Transcript FIRST-YEAR INTEREST GROUPS

Engaging First-Year
Students:
Lessons Learned in FIGs
Greg Smith, Director of FIGs
Beth Meyerand, Medical School
Sandy Courter, College of Engineering
A Learning Community
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Is a curricular structure that provides students with
opportunities to integrate learning through intense
intellectual and social coherence and engagement
Provides curricular and environmental experiences
that enhance students’ ability to connect socially
and academically with the university
Creates intentional and substantive interaction
with peers and faculty
Some characteristics of learning
communities:
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Incorporate and value
diversity
Share a culture
Foster internal
communication
Promote caring, trust,
and teamwork
Promote “deep
learning” rather than
mere “surface
learning”
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Encourage
participation and
sharing of leadership
Foster personal
development
Have links with the
outside world
The Importance of Peers
“A student’s most important
‘teachers’ are other
students….studies show that
relationships play a
significant role in student
persistence and degree
completion, and they are
major influences on learning
and personal development.”
Arthur Chickering, 1994
Empowering Lifelong Self-Development
RESULTS:
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Students sharing a common academic and
social frame of reference in a small
community are more likely to feel
connected to the institution and are more
likely to succeed.
FIGs Outcomes:
Results of National Research
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Higher retention rates
Higher grade point
averages
Higher levels of academic
integration and
institutional commitment
More informal interaction
with faculty outside of
class
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Higher levels of
interaction with peers
Higher levels of
integration of course
information
Greater gains in
communication skills
High student satisfaction,
esp. out-of-state students
and students of color
FIGs at UW-Madison
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Mission:
– Provide diversity
education in support of
Plan 2008
– Contribute to general
education goals
– Connect academic
pursuits with
residential life
– Offer integrated
learning experience
Structure of UW-Madison FIGs:
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Each FIG enrolls about 20 students in 3
linked courses (9-12 credits).
Most FIGs are based in residence halls
or residential “neighborhoods”
(including private halls); some are
“campus wide.”
Most FIGs include an ethnic studies
course or courses with diversity
content.
Each FIG is led by a faculty member
(not a TA or peer instructor); this makes
UW-Madison’s FIGs unique.
The professor of the “synthesizing
course”integrates material from the
collateral courses.
Some FIGs include service-learning
opportunities.
“Understanding is integration.”
Alexander Meiklejohn
Campus Connections
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College of Letters and
Science (home of
FIGs)
College of Agriculture
and Life Sciences
College of
Engineering
School of Education
School of Human
Ecology
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Medical School
School of Business
School of Nursing
More Campus Connections
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Residence Life
Libraries
Writing Centers
Writing Fellows
Program
Morgridge Center for
Community Service
Office of New Student
Programs (SOAR)
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Cross College
Advising Center
Athletics
Dean of Students
Office
Office of Quality
Improvement
Admissions
Office of the Provost
FIGs ASSESSMENT PLAN
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Student Performance: comparisons of academic profiles,
semester and cumulative GPAs, grades in specific
courses, and retention rates of FIGs and non-FIGs
cohorts
Student Satisfaction: focus groups, individual interviews,
end-of-semester surveys, senior year surveys and focus
groups
Faculty Satisfaction: focus groups, formal FIGs faculty
meetings, informal discussions, comment/suggestion
form
FIGs “Partners”: informal follow-up with colleagues in
Housing, Library, Registrar’s Office, academic
departments, student support programs, etc.
FIGs 2001: Student Profile
FIGs Students
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67% female, 33% male
ACT composite = 24.4
Top 10% = 36%
12% of FIGs students were
students of color
Freshman Cohort
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53% female, 47% male
ACT Composite = 26.9
Top 10% = 44%
8 % of campus population
are students of color
FIGs 2001: Student Progress
75 enrolled in fall 2001; 70 returned in fall
2002 (retention rate of 93%); after five
semesters, retention rate was 87% compared
with 82% of peer cohort.
 At the end of spring 2002 semester, average
GPA was 3.14
 At the end of spring 2002, average number
of credits earned was 33.9
 65 (87%) were still enrolled in the senior
year (compared with 83% of peer cohort)
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FIGs 2002 Student Profile
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Composite ACT =
27.12 (cohort ACT =
27.4)
50% graduated in top
10% (55% of cohort
graduated in top 10%)
Females = 68%
Males = 32%
13% are students of
color
FIGs 2003 Academic Profile
FIGs
Cohort
NonFIGs
Cohort
ACT
Top 10% of
high school
class
% of
Males/
Females
27.2
44%
M= 32%
F = 68%
42.9%
M= 46%
F = 54%
27.3
% of
Ethnic Minority
Students
16%
11%
FIGs 2004 Academic Profile
FIGs
Cohort
NonFIGs
Cohort
ACT
Top 10% of
high school
class
% of
Males/
Females
27.7
43.3%
M= 32%
F = 68%
54%
M= 44%
F = 56%
27.6
% of
Ethnic Minority
Students
20%
12%
FIGs 2005 Academic Profile
FIGs
Cohort
NonFIGs
Cohort
ACT
Top 10% of
high school
class
% of
Males/
Females
% of
Ethnic Minority
Students
27.2
42.6%
M= 30%
F = 70%
22%
53%
M= 44%
F = 56%
12.7%
27.5
FIGs Student Performance Data
Fall 2003
FIGs Cohort
Fall 2003 GPA
3.255
Non-FIGs Cohort
Fall 2003 GPA
3.058
Targeted Students of
Color
FIGs Cohort
Fall 2003 GPA
Targeted Students of
Color
Non-FIGs Cohort
Fall 2003 GPA
3.037
2.62
FIGs Student Performance Data
Fall 2004
FIGs Cohort
Fall 2004 GPA
3.2
Non-FIGs Cohort
Fall 2004 GPA
3.09
Targeted Students of
Color
FIGs Cohort
Fall 2004 GPA
Targeted Students of
Color
Non-FIGs Cohort
Fall 2004 GPA
3.12
2.86
What students say about FIGs:
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“Because I was in a FIG, I
knew people right away and
wasn’t sitting in my room for
four months before I’d meet
somebody to talk to. It made
my transition easier.”
“Because everyone else in my
FIG was working hard on their
classes, I did too. Everybody
kept each other on track.”
“All of us in my FIG worked
really hard and helped each
other. And we all did really
well.”
Fall 2004 FIGs Survey Responses
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“I made friends with the students in my FIG.”
– 89% agreed/strongly agreed
» “I think that making strong friendships was the most important part.”
» “I felt comfortable in class and got to know people right away.”
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“I felt intellectually challenged by my FIG classes”
– 81.2% agreed/strongly agreed
» “The intellectual experience of being in a FIG was amazing…seeing
the connections among the classes really blows your mind, and then
you realize that you’re really in the big leagues…and everything
you’ve learned before you have to re-evaluate.”
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“Being in a FIG helped me make the academic transition
to UW-Madison.”
– 78% agreed/strongly agreed
» “If it hadn’t been for the FIG, I would not have stayed at UWMadison.”
What Students Value
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Connecting with peers: “ “The people in my FIG are like my brothers
and sisters.” “The study groups are like a gift from heaven.”
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Connecting with faculty: “The most meaningful experience I have had
through FIGs has been the strong professor/student relationship. I
would not have had this without the FIG.”
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Easy transition to the university: “I took a FIG to make the campus
feel smaller, and I don’t think that feeling will go away.” “I wouldn’t
have survived UW-Madison without the FIG.”
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Integration of course content: “My three classes really tie together. All
the TAs say the FIG sections are their favorites. FIG students want to
be there. They are talkative, and it is easier to get through the
material.” “I feel as though I was given a pair of glasses that allows
me to see the world in ways that other students not in a FIG can’t.”
Four Years Later….Survey of Seniors
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“Enrolling in a FIG was a good choice for me.”
– 100% agreed/strongly agreed
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“I made lasting friendships in my FIG.”
– 76% agreed/strongly agreed
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“Being in a FIG helped me make a successful transition to
UW-Madison.”
– 95% agreed/strongly agreed
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“Being in a FIG was a good introduction to academic life
at UW-Madison.”
– 97% agreed/strongly agreed
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“I was intellectually challenged by my FIG courses.”
– 92% agreed/strongly agreed
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“I was able to see connections among my FIG courses.”
– 72% agreed/strongly agreed
Four Years Later…Seniors Reflect on Their
FIGs Experiences
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“…the professors in my FIG were the most influential and
challenging professors that I have had at this
university…these were classes and experiences I would
never have had if I wasn’t part of a FIG, and these were
experiences that have shaped my perspective, my academic
experience, and who I am now.”
“The FIG introduced me to classes that I probably would
not have thought to take and helped me link classes to
make my education a fuller experience. It also helped me
realize that taking classes with different backgrounds can
help round out your education and allow you to see
different aspects of the same subject.”
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“Looking back, I think that some of the best classes I ever
took were in the FIG. I always think about and remember
what I learned in those classes. The subject matter was so
challenging and intimidating for a freshman that I would
have never otherwise signed up for those classes. But we
all ended up with good grades because of all the time we
spent together in study groups. We all ended up taking
another course together the next semester.”
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“The FIG made me more comfortable with college and
made me feel as though I could talk to my professors,
especially those in bigger lectures. It gave me the
confidence and courage to keep going here at UWMadison.”
What Faculty Value
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Opportunities to provide university service and to
contribute directly to campus diversity education efforts
Interdisciplinary connections with campus colleagues
Experience teaching a small class of first-year students
Opportunity to develop a new course or to develop a new
approach to teaching an established course
High level of “engagement” of FIGs students: “My FIG
students never miss class!”
Support from a variety of campus programs and
departments, including the Library, the Writing Center,
Housing, Athletics, the Morgridge Center, etc.
S&E stipend that can be spent in a variety of ways
FIGs Faculty Comments
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"It's been a good experience for me, and the FIG idea is
one of those things that makes UW-Madison such a great
school…I would definitely do it again."
– Mark Harrower, Geography
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"Teaching a FIG has been the most positive experience I've
had since I've been here at UW-Madison.“
– Charles Hatcher, Consumer Economics
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“After being retired for two years, I returned to campus to
teach a FIG on serious mental illness to eighteen yearolds. These freshmen barely looked old enough to tie their
shoelaces! What happened in the next fourteen weeks 'blew
my mind.' Why? Because it was a profound learning
experience for all concerned.”
Mona Wasow, Social Work
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“The FIGs program is a fabulous way to make
interdisciplinary connections for both faculty and students.
I gained new perspectives on my work, new colleagues and
friends, and a renewed commitment to help students
synthesize their learning.”
Barbara Clayton, Theatre and Drama
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“Of the approximately twenty classes and discussion
sections I have taught at UW-Madison, my one FIG class
had the best rapport. Because the students were familiar
and friendly with one another, I found it much easier to
conduct discussions and to hold effective peer writing
conferences – a staple of English 100. The more dedicated
students seemed to encourage others to be more dedicated
in a way that I’ve never seen before…having three classes
together encourages students to search out other students
who model solid study skills. For whatever reason, this
FIG class placed a positive value on engagement with the
material and dedication to coursework in general…poor
preparation and last minute work were not valued in this
class….”
Jonathan Daigle, English
“Medical Imaging of Disease”
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Core Class: InterL&S
101, “Medical
Imaging of Disease” –
Beth Meyerand
Linking Classes:
» Chemistry 109,
General Chemistry
» Math 221, Calculus I
Engineering FIG
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Core class:
Engineering 155,
“Basic
Communication” –
Sandy Courter
Linking classes
» Engineering 160,
Engineering Design
» Math 221, Calculus I
Engineering FIG
Objectives/Learning Outcomes
Experience academically and intellectually
challenging learning environment
 Make the transition from high school to
college
 Integrate and synthesize material
 Achieve academically, make informed
decisions about engineering as a career, and
learn through diversity
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Intellectual Coherence and
Engagement
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How do you envision yourself as a successful
engineer?
Why?
When did this begin?
What attributes do you have that will get you
where you want to be?
What attributes do you want to develop?
How will you develop them?
How could your peers and faculty help you?
Social Coherence and Engagement
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InterEgr 160 project
– Working with a real client on a real design project
– Engaging in service learning
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Math 221 Wisconsin Emerging Scholars approach
– Having fun with hard math concepts
– Understanding the global community
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Learning through diversity
– Building learning community through curricula
– Designing environmental experiences
Brad Hopgood, Adam Strutz
Ryan Gibbons, Khoa Le
Background Information
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Massey-Fergurson
8XP
Speed – 2 miles/hr
12,000 plots/year
– 25 ft. long
– 2/4 rows
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Need to count corn
stalks
Engineering FIG
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Video montage by
students after
2 classes
Assessment plan
Linking classes
» Engineering 155, Basic
Communication
» 160, Engineering
Design
» Math 221, Calculus I
Some Results of FIGs
Peer interactions
 Connections between first-year students and
faculty
 Student engagement with course material,
commitment to learning
 Increased student performance and retention
 Development of faculty collaborations
 Development of campus partnerships
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FIGs Contact Information
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Greg Smith, FIGs Director
608-263-6504
[email protected]
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Kari Fernholz, FIGs Coordinator
608-262-7375
[email protected]
Website: www.lssaa.wisc.edu/figs