Engaging First-Year Engaging First-Year Students:Students:

Lessons Learned in FIGsLessons Learned in FIGsGreg Smith, Director of FIGsGreg Smith, Director of FIGs

Beth Meyerand, Medical SchoolBeth Meyerand, Medical School

Sandy Courter, College of EngineeringSandy Courter, College of Engineering

A Learning CommunityA Learning Community

Is a curricular structure that provides students with Is a curricular structure that provides students with opportunities to integrate learning through intense opportunities to integrate learning through intense intellectual and social coherence and engagementintellectual and social coherence and engagement

Provides curricular and environmental experiences Provides curricular and environmental experiences that enhance students’ ability to connect socially that enhance students’ ability to connect socially and academically with the universityand academically with the university

Creates intentional and substantive interaction Creates intentional and substantive interaction with peers and facultywith peers and faculty

Some characteristics of learning Some characteristics of learning communities:communities:

Incorporate and value Incorporate and value diversitydiversity

Share a cultureShare a culture Foster internal Foster internal

communicationcommunication Promote caring, trust, Promote caring, trust,

and teamworkand teamwork Promote “deep Promote “deep

learning” rather than learning” rather than mere “surface learning”mere “surface learning”

Encourage Encourage participation and participation and sharing of leadershipsharing of leadership

Foster personal Foster personal developmentdevelopment

Have links with the Have links with the outside worldoutside world

The Importance of PeersThe Importance of Peers

““A student’s most important A student’s most important ‘teachers’ are other ‘teachers’ are other students….studies show students….studies show that relationships play a that relationships play a significant role in student significant role in student persistence and degree persistence and degree completion, and they are completion, and they are major influences on major influences on learning and personal learning and personal development.”development.”

Arthur Chickering, 1994Arthur Chickering, 1994

Empowering Lifelong Self-Empowering Lifelong Self-DevelopmentDevelopment

RESULTS:RESULTS:

Students sharing a common academic and Students sharing a common academic and social frame of reference in a small social frame of reference in a small community are more likely to feel community are more likely to feel connected to the institution and are more connected to the institution and are more likely to succeed.likely to succeed.

FIGs Outcomes:FIGs Outcomes:Results of National ResearchResults of National Research

Higher retention ratesHigher retention rates Higher grade point Higher grade point

averagesaverages Higher levels of academic Higher levels of academic

integration and integration and institutional commitmentinstitutional commitment

More informal interaction More informal interaction with faculty outside of with faculty outside of classclass

Higher levels of Higher levels of interaction with peersinteraction with peers

Higher levels of Higher levels of integration of course integration of course informationinformation

Greater gains in Greater gains in communication skillscommunication skills

High student satisfaction, High student satisfaction, esp. out-of-state students esp. out-of-state students and students of color and students of color

FIGs at UW-MadisonFIGs at UW-Madison

Mission:Mission:– Provide diversity Provide diversity

education in support of education in support of Plan 2008Plan 2008

– Contribute to general Contribute to general education goalseducation goals

– Connect academic Connect academic pursuits with pursuits with residential liferesidential life

– Offer integrated Offer integrated learning experiencelearning experience

Structure of UW-Madison FIGs:Structure of UW-Madison FIGs: Each FIG enrolls about 20 students in 3 Each FIG enrolls about 20 students in 3

linked courses (9-12 credits).linked courses (9-12 credits). Most FIGs are based in residence halls Most FIGs are based in residence halls

or residential “neighborhoods” (including or residential “neighborhoods” (including private halls); some are “campus wide.”private halls); some are “campus wide.”

Most FIGs include an ethnic studies Most FIGs include an ethnic studies course or courses with diversity content.course or courses with diversity content.

Each FIG is led by a faculty member (not Each FIG is led by a faculty member (not a TA or peer instructor); this makes UW-a TA or peer instructor); this makes UW-Madison’s FIGs unique.Madison’s FIGs unique.

The professor of the “synthesizing The professor of the “synthesizing course”integrates material from the course”integrates material from the collateral courses.collateral courses.

Some FIGs include service-learning Some FIGs include service-learning opportunities.opportunities.

““Understanding is integration.”Understanding is integration.”

Alexander MeiklejohnAlexander Meiklejohn

Campus ConnectionsCampus Connections

College of Letters and College of Letters and Science (home of Science (home of FIGs)FIGs)

College of Agriculture College of Agriculture and Life Sciencesand Life Sciences

College of College of EngineeringEngineering

School of EducationSchool of Education School of Human School of Human

EcologyEcology

Medical SchoolMedical School School of BusinessSchool of Business School of NursingSchool of Nursing

More Campus ConnectionsMore Campus Connections

Residence LifeResidence Life LibrariesLibraries Writing CentersWriting Centers Writing Fellows Writing Fellows

ProgramProgram Morgridge Center for Morgridge Center for

Community ServiceCommunity Service Office of New Student Office of New Student

Programs (SOAR)Programs (SOAR)

Cross College Cross College Advising CenterAdvising Center

AthleticsAthletics Dean of Students Dean of Students

OfficeOffice Office of Quality Office of Quality

ImprovementImprovement AdmissionsAdmissions Office of the ProvostOffice of the Provost

FIGs ASSESSMENT PLANFIGs ASSESSMENT PLAN Student Performance: comparisons of academic profiles, : comparisons of academic profiles,

semester and cumulative GPAs, grades in specific semester and cumulative GPAs, grades in specific courses, and retention rates of FIGs and non-FIGs cohortscourses, and retention rates of FIGs and non-FIGs cohorts

Student Satisfaction: focus groups, individual interviews, : focus groups, individual interviews, end-of-semester surveys, senior year surveys and focus end-of-semester surveys, senior year surveys and focus groupsgroups

Faculty Satisfaction: focus groups, formal FIGs faculty : focus groups, formal FIGs faculty meetings, informal discussions, comment/suggestion formmeetings, informal discussions, comment/suggestion form

FIGs “Partners”: informal follow-up with colleagues in informal follow-up with colleagues in Housing, Library, Registrar’s Office, academic Housing, Library, Registrar’s Office, academic departments, student support programs, etc.departments, student support programs, etc.

FIGs 2001: Student ProfileFIGs 2001: Student Profile

FIGs StudentsFIGs Students

67% female, 33% male67% female, 33% male ACT composite = 24.4ACT composite = 24.4 Top 10% = 36%Top 10% = 36%

12% of FIGs students were 12% of FIGs students were students of colorstudents of color

Freshman CohortFreshman Cohort

5353% female, % female, 47% male47% male ACT Composite = 26.9ACT Composite = 26.9 Top 10% = 44%Top 10% = 44%

8 % of campus population 8 % of campus population are students of colorare students of color

FIGs 2001: Student ProgressFIGs 2001: Student Progress 75 enrolled in fall 2001; 70 returned in fall 2002 75 enrolled in fall 2001; 70 returned in fall 2002

(retention rate of 93%); after five semesters, (retention rate of 93%); after five semesters, retention rate was 87% compared with 82% of peer retention rate was 87% compared with 82% of peer cohort.cohort.

At the end of spring 2002 semester, average GPA At the end of spring 2002 semester, average GPA was 3.14was 3.14

At the end of spring 2002, average number of At the end of spring 2002, average number of credits earned was 33.9credits earned was 33.9

65 (87%) were still enrolled in the senior year 65 (87%) were still enrolled in the senior year (compared with 83% of peer cohort)(compared with 83% of peer cohort)

FIGs 2002 Student ProfileFIGs 2002 Student Profile

Composite ACT = Composite ACT = 27.12 (cohort ACT = 27.12 (cohort ACT = 27.4)27.4)

50% graduated in top 50% graduated in top 10% (55% of cohort 10% (55% of cohort graduated in top 10%)graduated in top 10%)

Females = 68%Females = 68% Males = 32%Males = 32% 13% are students of 13% are students of

colorcolor

FIGs 2003 Academic ProfileFIGs 2003 Academic Profile

ACTACT Top 10% of Top 10% of high school high school class class

% of % of Males/Males/

FemalesFemales

% of% of

Ethnic MinorityEthnic Minority

StudentsStudents

FIGsFIGs

CohortCohort 27.227.2 44%44% M= 32%M= 32%

F = 68%F = 68% 16%16%

Non-Non-FIGsFIGs

CohortCohort27.327.3 42.9%42.9%

M= 46%M= 46%

F = 54%F = 54% 11%11%

FIGs 2004 Academic ProfileFIGs 2004 Academic Profile

ACTACT Top 10% of Top 10% of high school high school class class

% of % of Males/Males/

FemalesFemales

% of% of

Ethnic MinorityEthnic Minority

StudentsStudents

FIGsFIGs

CohortCohort 27.727.7 43.3%43.3% M= 32%M= 32%

F = 68%F = 68% 20%20%

Non-Non-FIGsFIGs

CohortCohort27.627.6 54%54%

M= 44%M= 44%

F = 56%F = 56% 12%12%

FIGs 2005 Academic ProfileFIGs 2005 Academic Profile

ACTACT Top 10% of Top 10% of high school high school class class

% of % of Males/Males/

FemalesFemales

% of% of

Ethnic MinorityEthnic Minority

StudentsStudents

FIGsFIGs

CohortCohort 27.227.2 42.6%42.6% M= 30%M= 30%

F = 70%F = 70% 22%22%

Non-Non-FIGsFIGs

CohortCohort27.527.5 53%53%

M= 44%M= 44%

F = 56%F = 56% 12.7%12.7%

FIGs Student Performance DataFIGs Student Performance DataFall 2003Fall 2003

FIGs CohortFIGs Cohort

Fall 2003 GPAFall 2003 GPA 3.2553.255

Non-FIGs CohortNon-FIGs Cohort Fall 2003 GPA Fall 2003 GPA

3.0583.058

Targeted Students of Targeted Students of ColorColor

FIGs CohortFIGs Cohort

Fall 2003 GPAFall 2003 GPA

3.0373.037

Targeted Students of Targeted Students of ColorColor

Non-FIGs Cohort Non-FIGs Cohort Fall 2003 GPAFall 2003 GPA

2.622.62

FIGs Student Performance DataFIGs Student Performance DataFall 2004Fall 2004

FIGs CohortFIGs Cohort

Fall 2004 GPAFall 2004 GPA 3.23.2

Non-FIGs CohortNon-FIGs Cohort Fall 2004 GPA Fall 2004 GPA

3.093.09

Targeted Students of Targeted Students of ColorColor

FIGs CohortFIGs Cohort

Fall 2004 GPAFall 2004 GPA

3.123.12

Targeted Students of Targeted Students of ColorColor

Non-FIGs Cohort Non-FIGs Cohort Fall 2004 GPAFall 2004 GPA

2.862.86

What students say about FIGs:What students say about FIGs:

““Because I was in a FIG, I Because I was in a FIG, I knew people right away and knew people right away and wasn’t sitting in my room for wasn’t sitting in my room for four months before I’d meet four months before I’d meet somebody to talk to. It made somebody to talk to. It made my transition easier.”my transition easier.”

““Because everyone else in my Because everyone else in my FIG was working hard on their FIG was working hard on their classes, I did too. Everybody classes, I did too. Everybody kept each other on track.”kept each other on track.”

““All of us in my FIG worked All of us in my FIG worked really hard and helped each really hard and helped each other. And we all did really other. And we all did really well.”well.”

Fall 2004 FIGs Survey ResponsesFall 2004 FIGs Survey Responses ““I made friends with the students in my FIG.”I made friends with the students in my FIG.”

– 89% agreed/strongly agreed89% agreed/strongly agreed» ““I think that making strong friendships was the most important part.”I think that making strong friendships was the most important part.”

» ““I felt comfortable in class and got to know people right away.”I felt comfortable in class and got to know people right away.”

““I felt intellectually challenged by my FIG classes”I felt intellectually challenged by my FIG classes”– 81.2% agreed/strongly agreed81.2% agreed/strongly agreed

» ““The intellectual experience of being in a FIG was amazing…seeing The intellectual experience of being in a FIG was amazing…seeing the connections among the classes really blows your mind, and then the connections among the classes really blows your mind, and then you realize that you’re really in the big leagues…and everything you realize that you’re really in the big leagues…and everything you’ve learned before you have to re-evaluate.”you’ve learned before you have to re-evaluate.”

““Being in a FIG helped me make the academic transition Being in a FIG helped me make the academic transition to UW-Madison.”to UW-Madison.”– 78% agreed/strongly agreed78% agreed/strongly agreed

» ““If it hadn’t been for the FIG, I would not have stayed at UW-If it hadn’t been for the FIG, I would not have stayed at UW-Madison.”Madison.”

What Students ValueWhat Students Value Connecting with peersConnecting with peers: : “ “The people in my FIG are like my brothers “ “The people in my FIG are like my brothers

and sisters.” “The study groups are like a gift from heaven.” and sisters.” “The study groups are like a gift from heaven.”

Connecting with facultyConnecting with faculty: : “The most meaningful experience I have had “The most meaningful experience I have had through FIGs has been the strong professor/student relationship. I through FIGs has been the strong professor/student relationship. I would not have had this without the FIG.”would not have had this without the FIG.”

Easy transition to the universityEasy transition to the university: : “I took a FIG to make the campus “I took a FIG to make the campus feel smaller, and I don’t think that feeling will go away.” “I wouldn’t feel smaller, and I don’t think that feeling will go away.” “I wouldn’t have survived UW-Madison without the FIG.”have survived UW-Madison without the FIG.”

Integration of course contentIntegration of course content: : “My three classes really tie together. “My three classes really tie together. All the TAs say the FIG sections are their favorites. FIG students 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 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 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.”me to see the world in ways that other students not in a FIG can’t.”

Four Years Later….Survey of SeniorsFour Years Later….Survey of Seniors ““Enrolling in a FIG was a good choice for me.”Enrolling in a FIG was a good choice for me.”

– 100% agreed/strongly agreed100% agreed/strongly agreed

““I made lasting friendships in my FIG.”I made lasting friendships in my FIG.”– 76% agreed/strongly agreed76% agreed/strongly agreed

““Being in a FIG helped me make a successful transition to Being in a FIG helped me make a successful transition to UW-Madison.”UW-Madison.”– 95% agreed/strongly agreed95% agreed/strongly agreed

““Being in a FIG was a good introduction to academic life Being in a FIG was a good introduction to academic life at UW-Madison.”at UW-Madison.”– 97% agreed/strongly agreed97% agreed/strongly agreed

““I was intellectually challenged by my FIG courses.”I was intellectually challenged by my FIG courses.”– 92% agreed/strongly agreed92% agreed/strongly agreed

““I was able to see connections among my FIG courses.”I was able to see connections among my FIG courses.”– 72% agreed/strongly agreed72% agreed/strongly agreed

Four Years Later…Seniors Reflect on Their Four Years Later…Seniors Reflect on Their FIGs ExperiencesFIGs Experiences

“…“…the professors in my FIG were the most influential and the professors in my FIG were the most influential and challenging professors that I have had at this university…challenging professors that I have had at this university…these were classes and experiences I would never have had these were classes and experiences I would never have had if I wasn’t part of a FIG, and these were experiences that if I wasn’t part of a FIG, and these were experiences that have shaped my perspective, my academic experience, and have shaped my perspective, my academic experience, and who I am now.”who I am now.”

““The FIG introduced me to classes that I probably would The FIG introduced me to classes that I probably would not have thought to take and helped me link classes to not have thought to take and helped me link classes to make my education a fuller experience. It also helped me make my education a fuller experience. It also helped me realize that taking classes with different backgrounds can realize that taking classes with different backgrounds can help round out your education and allow you to see help round out your education and allow you to see different aspects of the same subject.”different aspects of the same subject.”

““Looking back, I think that some of the best classes I ever Looking back, I think that some of the best classes I ever took were in the FIG. I always think about and remember took were in the FIG. I always think about and remember what I learned in those classes. The subject matter was so what I learned in those classes. The subject matter was so challenging and intimidating for a freshman that I would challenging and intimidating for a freshman that I would have never otherwise signed up for those classes. But we have never otherwise signed up for those classes. But we all ended up with good grades because of all the time we all ended up with good grades because of all the time we spent together in study groups. We all ended up taking spent together in study groups. We all ended up taking another course together the next semester.”another course together the next semester.”

““The FIG made me more comfortable with college and The FIG made me more comfortable with college and made me feel as though I could talk to my professors, made me feel as though I could talk to my professors, especially those in bigger lectures. It gave me the especially those in bigger lectures. It gave me the confidence and courage to keep going here at UW-confidence and courage to keep going here at UW-Madison.”Madison.”

What Faculty ValueWhat Faculty Value Opportunities to provide university service and to Opportunities to provide university service and to

contribute directly to campus diversity education effortscontribute directly to campus diversity education efforts Interdisciplinary connections with campus colleaguesInterdisciplinary connections with campus colleagues Experience teaching a small class of first-year studentsExperience teaching a small class of first-year students Opportunity to develop a new course or to develop a new Opportunity to develop a new course or to develop a new

approach to teaching an established courseapproach to teaching an established course High level of “engagement” of FIGs students: High level of “engagement” of FIGs students: “My FIG “My FIG

students never miss class!”students never miss class!” Support from a variety of campus programs and Support from a variety of campus programs and

departments, including the Library, the Writing Center, departments, including the Library, the Writing Center, Housing, Athletics, the Morgridge Center, etc.Housing, Athletics, the Morgridge Center, etc.

S&E stipend that can be spent in a variety of waysS&E stipend that can be spent in a variety of ways

FIGs Faculty CommentsFIGs Faculty Comments

"It's been a good experience for me, and the FIG idea is "It's been a good experience for me, and the FIG idea is one of those things that makes UW-Madison such a great one of those things that makes UW-Madison such a great

school…I would definitely do it again."school…I would definitely do it again." – Mark Harrower, Geography Mark Harrower, Geography

"Teaching a FIG has been the most positive experience "Teaching a FIG has been the most positive experience I've had since I've been here at UW-Madison.“I've had since I've been here at UW-Madison.“– Charles Hatcher, Consumer EconomicsCharles Hatcher, Consumer Economics

““After being retired for two years, I returned to campus to teach a FIG on After being retired for two years, I returned to campus to teach a FIG on serious mental illness to eighteen year-olds. These freshmen barely looked old serious mental illness to eighteen year-olds. These freshmen barely looked old enough to tie their shoelaces! What happened in the next fourteen weeks 'blew 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 my mind.' Why? Because it was a profound learning experience for all concerned.”concerned.”

Mona Wasow, Social WorkMona Wasow, Social Work

““The FIGs program is a fabulous way to make interdisciplinary connections for The FIGs program is a fabulous way to make interdisciplinary connections for both faculty and students. I gained new perspectives on my work, new both faculty and students. I gained new perspectives on my work, new colleagues and friends, and a renewed commitment to help students synthesize colleagues and friends, and a renewed commitment to help students synthesize their learning.”their learning.”

Barbara Clayton, Theatre and DramaBarbara Clayton, Theatre and Drama

““Of the approximately twenty classes and discussion Of the approximately twenty classes and discussion sections I have taught at UW-Madison, my one FIG class sections I have taught at UW-Madison, my one FIG class had the best rapport. Because the students were familiar had the best rapport. Because the students were familiar and friendly with one another, I found it much easier to and friendly with one another, I found it much easier to conduct discussions and to hold effective peer writing conduct discussions and to hold effective peer writing conferences – a staple of English 100. The more dedicated conferences – a staple of English 100. The more dedicated students seemed to encourage others to be more dedicated students seemed to encourage others to be more dedicated in a way that I’ve never seen before…having three classes in a way that I’ve never seen before…having three classes together encourages students to search out other students together encourages students to search out other students who model solid study skills. For whatever reason, this who model solid study skills. For whatever reason, this FIG class placed a positive value on engagement with the FIG class placed a positive value on engagement with the material and dedication to coursework in general…poor material and dedication to coursework in general…poor preparation and last minute work were not valued in this preparation and last minute work were not valued in this class….”class….”

Jonathan Daigle, EnglishJonathan Daigle, English

““Medical Imaging of Disease”Medical Imaging of Disease”

Core Class: InterL&S Core Class: InterL&S 101, “Medical 101, “Medical Imaging of Disease” – Imaging of Disease” – Beth MeyerandBeth Meyerand

Linking Classes:Linking Classes:» Chemistry 109, Chemistry 109,

General ChemistryGeneral Chemistry

» Math 221, Calculus IMath 221, Calculus I

Engineering FIGEngineering FIG

Core class: Core class: Engineering 155, Engineering 155, “Basic “Basic Communication” – Communication” – Sandy CourterSandy Courter

Linking classesLinking classes» Engineering 160, Engineering 160,

Engineering DesignEngineering Design

» Math 221, Calculus IMath 221, Calculus I

Engineering FIG Engineering FIG Objectives/Learning OutcomesObjectives/Learning Outcomes

Experience academically and intellectually Experience academically and intellectually challenging learning environmentchallenging learning environment

Make the transition from high school to Make the transition from high school to collegecollege

Integrate and synthesize materialIntegrate and synthesize material Achieve academically, make informed Achieve academically, make informed

decisions about engineering as a career, and decisions about engineering as a career, and learn through diversitylearn through diversity

Intellectual Coherence and Intellectual Coherence and EngagementEngagement

How do you envision yourself as a successful How do you envision yourself as a successful engineer?engineer?

Why?Why? When did this begin?When did this begin? What attributes do you have that will get you What attributes do you have that will get you

where you want to be?where you want to be? What attributes do you want to develop? What attributes do you want to develop? How will you develop them?How will you develop them? How could your peers and faculty help you?How could your peers and faculty help you?

Social Coherence and EngagementSocial Coherence and Engagement

InterEgr 160 projectInterEgr 160 project– Working with a real client on a real design projectWorking with a real client on a real design project– Engaging in service learningEngaging in service learning

Math 221 Wisconsin Emerging Scholars approachMath 221 Wisconsin Emerging Scholars approach– Having fun with hard math conceptsHaving fun with hard math concepts– Understanding the global communityUnderstanding the global community

Learning through diversityLearning through diversity– Building learning community through curriculaBuilding learning community through curricula– Designing environmental experiencesDesigning environmental experiences

Team BARK

Combine Crop

CounterBrad Hopgood, Adam StrutzRyan Gibbons, Khoa Le

Background Background InformationInformation

Massey-Fergurson Massey-Fergurson 8XP8XP

Speed – 2 miles/hrSpeed – 2 miles/hr 12,000 plots/year12,000 plots/year

– 25 ft. long25 ft. long

– 2/4 rows2/4 rows

Need to count corn Need to count corn stalksstalks

Engineering FIGEngineering FIG

Video montage by Video montage by students after students after 2 classes2 classes

Assessment planAssessment plan Linking classesLinking classes

» Engineering 155, Basic Engineering 155, Basic CommunicationCommunication

» 160, Engineering 160, Engineering DesignDesign

» Math 221, Calculus IMath 221, Calculus I

Some Results of FIGsSome Results of FIGs

Peer interactionsPeer interactions Connections between first-year students and Connections between first-year students and

facultyfaculty Student engagement with course material, Student engagement with course material,

commitment to learningcommitment to learning Increased student performance and retentionIncreased student performance and retention Development of faculty collaborationsDevelopment of faculty collaborations Development of campus partnershipsDevelopment of campus partnerships

FIGs Contact InformationFIGs Contact Information Greg Smith, FIGs DirectorGreg Smith, FIGs Director

608-263-6504608-263-6504

glsmith@lssaa.wisc.eduglsmith@lssaa.wisc.edu

Kari Fernholz, FIGs Coordinator Kari Fernholz, FIGs Coordinator

608-262-7375608-262-7375

klfernho@wisc.eduklfernho@wisc.edu

Website: www.lssaa.wisc.edu/figsWebsite: www.lssaa.wisc.edu/figs