foundations of excellence ® 1 five years later: impact of the foundations of excellence ®...

Foundations of ExcellenceFoundations of Excellence ®®

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Five Years Later: Impact of the Foundations of Excellence ® Initiative

at a Four-Year Public UniversityDenise Rode, Ed. D. & Kelly Smith, M.S.E.

Northern Illinois University

NIU at a GlanceNIU at a Glance

• Comprehensive, public university• 6 Undergraduate Colleges plus Graduate

and Law Schools• Carnegie Classification: Research Extensive• 21,869 Enrollment (16,552 Undergraduate)• Fall 2012 Freshmen: 2,664• 500 Freshmen admitted through CHANCE• Fall 2012 Transfers: 1,913• 65 miles west of Chicago• 75% of Student Body from Chicago Metro

Area

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Context for Foundations of Excellence® at Northern Context for Foundations of Excellence® at Northern Illinois UniversityIllinois University

• President’s Great Journeys Strategic Plan (2008)

• Partnership between Academic Affairs (AA) and Student Affairs & Enrollment Management (SAEM)

• Politicized Climate; previous attempt at a comprehensive FYE model in 2005

• FoE® was born in wake of a campus tragedy

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Structure of Foundations of Excellence® at NIUStructure of Foundations of Excellence® at NIU

• Co-liaisons from AA and SAEM• Task Force of 26 (Co-liaisons, Dimension Committee

Chairs, WESS administrator, Shared Governance Representatives, Testing Services representative)

• Each of nine Dimension Committees has co-chairs (one from Academic Affairs, the other from SAEM)

• Dimension Committees populated by undergraduate students, graduate students, faculty, and staff

• More than 100 persons involved in this inclusive and transparent process at the leadership level

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TimelineTimeline

• Two-year time frame to parallel the work of the Baccalaureate Review Committee

• FoE® begun in 2008 (recovery from shootings that year slowed progress)

• Report issued in 2011, although implementation began earlier

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The Data-Gathering PhaseThe Data-Gathering Phase• Convened Task Force and Dimension Committees• Developed website• Inaugurated Midwest First-Year Conference with

regional FoE® colleagues; Charles Schroeder met with NIU FoE® Task Force to help launch project

• Conducted Current Practices Inventory (Fall 2008/Winter 2009)

• Administered Student Survey (Fall 2008)• Administered Faculty/Staff Survey (Winter 2009)• Analyzed content of open-ended items on both

surveys• Ran series of 17 focus groups with faculty, staff, and

students• Midterm Report issued in June 2009

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Year 1 (2008-2009)

Current Practices InventoryCurrent Practices Inventory

Audit all existing programs and services for freshmen, including•CHANCE•FYRE•Freshman-level courses•Orientation Programs•UNIV 101•Mentoring Programs

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Year 1 (2008-2009)

Survey ResultsSurvey Results

FoE Evidence includes:• Student Survey: Fall 2008

1,153 first-year students responded (40.1% response)

• Faculty/Staff Survey: Spring 20091,862 faculty and staff responded (31.4% response)

• Content analysis of open-ended questions completed

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Year 1 (2008-2009)

Qualitative DataQualitative Data

• Approximately 17 focus groups (faculty, staff, students)

• “Mini-surveys” – Is first year experienced differently according

to gender, race/ethnicity, students with disabilities, intercollegiate athletes, honors status?

• “Secret shoppers” – observed orientation sessions, campus tours,

open houses for prospective students.

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Year 1 (2008-2009)

The Analysis and Discussion PhaseThe Analysis and Discussion Phase

• John Gardner & Betsy Barefoot spoke at 2009 MFYC; met with NIU Task Force

• FoE® Steering Committee; John met with Provost and VPSAEM

• Presented preliminary findings to stakeholder groups; generated feedback and momentum; began to formulate recommendations

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Year 2 (2009-2010)

Analysis and Discussion PhaseAnalysis and Discussion Phase• There are only two policy requirements

for first-year students: Orientation (including first semester advising) and living on campus the first year (unless 21, married, or commuting).

• There are very few common experiences for first-year students at NIU.

• NIU has some excellent programs, services, and opportunities for first-year students but they are not well coordinated or organized comprehensively (“Whose responsibility is the first year?”).

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Year 2 (2009-2010)

Analysis and Discussion PhaseAnalysis and Discussion Phase• The FYE at NIU is front-loaded; there

are few initiatives aimed at freshmen beyond the first three months.

• UNIV is generally viewed an as effective initiative for first-year students.

• Results of current assessment on NIU freshmen are not widely known by faculty and staff.

• Generally, students view the early part of their first year favorably when compared to freshmen at other institutions.

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Year 2 (2009-2010)

Results and RecommendationsSix Themes• Oversight/Coordination• Communication• Programming• Environment• Academic Advising• Reward & Regard

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Year 2 (2009-2010)

Analysis and Discussion PhaseAnalysis and Discussion Phase

Oversight/CoordinationOversight/Coordination

• Need for leadership/champions

• Organizational structure

• FYE as institutional priority

• Document NIU support for first year

• Align with baccalaureate goals

• Coordinate with retention efforts

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Year 2 (2009-2010)

CommunicationCommunication• Students

– Prior to enrollment– Throughout first year (12 months)

• Family/Supporters– MyNIU Portal– Throughout first year (12 months)

• Faculty/Staff– Faculty Development– New Faculty Orientation

• Administration

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Year 2 (2009-2010)

ProgrammingProgramming• Inventory of Existing Programs

• Increase High Impact Activities– UNIV 101

– Themed Learning Communities/Office of Student Engagement & Experiential Learning

– MapWorks

– Undergraduate Research

– Office of Student Academic Success (Success Specialists)

• Assessment of Activities

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Year 2 (2009-2010)

EnvironmentEnvironment• Living (“new northern

Lifestyle/Residential Renaissance”)

• Learning• Campus services

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Year 2 (2009-2010)

Academic AdvisingAcademic Advising

• Identify Best Practices

• Enhance Student/Advisor

Experience

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Year 2 (2009-2010)

Reward & RegardReward & Regard

• Reward system for faculty/staff

participation

• Expand faculty participation

• Recognize excellence in first-year

teaching

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Year 2 (2009-2010)

Overarching goals from the Co-LiaisonsOverarching goals from the Co-Liaisons

  •  Develop an institutional philosophy

statement that serves as the basis for an integrated approach for all first-year experience policies and practices.

•  Establish outcome-based learning goals for first-year students that promote engagement and support baccalaureate goals and principles.

•  Create a culture of success for first-year students at Northern Illinois University.

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Year 2 (2009-2010)

Overarching goals from the Co-LiaisonsOverarching goals from the Co-Liaisons

•  Foster an integrated approach to all aspects of the first-year student transition, including (but not limited to) information resources, academic support, residence life/the commuting experience, and co-curricular/extracurricular pursuits

•  Increase the strength of the first-year students’ academic and social connections and their sense of belonging to the university community.  21

Year 2 (2009-2010)

Philosophy StatementPhilosophy StatementNorthern Illinois University recognizes that the first year of college is central to setting the foundation for a successful higher education experience and for developing informed and engaged citizens. As such, we seek to •help first-year students transition into, and succeed in, the NIU college experience •stimulate intellectual curiosity, creativity, and exploration of information and ideas as well as mastery of content•encourage students to connect with faculty mentors, advisors, and upper-level students •provide students with opportunities for exposure to and interaction with individuals from a wide variety of backgrounds and belief systems•cultivate a supportive environment through mutual respect, shared responsibility, and a campus ethic of care •foster moral and ethical development that encourages self-reflection and individual responsibility•guide and assess student engagement and recognize students as partners in the first-year process experience.

We strive to engage first-year students in varied in-class and out-of-class opportunities that encourage them to connect with and become

contributing members of the Huskie Community.

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Year 2 (2009-2010)

Action StatementsAction StatementsBased on the work of the Steering Committee and the Nine Dimension Committees, the co-liaisons have developed the following action statements.We believe that freshmen begin their experience with NIU as prospective students and that the first year continues until the start of the sophomore year. As such, Northern Illinois University should:•Recognize, value, and support first-year students from recruitment through orientation, retention, and transition into the second year. •Encourage every first-year NIU student should participate in at least one “high impact” activity.•Provide the regular, high-quality academic advising is central to first-year students’ success at NIU.•Support first-year students in a campus climate that promotes their success in the classroom, in residence halls, and in out-of-class activities.•Make first-year teaching a priority for NIU faculty and factor it into the university’s reward and regard system. •Make outstanding service to first-year students a responsibility of the entire NIU community—faculty, staff, administrators, and upper-division students. •Recognize that parents and families are partners with the university in the success of their first-year students.

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Year 2 (2009-2010)

Action Statements (contAction Statements (cont’’d)d)• Create a central advisory committee is needed to coordinate the many

programs and services offered at NIU for first-year students, to consolidate resources, and to avoid duplication of services.

The proposed philosophy and action statements, when endorsed by the appropriate university governing bodies, will guide subsequent planning and decision making related to building success for NIU’s first-year students.

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Year 2 (2009-2010)

Common Message PostersCommon Message Posters• Go to class.• Get organized and manage your time well.• Don’t expect college to be like high school.• Graduate in four years. Keep the end goal

in sight.• See your academic advisor every semester.• College may be different from what you

expected. Keep an open mind and make positive choices for yourself.

•

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Year 3 (2010-2011)

• Synthesized mountains of material into a coherent document

• Provided interpretation and plan whenever/wherever invited

• Picked the “low-hanging fruit” (developed First-Year Success Series, ramped up REACH program, continued Common Messages initiative)

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Report Writing and Initial ImplementationReport Writing and Initial ImplementationYear 3 (2010-2011)

Next StepsNext Steps

• Report completed!• Another round of presentations to

stakeholders• Identify central advisory committee to

coordinate implementation of recommendations (Committee on the undergraduate Academic Environment)

• Communicate results to campus community

• Adopt Philosophy Statement• Implement Action Statements

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Year 4 & 5 (2011-2013)

““Pitfalls and QuicksandPitfalls and Quicksand””• “The rest of the work and world doesn’t

stop” for FoE ®

• “It takes twice as long you think it will.”• “During FoE ® year, someone needs to get

up every morning with this project as their priority.”

• “It takes a village to produce a good product” (technical, expertise, writing and editing skills, organization and attention to detail, and persuasive abilities)

• Budget situation in Illinois – grim!

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Year 5 (2012-2013)

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Reorganization/Development of the Sophomore Year Experience Reorganization/Development of the Sophomore Year Experience ComponentComponent

• Brochure dissemination• Pilot Sophomore Year

Experience implemented after one year of study

• Reorganization began December 1

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Year 5 (2012-2013)

SurprisesSurprises• Department Restructuring • Implementing FYE and SYE

simultaneously • Common Reading Experience

implementation• “Keepers of the Plan”• Need for continual “shepherding” and

developing new FYE advocates (“mission work”)

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Year 5 (2012-2013)

Foundations of ExcellenceFoundations of Excellence ®®

Questions/Comments

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