foster academic development,
FYS is: “Somewhat effective -- The professional support is effective, the "peer" support is inconsistent,
the student participation is lacking.”
Respondent Comment/s:
Other than financial compensation, what are three concrete ways that FYS could attain your support?
“Help me understand exactly how I can participate”
Additional Faculty Insight
Some view the inclusion of non-traditional first-year students and even upper division students as
helpful to the learning environment. This is viewed as a way to combat the perceived immaturity of
traditional first-year students.
Though it is the language that we have used to discuss course pairings, the concept (and possibility) of
“course integration” as a component of learning communities is unclear to the general faculty
population.
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Those who have taught in FYS and do understand it see it as potentially exciting given the
time/resources necessary.
The “responsibility to teach first year students” is also interpreted as the belief that everyone should
teach first year students. Comments reflect the fact that not everyone is trained/equipped to teach this
population, nor does everyone’s expertise allow it.
Comment to Consider: “In a perfect world, yes. But if faculty resent being "forced" to teach in
FYS, they are consciously or unconsciously going to give the program a bad rap.”
FYS & LARGER INSTITUTIONAL POLICIES
Respondent Comment/s:
Other than financial compensation, what are three concrete ways that FYS could attain your support?
“Course release for the first semester I taught a FYS course.”
“More time/less course load.”
(Multiple comments address the possibility of course releases.)
Respondent Comment/s:
How could FYS help to address the challenges in question 15? (Which of the following factors
negatively affect your desire to teach FYS?)
Other (Please specify) – “Not have SRIs count for so much in tenure/retention process!”
Other (Please specify) – “Protection from SRI when students cannot conceptualize reasonable college
teaching expectations”
CONCRETE SUGGESTIONS
(Other Than Those Already Covered)
25. Other than financial compensation, what are three concrete ways that FYS could attain your
support?
Category II Faculty Responses
 Resource support for course design and implementation (e.g., teaching assistants, tutors, web
authors)
 guarantee classes for Affiliate Faculty
Tenure Track Faculty Responses
 Tell my chair to allow more of us do this
 Have my chair rotate who offers FYS courses
 Design an inactive workshop to look at the path of our students (traditional and non-traditional)
through our institution and how we could be integrate institutional goals,
 Explore the possibility of using student ePortfolios to gather their work and educational artifacts
through their college career
Tenured Faculty Responses
 Let departments, as discipline experts, choose course pairings and dictate strategy.
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 Don't waste our time with additional meetings, workshops, etc. Instead, use those resources for
real support: graders, SI leaders, finding space for permanent study rooms, etc.
 Offset FYS courses with upper division assignments at the department level
 Make it clear that it is advantageous for PTR.
 Work with me on the time.
35. Given your experiences with FYS students, what additional support services, programming,
academic enrichment, or interventions would you like to see FYS offer?
Category II Faculty Responses








Early intervention for students at-risk of not passing;
additional training on how to keep students engaged in classes across any subject;
writing instruction for students
It might be argued that there are too many opportunities. Students could be overwhelmed with
the many activities / announcements / emails, etc. and simply reach a point where they tune-out
what FYS has to offer. Still, I see a desperate need - early in the academic term - to improve
skills not gained from most high school experiences. For example: how to write an essay,
construct a sentence, communicate with instructors. Waiting until these topics/skills are
addressed through a 16-week course leaves students struggling the entire first term; it may be a
contributing factor to a lower retention rate.
life balance resources--work, finances, classes, sleep, relationships
They need training on how to use the library,
instruction on using style guides (sometimes even the importance of typing assignments). I have
a set amount of material to cover in 30 class sessions; I can't devote three to how to do research
(the library's recommended course), one to using APA formatting, one to the importance of
reading the textbook, etc.
Mandatory, time compensated, regularly scheduled meetings with other faculty in one's learning
community.
Tenure Track Faculty Responses
 More help navigating the system--financial aid, holds, that kind of stuff. Those are often the
questions my students have and I often do not have the answers. FYS seems like it could be a
place to send students for this help without some of the long lines and waits in the other offices
Tenured Faculty Responses




Follow students progress more closely.
Note taking lessons,
basic computer skills
Facilitating more meaningful and ongoing connections among faculty/instructors of courses. It's
frustrating to have to start over each semester with new partners in learning communities so that
you can never make any persistent progress, and to have partners assigned to their classes at the
last minute so that there is no opportunity for actually intentionally building
community/integration. Also, because the course pairings are driven by pragmatic considerations
(e.g., the fact that there are many sections of writing/speech so that these end up getting paired to
other courses), instead of considerations of match/affinity between the linked courses, the
integration piece is often forced, superficial, or requires more flexibility/accommodation by one
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of the courses instead of a proactive, mindful, and intentional partnership.
36. Other than financial compensation, what are three concrete ways that FYS could support and
enhance your experience as FYS faculty?
Category II Faculty Responses
 Acknowledgement from administration and department heads that first-year courses might be at
risk for lower SRI scores;
 reallocated time if faculty are required to participate in many additional meetings or training (i.e.
weekly)
 I would love to see the book FULL BODY BURDEN by Kristen Iversen as the selection. This
book is a memoir about living near Rocky Flats in Arvada during the Cold War. The book is well
researched and the message is strong. Students would see the past of this area as well as become
educated about nuclear weapons' costs to humans. Here is her weblink:
https://proxy.qualtrics.com/proxy/?url=http%3A%2F%2Fwww.kristeniversen.com%2Frockyflats-stories&token=48ZHuxpdwwY7IHBoijM5t3K8NrBk8w9LULNmmLKXkxE%3D
 Ensure that my participation / success with the students is communicated to my Department
Chair and Dean. We all appreciate accolades from "the boss."
 Provide a one-source directory of all FYS programs and clarification how they differ from other
(what appear to be duplicate) programs available at Metro.
 Promote recognition of faculty by Metro Leaders (e.g., President, Provost, Deans) - NOT by
another email or "thank you" card (likely signed by a secretary but by arranging a class visit after
which the instructor could talk to (e.g., the Provost) about what's going on in the classroom . . .
why I am so excited about my course / curriculum / students!
 If you want high ranking faculty teaching in FYS, you need to allow them to teach non1001/1010 courses. Is there a seminar heading that could fulfill a student's gen ed requirements?
Most senior faculty are bored teaching gen ed classes and it comes across to students.
Tenure Track Faculty Responses
 Better communication about what the roles are of all people involved with FYS. In 2014 it
seemed to be just a bunch of people under the umbrella of "FYS" without any concrete idea of
what was going on or, more specifically, how to tell faculty what was going on.
Tenured Faculty Responses
 Less SA involvement, which seems fairly useless to me at this point.
 More open lines of communication between FYS faculty and support staff.
 Link classes and partner instructors sooner so that integration could happen and link partners
over several course terms so integration can develop;
 Offer more public recognition of efforts of FYS faculty/instructors;
 Share their budget with those who actually do the work.
GENERAL COMMENTS
25. Other than financial compensation, what are three concrete ways that FYS could attain your
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support?
 Stronger sense that the faculty are valued as professionals in the FYS program
 Link it to my discipline.
35. Given your experiences with FYS students, what additional support services, programming,
academic enrichment, or interventions would you like to see FYS offer?
 More interdisciplinary work.
36. Other than financial compensation, what are three concrete ways that FYS could support and
enhance your experience as FYS faculty?
 Getting chairs on the same page (ha!) concerning the value and importance of FYS. And
"retention" can't be the selling point. No one argues that we should get rid of students just like no
one argues we should harm the environment. So why do we continue to pollute? Because it is
easier for me to drive three blocks to the store than it is to walk. How will my life as a faculty be
better if FYS is a success? Departments and individuals need a direct connection, and "retention"
isn't direct when you're talking about teaching general ed courses.
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FIRST YEAR SUCCESS ACTION ITEMS
Based on Survey Results
Academic Year 2016-2017
Academic Year 2017-2018
Long-Term Goals
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COMBINED SURVEY RESULTS
TOTAL NUMBER OF RESPONDENTS - 54
2. Does your department encourage faculty participation in FYS?
Yes - 33
No - 11
Not sure - 10
3. Do you believe that faculty members have a responsibility to teach first-year students?
Yes - 26
No - 6
It Depends - 22
4. In terms of providing concrete services to assist first-year students with the transition to
college, FYS is:
Extremely effective - 5
Effective - 13
Somewhat effective - 11
Ineffective - 10
No Opinion - 15
5. In terms of providing first-year students with relevant programming to foster academic
development, FYS is:
Extremely effective - 6
Effective - 14
Somewhat effective - 12
Ineffective - 7
No Opinion - 15
6. I believe MSU Denver FYS classes should be comprised of: (Please explain your choice.)
Exclusively first-year traditional students - 10
A combination of first-year traditional and non-traditional students - 24
A combination of first-year and upper-division students - 7
All of the Above - 14
7. I understand the distinction between Supplemental Instruction Leaders (SI), Teaching
Assistants (TA) and Tutors:
Yes - 33
No - 21
8. I understand the distinction between Supplemental Instruction Leaders (SI) and Student
Ambassadors:
Yes - 33
No - 21
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9. I believe brief in-class Student Ambassador (SA) presentations (regarding upcoming events and
activities) should occur:
Daily
Weekly - 13
Every Two Weeks - 10
Monthly - 7
Never (Only prior to the official start of class) - 5
It Depends - 19
10. I support the pairing of courses to create Learning Communities.
Yes - 23
No - 3
Only if the pairing is intentional due to concrete academic linkages - 25
No opinion - 3
11. I believe the use of course integration in the creation of Learning Communities: (Select all that
apply)
Is an effective way to foster academic connections - 24
Is too time consuming - 13
Is not feasible given course constraints - 7
Is an exciting opportunity, given time and additional compensation - 20
Other - 16
12. I would like to receive email communications from FYS (newsletters, announcements, etc.):
Once a Month - 20
Every Two Months - 10
Once a Semester - 9
Once a Year – 6
Other - 8
13. Assessing exposure to ongoing programs & events for students: : Choose one that applies the
most for each one.
Cultivating Connections: FYS & Students of Color
Know of it - 10
Would like to know more - 16
Support/Promote it - 15
Don’t Support/Promote It - 3
Lunch & Learn Series
Know of it - 14
Would like to know more - 15
Support/Promote it - 11
Don’t Support/Promote It - 5
Info on the Go (formerly Mid-Week 10 seminars)
Know of it - 7
Would like to know more - 19
Support/Promote it - 10
Don’t Support/Promote It - 7
12
PowerSacks: Service Opportunity
Know of it - 4
Would like to know more - 19
Support/Promote it - 11
Don’t Support/Promote It - 6
Joint Reading with 1 Book, 1 Project, 2 Transform
Know of it - 9
Would like to know more - 13
Support/Promote it - 9
Don’t Support/Promote It - 9
Scholar's Recognition Breakfast
Know of it - 8
Would like to know more - 15
Support/Promote it - 14
Don’t Support/Promote It - 6
Reg-A-Palooza (Registration Parties)
Know of it - 13
Would like to know more - 10
Support/Promote it - 18
Don’t Support/Promote It - 5
New Student Convocation
Know of it - 13
Would like to know more - 11
Support/Promote it - 18
Don’t Support/Promote It - 5
14. Would the inclusion of seminars and more specialized courses enhance the appeal to teach in
FYS?
Yes - 16
No - 8
Maybe - 30
15. Which of the following factors negatively affect your desire to teach FYS? (Select all that
apply.)
behavioral issues - 11
students are ill-prepared academically - 22
lack of college expectations - 14
the immaturity of traditional first-year students - 14
fear of low SRI scores - 7
Other - 15
none of the above - 11
13
16. How could FYS help to address the challenges in question 15? (Indicate all that you feel apply.)
Provide workshops for faculty regarding what to expect both academically and behaviorally - 16
Convene sessions for faculty to strategize with one another about how best to address the challenges
- 11
Additional student workshops regarding college expectations - 20
Other - 22
17. Would you be more interested in teaching in FYS if you could do research or write or
somehow contribute to RTP via your participation?
Yes - 13
No – 19
Maybe - 22
18. Would you be interested in teaching an interdisciplinary freshman-seminar type course from
the perspective of your discipline?
Yes - 24
No – 11
Maybe - 19
Please choose the response that pertains to you to continue on with the survey.
Have Taught or Currently Teaching - 25
Never Taught - 29
(RESPONDENTS WHO HAVE NEVER TAUGHT AN FYS CLASS)
19. Does your department offer FYS courses?
Yes - 17
No - 4
Not Sure - 8
20. From what I hear/understand, the use of the Supplemental Instruction Leader (SI) model to
offer academic support for FYS students at MSU Denver has been:
Extremely Effective - 1
Effective - 4
Somewhat Effective - 5
Ineffective - 2
Haven’t Heard - 17
21. From what I hear/understand, FYS Student Ambassadors (SAs) have been _______ in their
efforts to foster student involvement and increase awareness of campus activities and events.
Extremely Effective
Effective
Somewhat Effective - 1
Ineffective - 3
Haven’t Heard - 25
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22. In terms of fostering student connections, I believe the current Learning Community (paired
courses) model is:
Extremely Effective - 1
Effective - 3
Somewhat Effective - 8
Ineffective - 3
I Am Not Familiar with the Learning Community Model - 14
23. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Co-Curricular Event Mini-Grants
Not Sure What This Is - 8
Would Be Likely to Participate - 6
Might Participate - 7
Would Have No Interest in Participating - 8
Coffee Talks (coffee with paired instructor)
Not Sure What This Is - 5
Would Be Likely to Participate - 6
Might Participate - 12
Would Have No Interest in Participating - 6
Course Enhancement Awards (given to help with your course development)
Not Sure What This Is - 3
Would Be Likely to Participate - 6
Might Participate - 14
Would Have No Interest in Participating - 6
Faculty Welcome & End of Year Celebrations
Not Sure What This Is - 5
Would Be Likely to Participate - 2
Might Participate - 12
Would Have No Interest in Participating - 10
Faculty De-Stress Days (tea, chair massages, etc.)
Not Sure What This Is - 4
Would Be Likely to Participate - 4
Might Participate - 7
Would Have No Interest in Participating - 14
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Not Sure What This Is - 5
Would Be Likely to Participate - 5
Might Participate - 11
Would Have No Interest in Participating - 8
15
By Faculty, For Faculty Workshops
Not Sure What This Is - 3
Would Be Likely to Participate - 5
Might Participate - 11
Would Have No Interest in Participating - 10
Pedagogical Innovation Awards
Not Sure What This Is - 3
Would Be Likely to Participate - 9
Might Participate - 10
Would Have No Interest in Participating - 7
Syllabus Contest
Not Sure What This Is - 5
Would Be Likely to Participate - 6
Might Participate - 9
Would Have No Interest in Participating - 12
Travel Grants
Not Sure What This Is – 5
Would Be Likely to Participate - 10
Might Participate - 8
Would Have No Interest in Participating - 6
24. If it were up to me, I would teach an FYS class:
Yes - 13
No - 6
Maybe -10
(RESPONDENTS WHO ARE CURRENTLY TEACHING AN FYS CLASS
OR HAVE TAUGHT ONE IN THE PAST)
27. Year/s teaching in FYS:
2015/2016 Academic Year - 13
2014/2015 Academic Year - 13
2013/2014 Academic Year - 15
2012/2013 Academic Year - 5
Prior to 2012 - 5
28. I have found the academic support provided by Supplemental Instruction Leaders (SI):
Extremely Effective - 3
Effective - 8
Somewhat Effective - 6
Ineffective - 3
I Haven’t Worked with an SI - 5
16
29. In my overall experience with Student Ambassadors, they seem _____ when addressing the
students:
Well-prepared - 9
Somewhat prepared - 9
Confident with the material that they are presenting - 7
Ill-at-ease - 4
30. Student Ambassadors (SA) have been _____________ in their efforts to foster student
involvement and increase awareness of campus activities and events.
Extremely Effective
Effective - 6
Somewhat Effective - 13
Ineffective - 5
I Haven’t Worked with an SA - 1
31. Direct communication with my Student Ambassador (SA) has been:
Too Often
Just Right - 14
Not Often Enough - 2
It Varies - 8
I Haven’t Worked with an SA - 1
32. In terms of fostering student connections, I have found Learning Communities to be:
Extremely Effective
Effective - 8
Somewhat Effective - 8
Ineffective - 5
I Haven’t Worked with a Learning Community - 4
33. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Course Enhancement Awards (given to help with your course development)
Have participated - 3
Not Sure What This Is - 5
Would like to participate - 8
No Interest in Participating - 9
Faculty Welcome & End of Year Celebrations
Have participated - 12
Not Sure What This Is - 4
Would like to participate - 6
No Interest in Participating - 3
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Have participated - 6
Not Sure What This Is - 3
Would like to participate - 9
No Interest in Participating - 7
17
By Faculty, For Faculty Workshops
Have participated - 6
Not Sure What This Is - 3
Would like to participate - 10
No Interest in Participating - 6
Pedagogical Innovation Awards
Have participated - 3
Not Sure What This Is - 7
Would like to participate - 4
No Interest in Participating - 11
Syllabus Contest
Have participated - 4
Not Sure What This Is - 3
Would like to participate - 4
No Interest in Participating - 14
Travel Grants
Have participated - 1
Not Sure What This Is - 5
Would like to participate - 12
No Interest in Participating - 7
Coffee Talks
Have participated - 3
Not Sure What This Is - 11
Would like to participate - 3
No Interest in Participating - 8
Co-Curricular Event Mini-Grants
Have participated - 2
Not Sure What This Is - 11
Would like to participate - 1
No Interest in Participating - 11
Faculty De-Stress Days (tea, chair massages, etc.)
Have participated - 7
Not Sure What This Is - 2
Would like to participate - 2
No Interest in Participating - 14
34. If it were up to me, I would continue to teach FYS classes
Yes – 11
No - 7
Maybe - 7
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COMPLETE CATEGORY II FACULTY SURVEY RESULTS
NUMBER OF RESPONDENTS - 18
2. Does your department encourage faculty participation in FYS?
Yes - 13
No - 3
Not sure - 2
3. Do you believe that faculty members have a responsibility to teach first-year students?
Yes - 11
No - 1
It Depends – 6
It depends. Explain. -- Not everyone is experienced in teaching this population. Some areas of expertise
are geared towards upper division students.
It depends. Explain. -- Every now and then, but I don't think it should be a requirement all the time
It depends. Explain. -- In a perfect world, yes. But if faculty resent being "forced" to teach in FYS, they
are consciously or unconsciously going to give the program a bad rap.
It depends. Explain. -- Not everyone is experienced in teaching this population. Some areas of expertise
are geared towards upper division students.
It depends. Explain. -- Only if the individual faculty member is motivated (wants to) to teach an FYS
class.
4. In terms of providing concrete services to assist first-year students with the transition to
college, FYS is:
Extremely effective - 3
Effective - 7
Somewhat effective - 3
Ineffective - 1
No Opinion – 4
Somewhat effective -- More faculty development might be helpful
Extremely effective -- Great staff.
Effective -- It does depend on the SA it seems--a stellar SA last term . . . wrote excellent emails, offered
rewards, timely .
Effective -- Intuitively, the offerings should be effective; however, to ensure effectiveness students must
take advantage. It's not clear that they do.
Effective -- It can be effective if these experiences build team work, critical and creative thinking as
well as problem solving. Helping students manage through expectations of academic research and
academic lingo is essential.
Ineffective -- I was not aware of the program and students I attempt to engage have yet to apply their
new knowledge
Somewhat effective -- While intents are good, I'm not sure how many students actually take advantage
of the services. Although, at least students know where to go. I was probably a Jr. before I realized I
needed to do things like see an advisor or could get support for things like writing.
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5. In terms of providing first-year students with relevant programming to foster academic
development, FYS is:
Extremely effective - 3
Effective - 7
Somewhat effective - 2
Ineffective No Opinion – 6
Somewhat effective -- More faculty development might be helpful
Effective -- Even more interdisciplinary work would help.
Effective -- Again, it depends on meaningful student participation.
Extremely effective -- Based on my experience some students have no idea about what it means to be a
student, their role and expectations. I find first generation students feel entitled and privileged and
have no idea as to what it means to be responsible for their education
Somewhat effective -- I'm not sure what's offered. I only know what I see in the halls and what the SA's
say in class.
6. I believe MSU Denver FYS classes should be comprised of: (Please explain your choice.)
Exclusively first-year traditional students - 1
A combination of first-year traditional and non-traditional students - 8
A combination of first-year and upper-division students - 1
All of the Above - 8
All the above -- Non-traditional and upper-division students help to teach the lower-division students.
All the above -- I think it would help for first-year students to be able to talk to more experienced
students for advice
A combination of first-year traditional and non-traditional students -- The common denominator: this is
a first-time college experience; age, work experience, etc. are less relevant to achieving success.
A combination of first-year traditional and non-traditional students -- All need the opportunity to attend
and participate
All the above -- Studies show heterogeneity is best for learning groups
A combination of first-year traditional and non-traditional students -- I've had much older students in
FYS and they bring A LOT to the course. I'm not sure upper-division students would help because
they want/need different things from the program than first year students.
All the above -- Non-traditional and upper-division students help to teach the lower-division students.
7. I understand the distinction between Supplemental Instruction Leaders (SI), Teaching
Assistants (TA) and Tutors:
Yes - 9
No - 9
No -- I'm not familiar with these labels in the FYS context.
No -- Not sure what to explain, have never heard of the program or designations
No -- By name and apparent work assignment, all appear to be the same.
No -- Unfamiliar with the term SI
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8. I understand the distinction between Supplemental Instruction Leaders (SI) and Student
Ambassadors:
Yes - 10
No – 8
No -- I'm not familiar with these labels in the FYS context.
No -- Not sure what to explain, have never heard of the program or designations
Yes -- Observed roles / interactions with students demonstrate the distinction.
No -- Never heard either terms until now
9. I believe brief in-class Student Ambassador (SA) presentations (regarding upcoming events and
activities) should occur:
Daily
Weekly - 5
Every Two Weeks - 5
Monthly - 3
Never (Only prior to the official start of class) It Depends – 5
It depends. Explain. -- The idea of students making a pitch to other students for things that will help
them appeals to me. Frequency depends on the value of these appeals.
It depends. Explain. -- I think they should set up and judge an appropriate time with the Instructor, no
matter how often it is.
It depends. Explain. -- on where I"m at in my curriculum and the event being announced
It depends. Explain. -- I've had mixed results. Some SA's seem to be there because they are required to
be there and it comes across; making it a waste of class time. Others have been timely and actively
encouraged students to take advantage of upcoming events. Don't show up unless you have
something to contribute though. Talking about the events that students could have gone to had the
SA come earlier in the week is bad form.
10. I support the pairing of courses to create Learning Communities.
Yes - 7
No Only if the pairing is intentional due to concrete academic linkages - 8
No opinion - 3
11. I believe the use of course integration in the creation of Learning Communities: (Select all that
apply)
Is an effective way to foster academic connections - 10
Is too time consuming - 7
Is not feasible given course constraints - 1
Is an exciting opportunity, given time and additional compensation - 12
Other - 4
Other (Please specify) -- is difficult because some courses just do not pair well. Also, it can be difficult
to talk to the other instructor to plan anything.
Other (Please specify) -- Probably doesn't address the root causes of student difficulties.
Other (Please specify) -- In theory, this is a promising way to make Learning Communities effective. In
reality, it fails due to "overworked" instructors and lack of commitment.
Other (Please specify) -- Sounds great in theory, but much more difficult in practice, especially if you
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have more than one FYS course.
12. I would like to receive email communications from FYS (newsletters, announcements, etc.):
Once a Month - 10
Every Two Months - 4
Once a Semester - 2
Once a Year – 1
Other – 1
Other (Please specify) -- Monthly, but consistency and timeliness are key. Sending something to me after
I've already sent the syllabus doesn't help anyone.
13. Assessing exposure to ongoing programs & events for students: : Choose one that applies the
most for each one.
Cultivating Connections: FYS & Students of Color
Know of it - 6
Would like to know more - 6
Support/Promote it - 5
Don’t Support/Promote It Lunch & Learn Series
Know of it - 4
Would like to know more - 7
Support/Promote it - 6
Don’t Support/Promote It Info on the Go (formerly Mid-Week 10 seminars)
Know of it - 3
Would like to know more - 9
Support/Promote it - 5
Don’t Support/Promote It PowerSacks: Service Opportunity
Know of it - 1
Would like to know more - 9
Support/Promote it - 6
Don’t Support/Promote It Joint Reading with 1 Book, 1 Project, 2 Transform
Know of it - 3
Would like to know more - 8
Support/Promote it - 4
Don’t Support/Promote It - 2
Scholar's Recognition Breakfast
Know of it - 3
Would like to know more - 8
Support/Promote it - 6
Don’t Support/Promote It 22
Reg-A-Palooza (Registration Parties)
Know of it - 4
Would like to know more - 7
Support/Promote it - 6
Don’t Support/Promote It New Student Convocation
Know of it - 2
Would like to know more - 7
Support/Promote it - 8
Don’t Support/Promote It 14. Would the inclusion of seminars and more specialized courses enhance the appeal to teach in
FYS?
Yes - 8
No Maybe - 10
15. Which of the following factors negatively affect your desire to teach FYS? (Select all that
apply.)
behavioral issues - 1
students are ill-prepared academically - 5
lack of college expectations - 2
the immaturity of traditional first-year students - 3
fear of low SRI scores - 2
Other - 4
none of the above – 9
Other (Please specify) -- I teach a 2000 level course, students were not prepared for it.
Other (Please specify) -- affiliate faculty do not have options
Other (Please specify) -- Honestly, I felt I needed a bit more time as a full time Instructor, and
maintaining that class load effectively in my first 2 full academic years @ MSU Denver.
Other (Please specify) -- Students need a course on how to be a college student.
16. How could FYS help to address the challenges in question 15? (Indicate all that you feel apply)
Provide workshops for faculty regarding what to expect both academically and behaviorally - 11
Convene sessions for faculty to strategize with one another about how best to address the challenges
-6
Additional student workshops regarding college expectations - 7
Other – 6
Other (Please specify) -- Student workshop on providing reasonable SRI scores (i.e. it is not always just
the instructor's fault if the class didn't go well)
Other (Please specify) -- Support (e.g., reduced student load, teaching assistants) for faculty teaching
FYS
Other (Please specify) -- Have FYS classes open to more mature students
Other (Please specify) -- limited options for affiliate faculty
Other (Please specify) -- Nothing, it was more a personal check on my class loads as a relatively new
instructor.
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Other (Please specify) -- You need greater buy-in from faculty that FYS is "opportunity" to create the
engaged students you want in your upper-division courses. After all, they aren't born that way. I
went to a session two years ago and all it was was a bitch session about how poorly prepared
students were. There wasn't the sense that there was anything that could be done about it.
17. Would you be more interested in teaching in FYS if you could do research or write or
somehow contribute to RTP via your participation?
Yes - 5
No – 7
Maybe - 6
18. Would you be interested in teaching an interdisciplinary freshman-seminar type course from
the perspective of your discipline?
Yes - 10
No – 2
Maybe - 6
Please choose the response that pertains to you to continue on with the survey.
Have Taught or Currently Teaching - 11
Never Taught - 7
(RESPONDENTS WHO HAVE NEVER TAUGHT AN FYS CLASS)
19. Does your department offer FYS courses?
Yes - 2
No Not Sure - 5
20. From what I hear/understand, the use of the Supplemental Instruction Leader (SI) model to
offer academic support for FYS students at MSU Denver has been:
Extremely Effective Effective - 1
Somewhat Effective Ineffective Haven’t Heard - 6
21. From what I hear/understand, FYS Student Ambassadors (SAs) have been _______ in their
efforts to foster student involvement and increase awareness of campus activities and events.
Extremely Effective
Effective
Somewhat Effective - 1
Ineffective Haven’t Heard - 6
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22. In terms of fostering student connections, I believe the current Learning Community (paired
courses) model is:
Extremely Effective Effective Somewhat Effective Ineffective I Am Not Familiar with the Learning Community Model - 7
23. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Co-Curricular Event Mini-Grants
Not Sure What This Is - 3
Would Be Likely to Participate - 3
Might Participate - 1
Would Have No Interest in Participating Coffee Talks (coffee with paired instructor)
Not Sure What This Is - 2
Would Be Likely to Participate - 2
Might Participate - 3
Would Have No Interest in Participating Course Enhancement Awards (given to help with your course development)
Not Sure What This Is - 2
Would Be Likely to Participate - 3
Might Participate - 2
Would Have No Interest in Participating Faculty Welcome & End of Year Celebrations
Not Sure What This Is - 2
Would Be Likely to Participate - 2
Might Participate - 2
Would Have No Interest in Participating - 1
Faculty De-Stress Days (tea, chair massages, etc.)
Not Sure What This Is - 1
Would Be Likely to Participate - 1
Might Participate - 3
Would Have No Interest in Participating - 2
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Not Sure What This Is - 2
Would Be Likely to Participate - 3
Might Participate - 2
Would Have No Interest in Participating -
25
By Faculty, For Faculty Workshops
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 3
Would Have No Interest in Participating - 1
Pedagogical Innovation Awards
Not Sure What This Is - 1
Would Be Likely to Participate - 3
Might Participate - 1
Would Have No Interest in Participating - 2
Syllabus Contest
Not Sure What This Is - 2
Would Be Likely to Participate - 3
Might Participate - 1
Would Have No Interest in Participating - 1
Travel Grants
Not Sure What This Is - 2
Would Be Likely to Participate - 3
Might Participate - 2
Would Have No Interest in Participating 24. If it were up to me, I would teach an FYS class:
Yes - 6
No Maybe -1
25. Other than financial compensation, what are three concrete ways that FYS could attain your
support?
 Information about the program
 Focus on skills, habits of mind, and continuous practice as the bases for designing courses
 Resource support for course design and implementation (e.g., teaching assistants, tutors, web
authors)
 Never heard of the program, so knowledge would be helpful with regards to support.
 More training.
 not sure....help develop the class, work on syllabus.
 Need time to process
 Most of this is my class load being comfortable enough to add this into any Semester. Since
joining MSU, Denver, I have been extremely active in the resurrection of a multitude of classes
as well as writing curriculum for never before taught courses. I have a sincere interest in teaching
a class or two; but I need to make sure my current commitments are met successfully.
 guarantee classes for Affiliate Faculty
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(RESPONDENTS WHO ARE CURRENTLY TEACHING AN FYS CLASS
OR HAVE TAUGHT ONE IN THE PAST)
27. Year/s teaching in FYS:
2015/2016 Academic Year - 8
2014/2015 Academic Year - 6
2013/2014 Academic Year - 6
2012/2013 Academic Year - 1
Prior to 2012 - 3
28. I have found the academic support provided by Supplemental Instruction Leaders (SI):
Extremely Effective - 1
Effective - 5
Somewhat Effective - 2
Ineffective I Haven’t Worked with an SI - 3
29. In my overall experience with Student Ambassadors, they seem _____ when addressing the
students:
Well-prepared - 5
Somewhat prepared - 5
Confident with the material that they are presenting - 2
Ill-at-ease – 1
Somewhat prepared -- Some weeks SA just read the announcements on the board, other weeks SA knew
more details about the events
Well-prepared -- AND enthusiastic. Some are comfortable interacting with the students; some are not.
Somewhat prepared -- It all depends on the SA
30. Student Ambassadors (SA) have been _____________ in their efforts to foster student
involvement and increase awareness of campus activities and events.
Extremely Effective
Effective - 2
Somewhat Effective - 7
Ineffective - 1
I Haven’t Worked with an SA – 1
Somewhat effective -- Having more knowledge than what is written on the board in class would help to
advertise the events better
Somewhat effective -- Difficult to choose one answer. SAs are extremely effective in their efforts to
increase awareness; the efforts are not rewarded with significant student involvement. Most of my
students are aware of the activities; very few participate.
Ineffective -- But they have an impossible job given our commuter campus status.
31. Direct communication with my Student Ambassador (SA) has been:
Too Often
Just Right - 10
Not Often Enough It Varies 27
I Haven’t Worked with an SA - 1
32. In terms of fostering student connections, I have found Learning Communities to be:
Extremely Effective
Effective - 5
Somewhat Effective - 3
Ineffective - 2
I Haven’t Worked with a Learning Community - 1
33. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Course Enhancement Awards (given to help with your course development)
Have participated - 1
Not Sure What This Is - 3
Would like to participate - 3
No Interest in Participating - 4
Faculty Welcome & End of Year Celebrations
Have participated - 5
Not Sure What This Is - 3
Would like to participate - 3
No Interest in Participating Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Have participated - 4
Not Sure What This Is - 2
Would like to participate - 3
No Interest in Participating - 2
By Faculty, For Faculty Workshops
Have participated - 4
Not Sure What This Is - 2
Would like to participate - 4
No Interest in Participating - 1
Pedagogical Innovation Awards
Have participated - 2
Not Sure What This Is - 3
Would like to participate - 1
No Interest in Participating - 5
Syllabus Contest
Have participated - 1
Not Sure What This Is - 2
Would like to participate - 2
No Interest in Participating - 6
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Travel Grants
Have participated - 1
Not Sure What This Is - 3
Would like to participate - 4
No Interest in Participating - 3
Coffee Talks
Have participated - 3
Not Sure What This Is - 4
Would like to participate - 1
No Interest in Participating - 3
Co-Curricular Event Mini-Grants
Have participated Not Sure What This Is - 4
Would like to participate - 1
No Interest in Participating - 6
Faculty De-Stress Days (tea, chair massages, etc.)
Have participated - 1
Not Sure What This Is - 2
Would like to participate - 1
No Interest in Participating - 7
34. If it were up to me, I would continue to teach FYS classes?
Yes – 8
No - 2
Maybe - 1
35. Given your experiences with FYS students, what additional support services, programming,
academic enrichment, or interventions would you like to see FYS offer?
 Early intervention for students at-risk of not passing;
 additional training on how to keep students engaged in classes across any subject;
 possibly early SI assignment so that SI sessions can be scheduled early and function more like
Peer Study sessions
 More interdisciplinary work.
 writing instruction for students
 FYS instructors being knowledgeable about student time demands. Some students have said they
find a problem when an instructor requires frequent SI sessions. These students work full-time
jobs.
 It might be argued that there are too many opportunities. Students could be overwhelmed with
the many activities / announcements / emails, etc. and simply reach a point where they tune-out
what FYS has to offer. Still, I see a desperate need - early in the academic term - to improve
skills not gained from most high school experiences. For example: how to write an essay,
construct a sentence, communicate with instructors. Waiting until these topics/skills are
addressed through a 16-week course leaves students struggling the entire first term; it may be a
contributing factor to a lower retention rate.
 life balance resources--work, finances, classes, sleep, relationships
 They need training on how to use the library,
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 a reality check concerning the differences between high school and college,
 instruction on using style guides (sometimes even the importance of typing assignments).
 I have a set amount of material to cover in 30 class sessions; I can't devote three to how to do
research (the library's recommended course), one to using APA formatting, one to the
importance of reading the textbook, etc.
 Mandatory, time compensated, regularly scheduled meetings with other faculty in one's learning
community.
36. Other than financial compensation, what are three concrete ways that FYS could support and
enhance your experience as FYS faculty?
 Acknowledgement from administration and department heads that first-year courses might be at
risk for lower SRI scores;
 reallocated time if faculty are required to participate in many additional meetings or training (i.e.
weekly)
 More time/less course load.
 I only taught one FYS class so I am not a good one to offer suggestions. I found most of the
student ill prepared for college and the work required for my class. It is a 2000 level class that
requires students be able to write, prepare for class and study. Most in the class were not
prepared for this - so my suggestions would focus on making sure students are prepared for
college level work.  I would love to see the book FULL BODY BURDEN by Kristen Iversen as the selection. This
book is a memoir about living near Rocky Flats in Arvada during the Cold War. The book is well
researched and the message is strong. Students would see the past of this area as well as become
educated about nuclear weapons' costs to humans. Here is her weblink:
https://proxy.qualtrics.com/proxy/?url=http%3A%2F%2Fwww.kristeniversen.com%2Frockyflats-stories&token=48ZHuxpdwwY7IHBoijM5t3K8NrBk8w9LULNmmLKXkxE%3D
 Ensure that my participation / success with the students is communicated to my Department
Chair and Dean. We all appreciate accolades from "the boss."
 Provide a one-source directory of all FYS programs and clarification how they differ from other
(what appear to be duplicate) programs available at Metro.
 Promote recognition of faculty by Metro Leaders (e.g., President, Provost, Deans) - NOT by
another email or "thank you" card (likely signed by a secretary but by arranging a class visit after
which the instructor could talk to (e.g., the Provost) about what's going on in the classroom . . .
why I am so excited about my course / curriculum / students!
 I already support the program as it is.
 Release time
 Taking on, in a coordinated way, teaching students basic college skills, such as how to use the
library. As it is now, I don't know who has what training, so I risk either end up repeating
something (causing boredom) or skipping something (assuming they already know).
 Getting chairs on the same page (ha!) concerning the value and importance of FYS. And
"retention" can't be the selling point. No one argues that we should get rid of students just like no
one argues we should harm the environment. So why do we continue to pollute? Because it is
easier for me to drive three blocks to the store than it is to walk. How will my life as a faculty be
better if FYS is a success? Departments and individuals need a direct connection, and "retention"
isn't direct when you're talking about teaching general ed courses.
 If you want high ranking faculty teaching in FYS, you need to allow them to teach non1001/1010 courses. Is there a seminar heading that could fulfill a student's gen ed requirements?
Most senior faculty are bored teaching gen ed classes and it comes across to students.
 Do not know. Note: Many of my responses to these survey questions are colored by the fact that
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this is my last semester here at MSUDenver. I am 78 years old and this semester is my "last
rodeo".
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COMPLETE TENURE TRACK FACULTY SURVEY RESULTS
NUMBER OF RESPONDENTS - 12
2. Does your department encourage faculty participation in FYS?
Yes - 7
No - 3
Not sure - 2
3. Do you believe that faculty members have a responsibility to teach first-year students?
Yes - 6
No - 2
It Depends – 4
It depends. Explain. -- Some departments have a lot of General Studies courses that are 1000 level;
others don't. Some faculty were hired to teach fairly specific things that no one else in the
department can; others were hired for a specialty and General Studies.
It depends. Explain. -- dept. demands..
It depends. Explain. -- Some programs/courses are more focused on upper division content not
applicable to the FYS client
It depends. Explain. -- We have enough faculty that not all of us need to do so.
4. In terms of providing concrete services to assist first-year students with the transition to
college, FYS is:
Extremely effective - 1
Effective - 1
Somewhat effective - 3
Ineffective - 1
No Opinion – 6
Effective -- Perhaps some of the very good supplemental activities could be made mandatory in a 1
credit hour class...
Somewhat effective -- Support for students is inconsistent.
Somewhat effective -- We still see a disproportionate number of students without basic skills needed for
upper division work
Extremely effective -- It's an important transition that typically requires some level of support.
5. In terms of providing first-year students with relevant programming to foster academic
development, FYS is:
Extremely effective - 1
Effective - 2
Somewhat effective - 3
Ineffective - 2
No Opinion – 4
Effective -- The paired classes aren't really working.
Ineffective -- I don't believe the paired course model (maybe it's changed?) does much to actually help
students grow academically.
Somewhat effective -- The professional support is effective, the "peer" support is inconsistent, the
32
student participation is lacking.
Somewhat effective -- A good offering of supporting content available from FYS. Not sure why it is not
sticking with these students when they undertake upper division work
Extremely effective -- We're a commuter campus and it seems vitally important that we help students
find their place and some sense of community.
6. I believe MSU Denver FYS classes should be comprised of: (Please explain your choice.)
Exclusively first-year traditional students - 2
A combination of first-year traditional and non-traditional students - 6
A combination of first-year and upper-division students - 1
All of the Above - 4
Exclusively first-year traditional students -- This seems like the population the program is designed to
serve.
Exclusively first-year traditional students -- Having taught an FYS class with both types of students, I
noticed that the needs of the traditional students were frustrating to the non-traditional students.
All the above -- The question and possible answers don't quite make sense, but I support having a mixed
classroom.
A combination of first-year traditional and non-traditional students -- Although it seems like first-year
traditional students need help making the transition (typically young students), I'd also like to see
some way to support our large population of non-traditional students as well.
A combination of first-year traditional and non-traditional students -- Should be comprised of both, as
this would best represent the population of a typical MSU Denver class that they will encounter in
the future.
7. I understand the distinction between Supplemental Instruction Leaders (SI), Teaching
Assistants (TA) and Tutors:
Yes - 8
No - 4
8. I understand the distinction between Supplemental Instruction Leaders (SI) and Student
Ambassadors:
Yes - 8
No – 4
No -- I'm less clear about the role of student ambassadors.
Yes -- I actually want to say "kind of" but there isn't an option for that.
9. I believe brief in-class Student Ambassador (SA) presentations (regarding upcoming events and
activities) should occur:
Daily
Weekly - 5
Every Two Weeks - 1
Monthly Never (Only prior to the official start of class) - 2
It Depends – 4
It depends. Explain. -- Bi-weekly would be fine, unless there were really important things (registration
fair, for example) going on.
33
It depends. Explain. -- the person teaching the class should be able to determine what will be
appropriate for that class.
10. I support the pairing of courses to create Learning Communities.
Yes - 5
No – 2
Only if the pairing is intentional due to concrete academic linkages - 5
No opinion
11. I believe the use of course integration in the creation of Learning Communities: (Select all that
apply)
Is an effective way to foster academic connections - 7
Is too time consuming - 2
Is not feasible given course constraints - 2
Is an exciting opportunity, given time and additional compensation - 3
Other - 2
Other (Please specify) -- I don't know what this question is asking.
12. I would like to receive email communications from FYS (newsletters, announcements, etc.):
Once a Month - 4
Every Two Months - 2
Once a Semester - 1
Once a Year – 2
Other – 3
Other (Please specify) -- We get a lot of emails; I prefer ones that have something concrete and new to
share; I don't know if that corresponds to a set timeline
13. Assessing exposure to ongoing programs & events for students: : Choose one that applies the
most for each one.
Cultivating Connections: FYS & Students of Color
Know of it - 1
Would like to know more - 4
Support/Promote it - 4
Don’t Support/Promote It - 1
Lunch & Learn Series
Know of it - 3
Would like to know more - 3
Support/Promote it - 2
Don’t Support/Promote It - 2
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Info on the Go (formerly Mid-Week 10 seminars)
Know of it - 1
Would like to know more - 3
Support/Promote it - 4
Don’t Support/Promote It - 2
PowerSacks: Service Opportunity
Know of it - 1
Would like to know more - 3
Support/Promote it - 3
Don’t Support/Promote It - 2
Joint Reading with 1 Book, 1 Project, 2 Transform
Know of it - 1
Would like to know more - 3
Support/Promote it - 3
Don’t Support/Promote It - 3
Scholar's Recognition Breakfast
Know of it Would like to know more - 3
Support/Promote it - 4
Don’t Support/Promote It - 2
Reg-A-Palooza (Registration Parties)
Know of it - 5
Would like to know more Support/Promote it - 5
Don’t Support/Promote It - 1
New Student Convocation
Know of it - 5
Would like to know more - 1
Support/Promote it - 4
Don’t Support/Promote It - 1
14. Would the inclusion of seminars and more specialized courses enhance the appeal to teach in
FYS?
Yes - 4
No - 2
Maybe - 6
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15. Which of the following factors negatively affect your desire to teach FYS? (Select all that
apply.)
behavioral issues - 4
students are ill-prepared academically - 7
lack of college expectations - 6
the immaturity of traditional first-year students - 4
fear of low SRI scores - 3
Other - 4
none of the above – 2
Other (Please specify) -- I don't really see the benefit to me; I taught one paired course and did not see
that it made much difference to the students or me
Other (Please specify) -- The small class size actually seemed to inhibit the students who wanted to
participate and excel. The peer pressure to be cool was pretty intense. Worse, many of the students
already seemed to know each other, which prevented some students from trying out new identities.
Other (Please specify) -- Students are less sure of why they are in college - sometimes more disengaged
Other (Please specify) -- Additional work required - no time for current load as is
16. How could FYS help to address the challenges in question 15? (Indicate all that you feel apply)
Provide workshops for faculty regarding what to expect both academically and behaviorally - 3
Convene sessions for faculty to strategize with one another about how best to address the challenges
-3
Additional student workshops regarding college expectations - 4
Other – 3
Other (Please specify) -- Not have SRIs count for so much in tenure/retention process!
Other (Please specify) -- Protection from SRI when students cannot conceptualize reasonable college
teaching expectations
17. Would you be more interested in teaching in FYS if you could do research or write or
somehow contribute to RTP via your participation?
Yes - 2
No – 4
Maybe - 6
18. Would you be interested in teaching an interdisciplinary freshman-seminar type course from
the perspective of your discipline?
Yes - 7
No – 1
Maybe - 4
Please choose the response that pertains to you to continue on with the survey.
Have Taught or Currently Teaching - 6
Never Taught - 6
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(RESPONDENTS WHO HAVE NEVER TAUGHT AN FYS CLASS)
19. Does your department offer FYS courses?
Yes - 4
No - 2
Not Sure 20. From what I hear/understand, the use of the Supplemental Instruction Leader (SI) model to
offer academic support for FYS students at MSU Denver has been:
Extremely Effective Effective Somewhat Effective - 3
Ineffective Haven’t Heard - 3
21. From what I hear/understand, FYS Student Ambassadors (SAs) have been _______ in their
efforts to foster student involvement and increase awareness of campus activities and events.
Extremely Effective
Effective
Somewhat Effective
Ineffective Haven’t Heard - 6
22. In terms of fostering student connections, I believe the current Learning Community (paired
courses) model is:
Extremely Effective Effective Somewhat Effective - 3
Ineffective Not Familiar - 3
23. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Co-Curricular Event Mini-Grants
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 1
Would Have No Interest in Participating - 2
Coffee Talks (coffee with paired instructor)
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 2
Would Have No Interest in Participating - 1
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Course Enhancement Awards (given to help with your course development)
Not Sure What This Is Would Be Likely to Participate - 1
Might Participate - 4
Would Have No Interest in Participating - 1
Faculty Welcome & End of Year Celebrations
Not Sure What This Is - 1
Would Be Likely to Participate
Might Participate - 3
Would Have No Interest in Participating - 2
Faculty De-Stress Days (tea, chair massages, etc.)
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 1
Would Have No Interest in Participating - 2
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 1
Would Have No Interest in Participating - 2
By Faculty, For Faculty Workshops
Not Sure What This Is - 1
Would Be Likely to Participate - 1
Might Participate - 3
Would Have No Interest in Participating - 1
Pedagogical Innovation Awards
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 2
Would Have No Interest in Participating - 1
Syllabus Contest
Not Sure What This Is - 1
Would Be Likely to Participate - 1
Might Participate - 2
Would Have No Interest in Participating - 2
Travel Grants
Not Sure What This Is - 1
Would Be Likely to Participate - 3
Might Participate - 1
Would Have No Interest in Participating - 1
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24. If it were up to me, I would teach an FYS class:
Yes - 3
No - 1
Maybe - 2
25. Other than financial compensation, what are three concrete ways that FYS could attain your
support?
 Tell my chair to allow more of us do this
 Have my chair rotate who offers FYS courses
 Set an objective pathway for students to attain college-level skills
 Design an inactive workshop to look at the path of our students (traditional and non-traditional)
through our institution and how we could be integrate institutional goals,
 Look at the role of relationships and community and how that might make a difference in
retention,
 Explore the possibility of using student ePortfolios to gather their work and educational artifacts
through their college career
 Even financial compensation wouldn't get me into this. Not germane to what I teach.
 Why are you forcing us to answer this question? I have no feedback.
(RESPONDENTS WHO ARE CURRENTLY TEACHING AN FYS CLASS
OR HAVE TAUGHT ONE IN THE PAST)
27. Year/s teaching in FYS:
2015/2016 Academic Year - 2
2014/2015 Academic Year - 3
2013/2014 Academic Year – 2
2012/2013 Academic Year Prior to 2012 28. I have found the academic support provided by Supplemental Instruction Leaders (SI):
Extremely Effective - 1
Effective - 1
Somewhat Effective - 2
Ineffective I Haven’t Worked with an SI - 2
29. In my overall experience with Student Ambassadors, they seem _____ when addressing the
students:
Well-prepared - 2
Somewhat prepared - 2
Confident with the material that they are presenting - 3
Ill-at-ease
Somewhat prepared -- this doesn't really capture my experience--my SA only came to class maybe twice;
the SA was comfortable talking but didn't have much to offer in terms of information
Somewhat prepared -- Some are excellent and well-prepared. Some don't show up and don't help much.
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30. Student Ambassadors (SA) have been _____________ in their efforts to foster student
involvement and increase awareness of campus activities and events.
Extremely Effective Effective - 2
Somewhat Effective - 2
Ineffective - 2
I Haven’t Worked with an SA
Ineffective -- please see answer 29 (Somewhat prepared -- this doesn't really capture my experience--my
SA only came to class maybe twice; the SA was comfortable talking but didn't have much to offer in
terms of information)--they simply weren't there enough to be effective
Somewhat effective -- I rarely saw an SA.
Effective -- I have no way to assess their effectiveness, other than my SA spoke to the class about
upcoming events
Effective -- Some are effective, some are not.
31. Direct communication with my Student Ambassador (SA) has been:
Too Often
Just Right - 2
Not Often Enough - 1
It Varies - 3
I Haven’t Worked with an SA
32. In terms of fostering student connections, I have found Learning Communities to be:
Extremely Effective
Effective Somewhat Effective - 2
Ineffective - 2
I Haven’t Worked with a Learning Community - 2
33. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Course Enhancement Awards (given to help with your course development)
Have participated - 1
Not Sure What This Is - 2
Would like to participate No Interest in Participating - 3
Faculty Welcome & End of Year Celebrations
Have participated - 4
Not Sure What This Is - 1
Would like to participate No Interest in Participating - 1
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Have participated Not Sure What This Is - 1
Would like to participate - 3
No Interest in Participating – 2
40
By Faculty, For Faculty Workshops
Have participated - 1
Not Sure What This Is - 1
Would like to participate - 2
No Interest in Participating - 2
Pedagogical Innovation Awards
Have participated Not Sure What This Is - 3
Would like to participate No Interest in Participating - 3
Syllabus Contest
Have participated Not Sure What This Is - 1
Would like to participate - 1
No Interest in Participating - 4
Travel Grants
Have participated
Not Sure What This Is - 2
Would like to participate - 1
No Interest in Participating - 3
Coffee Talks
Have participated
Not Sure What This Is - 4
Would like to participate No Interest in Participating - 2
Co-Curricular Event Mini-Grants
Have participated Not Sure What This Is - 5
Would like to participate
No Interest in Participating - 1
Faculty De-Stress Days (tea, chair massages, etc.)
Have participated - 3
Not Sure What This Is
Would like to participate No Interest in Participating - 3
34. If it were up to me, I would continue to teach FYS classes
Yes – 2
No - 3
Maybe - 1
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35. Given your experiences with FYS students, what additional support services, programming,
academic enrichment, or interventions would you like to see FYS offer?
 I'm not sure. I think the learning communities are a good idea, but they're not very effective right
now.
 I also am not a huge fan of the fact that some of my FYS courses turn into mixed courses (open
registration) due to enrollment. It kind of defeats the purpose.
 More help navigating the system--financial aid, holds, that kind of stuff. Those are often the
questions my students have and I often do not have the answers. FYS seems like it could be a
place to send students for this help without some of the long lines and waits in the other offices
 My experience with FYS has not been favorable. The only benefit of FYS classes is that they are
smaller than non-FYS sections of the same course. Years of data have proven over and over
again that smaller class sizes improve student learning. All MSUD students would have
improved outcomes if we keep class sizes small. Small class sizes can be achieved without the
costs of administrating the FYS program. The FYS program is an unnecessary administrative
program.
36. Other than financial compensation, what are three concrete ways that FYS could support and
enhance your experience as FYS faculty?
 I'm not sure.
 I'm not sure I really know what the program is supposed to achieve. Knowing that would help.
Also, what benefit does students and faculty get out of the classes that are FYS?
 The FYS program diverts scarce educational resources to fund administrative functions. Because
of this, I cannot support yet another administrative expense when most educators already know
that reducing class size is going to improve student learning and achievement outcomes.
 Better communication about what the roles are of all people involved with FYS. In 2014 it
seemed to be just a bunch of people under the umbrella of "FYS" without any concrete idea of
what was going on or, more specifically, how to tell faculty what was going on.
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COMPLETE TENURED FACULTY SURVEY RESULTS
NUMBER OF RESPONDENTS - 24
2. Does your department encourage faculty participation in FYS?
Yes - 13
No - 5
Not sure - 6
3. Do you believe that faculty members have a responsibility to teach first-year students?
Yes - 9
No - 3
It Depends – 12
It depends. Explain. -- Faculty who focus on teaching upper division courses should not teach
introductory and lower division courses if that is not their best skill set.
It depends. Explain. -- Not all faculty have what it takes to work with first year students. Sometimes the
best are NOT senior faculty.
It depends. Explain. -- Not every discipline needs a first-year class taught by a full-time faculty member.
It depends. Explain. -- Sure, but also have responsibility to teach majors, senior-level students, service
courses, etc. We have lots of competing responsibilities and only so many hours in the day. Better to
match expertise/interest/resource availability with need than have a blanket statement of
responsibility, which feels judgmental and potentially hostile.
It depends. Explain. -- They only have a responsibility to teach FYS students if the department can't find
volunteers to do it.
It depends. Explain. -- not everyone is cut out to teach in a first year program.
It depends. Explain. -- It depends on the expertise required.
It depends. Explain. -- If each one may choose to do so.
It depends. Explain. -- If their curriculum fits
It depends. Explain. -- I do believe faculty have a responsibility to first-year students--but only if those
students are not routinely disruptive.
It depends. Explain. -- If faculty expertise and/or temperament is better suited for advanced topics, then
faculty should not be required to teach freshmen.
It depends. Explain. -- Faculty have a responsibility to teach all students. Resources and specific needs
should be taken into consideration, not simply class.
4. In terms of providing concrete services to assist first-year students with the transition to
college, FYS is:
Extremely effective - 1
Effective - 5
Somewhat effective - 5
Ineffective - 8
No Opinion – 5
Ineffective -- Programs focus on the wrong classes and wrong strategies, and don't provide graceful
transition to support in sophomore year.
Ineffective -- Many are not ready for college. Too much like a high school class. Rude and disruptive
behavior that is not handled. Pizza and sweets are ineffective control
Ineffective -- The FYS classes are so far below the level of a normal intro course, that the students just
43
collectively do awful together. In normal intro courses, there are mature students who can model
college student behavior and bring up the level of the entire population of the course. The FYS
students treat the profs like their high school teachers and they act like high school students.
Ineffective -- The SA program seems a waste of precious financial resources.
Ineffective -- I've yet to see any substantial evidence that any difference is made.
Somewhat effective -- From what I gathered in meetings and from reading reports, it does seem to
improve retention, but still has difficulty coordinating courses and staffing with tenure-line faculty.
Somewhat effective -- Students report they enjoy meeting other students.
Somewhat effective -- Connects students to a lot of resources, but can overwhelm students with too
many options so that they don't know which to prioritize, and then kicks them out of the nest after 1st
year, which can cause a much more challenging transition to 2nd year once the support is taken
away.
Somewhat effective -- I would need to see more data on outcomes
Effective -- It is very helpful in some cases. However, for some students who are not yet as mature as
one would hope, being in a room of other first-year students only seems to encourage them to
continue behaving as though they are in high school (or middle school, in some cases).
Effective -- I like that the class size is kept small.
Effective -- The program seems to be doing a good job of connecting those students to the curriculum.
5. In terms of providing first-year students with relevant programming to foster academic
development, FYS is:
Extremely effective - 2
Effective - 5
Somewhat effective - 7
Ineffective - 5
No Opinion – 5
Ineffective -- Programs focus on the wrong classes and wrong strategies, and don't provide graceful
transition to support in sophomore year.
Ineffective -- I have no clue what is meant by this question. However, it seems the departments that
teach in the program provide the academic support.
Ineffective -- FYS does not develop students academically
Somewhat effective -- The students are introduced to beginning classes and receive extra assistance to
help them accomplish course goals.
Somewhat effective -- If the students work with the SI and attend class.
Somewhat effective -- I would need to see more data on outcomes
Somewhat effective -- The course offerings make sense. I just think they are not getting as good of an
education being in a course with all clueless first-years.
Somewhat effective -- My SI is great, but students rarely make use of the opportunity.
Somewhat effective -- Many students don't take advantage of offerings, but there is a lot of
programming. Can be hard for students to know which programs are worthwhile, and our students
may have very limited bandwidth for programming because of other commitments (work, family,
etc.)
Effective -- I think having SIs is valuable for academic development. Outside of SIs, I'm not sure what
else FYS provides that wouldn't occur outside FYS.
Effective -- I think the courses they offer are important first year courses.
Effective -- The program seems to have a good idea in grouping courses and students.
Extremely effective -- The SIs are extremely helpful to first-year students.
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6. I believe MSU Denver FYS classes should be comprised of: (Please explain your choice.)
Exclusively first-year traditional students - 7
A combination of first-year traditional and non-traditional students - 10
A combination of first-year and upper-division students - 5
All of the Above - 2
Exclusively first-year traditional students -- The title of the system is 'first year success.'
Exclusively first-year traditional students -- This is where we should start, regardless of the age of
students.
Exclusively first-year traditional students -- I assume you meant "comprised".
A combination of first-year traditional and non-traditional students -- The presence of non-traditional
students in the FYS classroom serves as a calming and maturing influence on the traditional-age
students.
A combination of first-year traditional and non-traditional students -- Some non-traditional students
would benefit from the support.
A combination of first-year traditional and non-traditional students -- Most Metro students are nontraditional, and they need just as much help.
A combination of first-year traditional and non-traditional students -- FYS should target first-year
students since the goal is to provide "survival skills" to retain them. These skills are just as relevant
to non-trads.
A combination of first-year and upper-division students -- First-year students need to see upper-division
students model good classroom skills.
A combination of first-year and upper-division students -- Role modeling of upper division students will
help even out the rude and disruptive behavior
7. I understand the distinction between Supplemental Instruction Leaders (SI), Teaching
Assistants (TA) and Tutors:
Yes - 16
No - 8
No -- Poor attempt to distinguish
8. I understand the distinction between Supplemental Instruction Leaders (SI) and Student
Ambassadors:
Yes - 15
No - 9
No -- I've never heard of SA.
9. I believe brief in-class Student Ambassador (SA) presentations (regarding upcoming events and
activities) should occur:
Daily
Weekly - 3
Every Two Weeks - 4
Monthly - 4
Never (Only prior to the official start of class) - 3
It Depends – 10
It depends. Explain. -- What is an SA?
It depends. Explain. -- If relevant, they're fine. Too frequent is annoying. I think it will depend on the
faculty member's willingness.
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It depends. Explain. -- Individual faculty who teach FYS should have a voice in this decision and there
should be some flexibility in accommodating these faculty members' preferences.
It depends. Explain. -- As appropriate
It depends. Explain. -- It is typically a waste of time.
It depends. Explain. -- Since I don't know what they do, I don't know how to use them.
It depends. Explain. -- My students hate it. They also hate the continuous emails. I've never had a good
SA. They would make appointments to come and not show up or show up late.
It depends. Explain. -- It depends in what the presentations are regarding.
10. I support the pairing of courses to create Learning Communities.
Yes - 11
No - 1
Only if the pairing is intentional due to concrete academic linkages - 12
No opinion
11. I believe the use of course integration in the creation of Learning Communities: (Select all that
apply)
Is an effective way to foster academic connections - 7
Is too time consuming - 4
Is not feasible given course constraints - 4
Is an exciting opportunity, given time and additional compensation - 5
Other - 10
Other (Please specify) -- All of the above are true to some extent although I believe that paired faculty
do receive a stipend for coordinating coursework and typically engage in these activities over the
summer.
Other (Please specify) -- What is course integration?
Other (Please specify) -- No opinion
Other (Please specify) -- I don't understand the question
Other (Please specify) -- not sure
Other (Please specify) -- May be feasible under certain conditions
Other (Please specify) -- Faculty are not prepared to work with each other on the same time-table.-Very frustrating
Other (Please specify) -- I'm not clear on what it means to "use course integration in the creation of
Learning Communities".
Other (Please specify) -- Only happens if the instructors self-select into this, put a lot of time/energy into
it, are predictably linked to classes (as opposed to being assigned a week before classes start when
it's too late to integrate), central to the entire purpose of learning communities and critical to their
actually having a positive impact--without this, learning communities aren't communities and are no
longer a best practice. I believe integration is more than the superficial *appearance* of integration
and has been virtually impossible for me as a FYS instructor. This will be worse in the new model
where FYS students will be embedded in larger courses with non-FYS students.
Other (Please specify) -- I guess it would depend what you mean by integration. I like teaching around a
common theme but I don't think integration is needed.
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12. I would like to receive email communications from FYS (newsletters, announcements, etc.):
Once a Month - 6
Every Two Months - 4
Once a Semester - 6
Once a Year – 3
Other – 4
Other (Please specify) -- No time to read them
Other (Please specify) -- Only in emergencies
Other (Please specify) -- Once a semester or as needed if there is legitimately something urgent or
timely.
Other (Please specify) -- Unless they have more substance than in the past, never. Put things on website
and we can access as needed.
13. Assessing exposure to ongoing programs & events for students: : Choose one that applies the
most for each one.
Cultivating Connections: FYS & Students of Color
Know of it - 3
Would like to know more - 6
Support/Promote it - 6
Don’t Support/Promote It - 2
Lunch & Learn Series
Know of it - 7
Would like to know more - 5
Support/Promote it - 3
Don’t Support/Promote It - 3
Info on the Go (formerly Mid-Week 10 seminars)
Know of it - 3
Would like to know more - 7
Support/Promote it - 1
Don’t Support/Promote It - 5
PowerSacks: Service Opportunity
Know of it - 4
Would like to know more - 7
Support/Promote it - 2
Don’t Support/Promote It - 4
Joint Reading with 1 Book, 1 Project, 2 Transform
Know of it - 5
Would like to know more - 2
Support/Promote it - 8
Don’t Support/Promote It - 4
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Scholar's Recognition Breakfast
Know of it - 5
Would like to know more - 4
Support/Promote it - 4
Don’t Support/Promote It - 4
Reg-A-Palooza (Registration Parties)
Know of it - 4
Would like to know more - 3
Support/Promote it - 7
Don’t Support/Promote It - 4
New Student Convocation
Know of it - 6
Would like to know more - 3
Support/Promote it - 6
Don’t Support/Promote It - 4
14. Would the inclusion of seminars and more specialized courses enhance the appeal to teach in
FYS?
Yes - 4
No - 6
Maybe - 14
15. Which of the following factors negatively affect your desire to teach FYS? (Select all that
apply.)
behavioral issues - 6
students are ill-prepared academically - 10
lack of college expectations - 6
the immaturity of traditional first-year students - 7
fear of low SRI scores - 2
Other - 7
none of the above
Other (Please specify) -- I do not know much about FYS
Other (Please specify) -- Lots of additional logistical complexity and introduction of even more
competing priorities and oversight by others. Spreads me thin.
Other (Please specify) -- too regimented pedagogy imposed from above
Other (Please specify) -- Not sure how much extra work is involved
Other (Please specify) -- Lack of understanding of what FYS is
Other (Please specify) -- Our department does have a faculty member who enjoys teaching FYS and we
do not offer enough FYS sections to require more staff at this time.
Other (Please specify) -- Lack of concrete support; supplemental salary for new course development,
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16. How could FYS help to address the challenges in question 15? (Indicate all that you feel apply)
Provide workshops for faculty regarding what to expect both academically and behaviorally - 2
Convene sessions for faculty to strategize with one another about how best to address the challenges
-2
Additional student workshops regarding college expectations - 9
Other – 13
None –
Other (Please specify) -- Inform faculty about FYS - I have never heard of the programs in Question 13.
Other (Please specify) -- More efforts and resources put into effectively implementing best practices for
learning communities and first-year experiences as empirically validated in the literature.
Other (Please specify) -- Don't put first year students all in a class together.
Other (Please specify) -- This is a structural issue
Other (Please specify) -- Department faculty resources already strained for the main program.
Other (Please specify) -- Get rid of the program
Other (Please specify) -- I don't have time for workshops about things I don't know about. I just want
information.
Other (Please specify) -- Explain fys better
Other (Please specify) -- Follow students progress more closely.
Other (Please specify) -- N/A for my concerns in Question 15.
Other (Please specify) -- Provide real, concrete support to faculty- graders, TAs, salary supplements.
Not workshops or meetings. Real support.
Other (Please specify) -- Integrate upper-division persons with FYS.
Other (Please specify) -- Faculty members are not the problem. Immature and ill-prepared students are.
They should go to the Community College to get their feet wet. We are are not public school
teachers. We are faculty, specialized in our disciplines
17. Would you be more interested in teaching in FYS if you could do research or write or
somehow contribute to RTP via your participation?
Yes - 6
No – 8
Maybe - 10
18. Would you be interested in teaching an interdisciplinary freshman-seminar type course from
the perspective of your discipline?
Yes - 7
No – 8
Maybe - 9
Please choose the response that pertains to you to continue on with the survey.
Have Taught or Currently Teaching - 8
Never Taught - 16
(RESPONDENTS WHO HAVE NEVER TAUGHT AN FYS CLASS)
19. Does your department offer FYS courses?
Yes - 11
No - 2
Not Sure - 3
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20. From what I hear/understand, the use of the Supplemental Instruction Leader (SI) model to
offer academic support for FYS students at MSU Denver has been:
Extremely Effective - 1
Effective - 3
Somewhat Effective - 2
Ineffective - 2
Haven’t Heard - 8
21. From what I hear/understand, FYS Student Ambassadors (SAs) have been _______ in their
efforts to foster student involvement and increase awareness of campus activities and events.
Extremely Effective
Effective
Somewhat Effective
Ineffective - 3
Haven’t Heard - 13
22. In terms of fostering student connections, I believe the current Learning Community (paired
courses) model is:
Extremely Effective - 1
Effective - 3
Somewhat Effective - 5
Ineffective - 3
Not Familiar - 4
23. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Co-Curricular Event Mini-Grants
Not Sure What This Is - 4
Would Be Likely to Participate - 1
Might Participate - 5
Would Have No Interest in Participating - 6
Coffee Talks (coffee with paired instructor)
Not Sure What This Is - 2
Would Be Likely to Participate - 2
Might Participate - 7
Would Have No Interest in Participating - 5
Course Enhancement Awards (given to help with your course development)
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 8
Would Have No Interest in Participating - 5
Faculty Welcome & End of Year Celebrations
Not Sure What This Is - 2
Would Be Likely to Participate
Might Participate - 7
Would Have No Interest in Participating - 7
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Faculty De-Stress Days (tea, chair massages, etc.)
Not Sure What This Is - 2
Would Be Likely to Participate - 1
Might Participate - 3
Would Have No Interest in Participating - 10
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Not Sure What This Is - 2
Would Be Likely to Participate Might Participate - 8
Would Have No Interest in Participating - 6
By Faculty, For Faculty Workshops
Not Sure What This Is - 1
Would Be Likely to Participate - 2
Might Participate - 5
Would Have No Interest in Participating - 8
Pedagogical Innovation Awards
Not Sure What This Is - 1
Would Be Likely to Participate - 4
Might Participate - 7
Would Have No Interest in Participating - 4
Syllabus Contest
Not Sure What This Is - 2
Would Be Likely to Participate - 2
Might Participate - 3
Would Have No Interest in Participating - 9
Travel Grants
Not Sure What This Is - 2
Would Be Likely to Participate - 4
Might Participate - 5
Would Have No Interest in Participating - 5
24. If it were up to me, I would teach an FYS class:
Yes - 4
No - 5
Maybe -7
25. Other than financial compensation, what are three concrete ways that FYS could attain your
support?
 Incorporate upper-division students.
 Include non-traditional "first year" students.
 Let departments, as discipline experts, chose course pairings and dictate strategy.
 Don't waste our time with additional meetings, workshops, etc. Instead, use those resources for
real support: graders, SI leaders, finding space for permanent study rooms, etc.
 I already support FYS in the dept.
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 I do support FYS ideologically and value the contributions of my colleagues across the
University who have chosen to participate. I choose not to teach in FYS and have plenty of
teaching, scholarship and service to keep me busy. Most of my freshman courses have lots of
first-year, first-gen students anyway, so I do contribute to teaching these types of students even
though I am not formally affiliated with FYS.
 Teach me more about it
 Help me understand what it is
 Help me understand how students benefit
 Help me understand exactly how I can participate
 I would participate if needed. So far, classes attempted in our department have not had sufficient
enrollment.
 Financial compensation not at all the issue.
 Time, time, time.
 Course release for the first semester I taught a FYS course.
 Stronger sense that the faculty are valued as professionals in the FYS program
 More intentionality in class pairings
 Offset FYS courses with upper division assignments at the department level
 Make it clear that it is advantageous for PTR.
 Link it to my discipline.
 Work with me on the time.
 I am not sure as I do not really know much about FYS.
(RESPONDENTS WHO ARE CURRENTLY TEACHING AN FYS CLASS
OR HAVE TAUGHT ONE IN THE PAST)
27. Year/s teaching in FYS:
2015/2016 Academic Year - 3
2014/2015 Academic Year - 4
2013/2014 Academic Year - 7
2012/2013 Academic Year - 4
Prior to 2012 - 2
28. I have found the academic support provided by Supplemental Instruction Leaders (SI):
Extremely Effective - 1
Effective - 2
Somewhat Effective - 2
Ineffective - 3
I Haven’t Worked with an SI
29. In my overall experience with Student Ambassadors, they seem _____ when addressing the
students:
Well-prepared - 2
Somewhat prepared - 2
Confident with the material that they are presenting - 2
Ill-at-ease – 3
Somewhat prepared -- Some appear uncomfortable addressing a group.
Somewhat prepared -- Know what they're going to say and have lists of events to announce
Ill at ease -- Always seem in a hurry, seem to be repeating what's in emails, seem self-consciously aware
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that they're taking class time and that the students probably aren't going to attend the announced
sessions, sometimes defensive about these
30. Student Ambassadors (SA) have been _____________ in their efforts to foster student
involvement and increase awareness of campus activities and events.
Extremely Effective
Effective - 2
Somewhat Effective - 4
Ineffective - 2
I Haven’t Worked with an SA
Somewhat effective -- Some appear uncomfortable addressing a group.
Somewhat effective -- I'm sure some students in the class go to sessions they wouldn't otherwise have
gone to because of SAs, but my perception is that this is not widespread
31. Direct communication with my Student Ambassador (SA) has been:
Too Often
Just Right - 2
Not Often Enough - 1
It Varies - 5
I Haven’t Worked with an SA
32. In terms of fostering student connections, I have found Learning Communities to be:
Extremely Effective
Effective - 3
Somewhat Effective - 3
Ineffective - 1
I Haven’t Worked with a Learning Community - 1
33. Assessing Opportunities for FYS Faculty : Choose one that applies the most for each one.
Course Enhancement Awards (given to help with your course development)
Have participated - 1
Not Sure What This Is
Would like to participate - 5
No Interest in Participating - 2
Faculty Welcome & End of Year Celebrations
Have participated - 3
Not Sure What This Is
Would like to participate - 3
No Interest in Participating - 2
Faculty Strategy Sessions (informal, small group meetings for FYS faculty)
Have participated - 2
Not Sure What This Is
Would like to participate - 3
No Interest in Participating - 3
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By Faculty, For Faculty Workshops
Have participated - 1
Not Sure What This Is
Would like to participate - 4
No Interest in Participating - 3
Pedagogical Innovation Awards
Have participated - 1
Not Sure What This Is - 1
Would like to participate - 3
No Interest in Participating - 3
Syllabus Contest
Have participated - 3
Not Sure What This Is
Would like to participate - 1
No Interest in Participating - 4
Travel Grants
Have participated
Not Sure What This Is
Would like to participate - 7
No Interest in Participating - 1
Coffee Talks
Have participated
Not Sure What This Is - 3
Would like to participate - 2
No Interest in Participating - 3
Co-Curricular Event Mini-Grants
Have participated - 2
Not Sure What This Is - 2
Would like to participate
No Interest in Participating - 4
Faculty De-Stress Days (tea, chair massages, etc.)
Have participated - 3
Not Sure What This Is
Would like to participate - 1
No Interest in Participating - 4
34. If it were up to me, I would continue to teach FYS classes
Yes - 1
No - 2
Maybe - 5
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35. Given your experiences with FYS students, what additional support services, programming,
academic enrichment, or interventions would you like to see FYS offer?
 I believe that many FYS students could benefit from additional information concerning what is
expected of a college student both in and out of the classroom.
 Follow students progress more closely.
 I have been very disappointed in FYS. The equipment in the rooms often malfunction. The
students behave like they have to be in class and not eager to be in class. Participation in quite
minimal. Students are disrespectful of faculty members.
 Note taking lessons, basic computer skills
 Facilitating more meaningful and ongoing connections among faculty/instructors of courses. It's
frustrating to have to start over each semester with new partners in learning communities so that
you can never make any persistent progress, and to have partners assigned to their classes at the
last minute so that there is no opportunity for actually intentionally building
community/integration. Also, because the course pairings are driven by pragmatic considerations
(e.g., the fact that there are many sections of writing/speech so that these end up getting paired to
other courses), instead of considerations of match/affinity between the linked courses, the
integration piece is often forced, superficial, or requires more flexibility/accommodation by one
of the courses instead of a proactive, mindful, and intentional partnership.
 The program is over staffed and over funded.
36. Other than financial compensation, what are three concrete ways that FYS could support and
enhance your experience as FYS faculty?
 Student workshops as described in #35. (I believe that many FYS students could benefit from
additional information concerning what is expected of a college student both in and out of the
classroom.)
 Some sort of response (preferably a helpful response) when I contact the FYS staff about a
student who is struggling academically. (Unfortunately, this has not been my experience.)
 Opportunities to strategize with other faculty.
 FYS should be blended with upper division students.
 Put mature, upper level students in the courses.
 Less SA involvement, which seems fairly useless to me at this point.
 Course-load reductions for faculty willing to get involved in FYS.
 More open lines of communication between FYS faculty and support staff.
 Link classes and partner instructors sooner so that integration could happen and link partners
over several course terms so integration can develop;
 Offer more public recognition of efforts of FYS faculty/instructors;
 Offer fewer programs and/or prioritize so that everyone feels less overwhelmed by the sheer
quantity of offerings--focus on quality rather than quantity.
 Share their budget with those who actually do the work.
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