Lessons Learned
Christopher Caplinger, Georgia Southern University
Jeanne Fraker, Wright State University
Betsy Griffin, Missouri Southern State University
Robert Guell, Indiana State University
Karla Mugler, University of Akron
26th Annual Conference on the First Year Experience
Dallas, Texas
February 19, 2007
What We Promised
Lessons learned about:
o nuts and bolts of self-study
o creating campus buy-in
o converting findings into action
o building on good will and momentum
Foundations of Excellence
Class of 2006
Bridgewater State College, Bridgewater, MA
Davenport University, Grand Rapids, MI
Fairmont State University, Fairmont, WV
Georgia Southern University, Statesboro, GA
Indiana State University, Terre Haute, IN
Missouri Southern State University, Joplin, MO
New Mexico State University, Las Cruces, NM
Ohio University, Athens, OH
Texas A&M University, Kingsville, TX
University of Akron, Akron, OH
University of Arkansas at Little Rock, AR
University of North Texas, Denton, TX
Wright State University, Dayton, OH
Lessons Learned at
Georgia Southern University
Christopher Caplinger, Ph.D.
Director, First Year Experience
Georgia Southern University
Motivation for Participation in FoE
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New Provost
SACS
Widespread belief that FY seminar was
inadequate to affect student success (or
retention, progression and graduation)
Lessons learned about FYE
Deep misunderstanding/distrust of FYE in
Academic Affairs
Little documentation of effective
teaching/learning practice at unit level
Significant room for improvement in
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Communicating academic expectations
Classroom diversity
More support/better student survey scores in
Student Affairs areas and out-of-class
engagement
Process Problems
Too many people, spread too thin
Didn’t share often enough and to enough
people
Fall 2006: Faculty Task Force
Nine faculty, one high school teacher
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Faculty focus because academic affairs was our problem
Selected because they taught first year students; many not the
“usual suspects”
Compensated faculty through RPG funding (planning
grants)
Focused on moving beyond FY Seminar and managing
expectations
Lots of Communication
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To Faculty: Emails from faculty reps
To Provost
Reported out on Dec. 15
Six of ten are back for second semester
Preparing for marketing push shortly after Spring Break
Lessons Learned at
Indiana State University
Robert Guell
Coordinator, First Year Programs
and Associate Professor
Everything Happens in
Context
Even Good Ideas
ISU’s “Good Idea”
Task Force on the First Year produces a 56 page
report (w/350+ pages of appendices) bluntly
outlining ISU’s challenges and opportunities.
Recommendations
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Creation of University College to intentionally
coalesce programs and services.
Alter academic advising practice for selected students
(2.5<HSGPA<3.0) who are regularly admitted but at
risk.
21 other smaller, focused recommendations on policy
and practice.
ISU’s FoE Context
Declining enrollment that threatens ISU’s
political position in Indiana higher education
Declining FY retention (from 72% to 68%)
Declining faculty numbers (from 600 to 400 in
10 years)
Dramatically worsening faculty salary
position relative to peer institutions.
Declining state appropriations
Faculty-Administration Tension
Involuntary Reorganizations

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Nursing-Health and Human Performance merger
A&S and Technology Departmental reorganizations
No independent Sociology, Philosophy, Physics

Program Prioritization
Potential elimination of majors in these departments and
many others
Presidential Vote of “No Confidence”

After announcing a no-raise year (after two years of
less than CPI raises) accepts a $25,000 raise from
the BoT.
Resolution
Faculty Senate Response to TAFFY Report
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Sent to four separate committees claiming at least partial
jurisdiction.
Much more favorable comments than anticipated (in part
because of a respect for the process shown by advocates.)
A Full Day, campus-wide discussion of the TAFFY report
and recommendations with S. Evenbeck & B. Jackson
(IUPUI) and M. Smith (UTEP).
A revised recommendation (respecting the input) will be
put before the Faculty Senate later this month.
Lessons Learned at
Missouri Southern State
University
Betsy Griffin
Assistant Vice President for Academic Affairs
Missouri Southern State University
State assisted regional baccalaureate
institution with an international mission
Approximately 5,700 students
Student population has high percentages
of commuters, low income, first
generation, working, & non-traditional
Despite previous initiatives first-year
success, retention, and graduation rates
have remained lower than desired.
Nuts and Bolts of Self-Study
Structure for broad participation including
academic and student services
administrators, faculty, staff, and students.
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Steering Committee - 18 plus president and
vice presidents ex officio
8 research teams headed by steering
committee members for a total of 84
Creating Campus Buy-in
Support from the top: President and Vice President
include FYE / FoE in presentations to campus.
Broad involvement from individuals viewed as campus
opinion leaders.
If possible, make the FoE a special emphasis for
institutional accreditation.
Communication with the campus community.
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Web-site www.mssu.edu/selfstudy
Shared GroupWise folders for all team members
Articles in campus media
Presentations at campus meetings
Experiences of Students
There is limited common experience for firstyear students.
Despite the international mission, first-year
students have limited experience with cultural
diversity.
In 13 of the 19 highest first-year enrollment
classes they experience high DFWI rates.
Many students lose financial aid due to
inadequate academic progress (credit hours
completed or GPA).
Converting Findings to Action
Each research team made recommendations as a part of
their Dimension report.
Steering Committee discussed all recommendations,
created and prioritized a final list of 24
recommendations.
For 2006-2007, 6 action teams were formed to develop
implementation plans for the 10 highest priority items.
President is informed of developing plans to assure there
will be administrative support.
Having as a special-emphasis for accreditation assures
implementation of some action plans.
The widespread involvement in the process creates
campus pressure for follow through.
Building Good Will and Momentum
Being able to assure that changes will be
made based upon the self-study
recommendations
Creating an open process that allows for
free sharing of information and discussion
Involving a broad spectrum of opinion
leaders in the process
Lessons Learned at
The University of Akron
Karla T. Mugler
Associate Provost & Dean
of University College
Foundations of Excellence Self-Study
2005-06
Selecting the 3 other members of the Leadership
team was critical to our success.
The existing FYE Task Force took ownership of the
self-study process.
We selected faculty and administrators who were
well-respected throughout campus to chair each of
the 9 foundational dimensions—the individuals you
select will affect the campus buy-in for the results of
your self-study.
We began to meet before the academic year began
and met twice a month except before the FoE
deadlines—then we met weekly.
We used a series of performance indicators and a
variety of data sources to review our efforts which
aligned with each dimension.
We participated in the monthly conference calls
with others in the FoE cohort… they provided
valuable information and helped us gauge our
progress.
Faculty Surveys and Student Surveys were
administered and the responses used; focus
groups and follow-up questionnaires were also
important to the process.
Before a Dimensions report was submitted, it was
thoroughly discussed at a FYE Task Force
meeting, and the Leadership Team read the report
for errors.
There were challenges!
Faculty Survey—the faculty contract was still under negotiation.
Sent to all 1,115 individuals who had taught a first-year course
in 2004-05.
Student Survey—decided to use a sample of 1,000 first-year
students, representative of the various sub-populations in our
entering class: FT and PT students, direct, standard and
provisional admits, adult students, student-athletes,
international students. We also tried to ensure that our sample
reflected the actual percentages of various racial groups we
have on our campus.
Questions asked on the surveys didn’t always match up to the
FoE Dimensions’ questions; UA used focus groups, conducted
interviews with key administrators & faculty, and used several
short questionnaires to gather further data.
Staying Focused
There are opportunities to become derailed—stay
focused and meet deadlines.
Celebrate the milestones with your task force or
committee.
Keep senior-level administrators informed of your
progress.
Plan opportunities to share with your campus
constituencies—newspaper, student government, e-mail
digest for faculty & staff, department chairs, programs for
the Institute of Teaching & Learning.
Develop a way to incorporate your recommendations into
the fabric of the institution. Set priorities which you can
achieve in one year and into the future. Challenge your
institution but be realistic!
Enjoy the experience!
UA’s First-Year Philosophy
The University of Akron is dedicated to laying the
foundation for all of our students’ success and
personal growth
--in the learning environment,
--in the campus community, and
--in the larger, diverse world,
…through…
--quality instruction by dedicated faculty,
--opportunities for campus and community
engagement, and
--a supportive environment.
Lessons Learned at
Wright State University
Jeanne Fraker
Associate Dean, University College
WHY WE ARE PARTICIPATING
Wright State University, a comprehensive
doctoral, research intensive institution of
17,000 students and more than 2200 faculty
and staff in Dayton, and Celina, Ohio, is
participating in the FoE Project because of the
university's strong commitment to the first
year experience and to serving all students
extraordinarily well, consistent with the
university's mission, the goals of the
University's 2003 - 2008 Strategic Plan, and
consistent with national best practices. We
thus welcome the opportunity afforded by the
FoE process to strengthen the first year
experience for all students.
HOW WE DID IT
University-Wide Involvement
•FoE Task Force appointed by the provost
•20 faculty, including faculty president and chief
negotiator of faculty union
•26 staff, including chairs of Unclassified and
Classified Staff Councils
•10 students, including Student Government
president
HOW WE DID IT
Subcommittees, co-chaired by faculty and staff, had
honest, sustained and focused dialogue
Task force chair kept process on time so that all Policy
Center target dates were met
Benefited from the input of Policy Center consultant and
external advisor; participated in the periodic conference
calls
Valued Current Practices Inventory (CPI) and FoE
surveys (students, faculty/staff)
WHAT WE LEARNED and WHAT WE DID

Must develop an overarching FYE philosophy statement
that melds the four current stated goals of the FYE with
the three stated goals of General Education (GE).
Statement of Purpose for the First Year Experience at Wright State University
The faculty and staff at Wright State University are unified in our commitment
to the success of our first-year students. The First Year Experience
at Wright State University provides incoming students with a series of
interconnected academic and student services programs. These programs
engage our diverse student body in active learning experiences that provide
a foundation for ongoing academic success, personal growth,
and future professional achievement.
WHAT WE LEARNED and WHAT WE DID
Must enhance communication with faculty and staff
about the goals of FYE
Faculty President has used Facultyline, the faculty newsletter, to promote
the FoE Project, educate faculty about the importance of FoE, and encourage
greater faculty involvement.
Have used heightened campus energy and interest in FYE to share more
about the FYE.
Currently developing an FYE handbook for faculty and staff,
an FYE brochure, and an enhanced web presence
WHAT WE LEARNED and WHAT WE DID
Must expand FYE structure to include greater involvement of
academic units across the campus.
Must enhance faculty involvement in FYE.
Must enhance reward system for faculty who work with
first year students.
First Year Coordinating and Advisory Council (FYCAC) has been
reconstituted to include faculty from across the university.
$200,000 campus RFP recently launched to improve teaching and learning
and enhance the participation of units across campus in FYE.
Release time and stipends for faculty will be possible via RFP.
WHAT WE LEARNED and WHAT WE DID
Must enhance student course completion and success in
the top five courses taken by all first year students. Focus,
particularly, on "at-risk" or "barrier/gateway" courses.
Must ensure appropriate placement of students in
courses based upon skill levels, particularly for students
who register late.
RFP for Teaching Enhancement will address these issues, as well as current
Early Alert, intrusive academic advising, and ongoing efforts of the First Year
Retention Council.
University Academic Advising Council has been formally appointed with
representation from across the university.
WHAT’S NEXT
FoE Task Force chair, now Senior Vice
President, charged with implementation of
FOE recommendations.
COMMENTS?
QUESTIONS?
Contact Us
Christopher Caplinger
Director, First Year Experience
Georgia Southern University
[email protected]
Jeanne Fraker
Associate Dean, University College
Wright State University
[email protected]
Betsy Griffin
Assistant Vice President for Academic Affairs
Missouri Southern State University
[email protected]
Robert Guell
Coordinator, First Year Programs and Associate Professor
Indiana State University
[email protected]
Karla T. Mugler
Associate Provost and Dean, University College
University of Akron
[email protected]