FSD 24-05 Updated First Year Experience Procedures and Guidelines

August 7, 2025

FSD 24-05

Updated First Year Experience Procedures and Guidelines.

Submission Date: 3/28/25

Submitted By:

PURDUE UNIVERSITY NORTHWEST SENATE

General Education Committee

Topic: Combine Documents FSD 17-09 and FSD 16-04 into a single document and add additional revisions as proposed in this document.

For Discussion: April 14, 2025

For Action: May 9, 2025

Rational: It is recommended that FSD 17-09 and FSD 16-04 be combined into a single document so that FYE content can be found in a single document. Rational for changes to FYE Guidelines can be found by referring to document “Recommendations to the FYE/NSO Faculty Senate subcommittee: Changes to FYE course” found in Appendix A. This document was created and presented by the FYE subcommittee to the faculty senate in February 2025.

Proposed:

Be it resolved: All Purdue University Northwest First Year Experience courses include the following components:

Academic Planning
1. Campus Resources
2. PNW Programs
3. Opportunities for Student-Faculty Engagement
Reflection
1. Self-Knowledge
2. Self-Advocacy
3. Personal Responsibility
4. Career Planning
5. Critical Thinking
Relationships
1. Communication
2. Respect for culture/Inclusivity
3. Teamwork/Group work

Self-Knowledge and Advocacy
1. Increased self-awareness and communication of personal values and goals.
2. Developed skills in time management, organization, and study strategies.
Community and Campus Resources
1. Increased knowledge of campus resources and support services, including the counseling center, tutoring, supplemental instruction, and career center.
2. Greater engagement in the college community and increased sense of belonging.
Academic Skills
1. Increased understanding of academic expectations and requirements.
2. Development of effective communication and collaboration skills.

Be it resolved: All Purdue University Northwest departments/units offering First Year Experience courses should consider the following guidelines related to instruction:

It is recommended that each program offering an FYE course consider the following qualifications before selecting the instructor:

An interest in teaching the FYE course
1. This is different from the current practice of using the department-specific FYE course as a load filler, not necessarily taking into account the wishes and interest of the instructor
Knowledge of student retention strategies and a general understanding of effective teaching practices for First-Generation Students
1. It is important for an FYE instructor to understand current evidence-based practices in effective teaching in order to foster an environment for success given that PNW has a large population of First-Generation Students
Demonstrated success in inclusive teaching and culturally relevant teaching practices
1. With a diverse student population and HSI designation, PNW FYE instructors must understand and have demonstrated the use of current evidence-based practices in inclusive teaching to ensure a sense of belonging for all students
A continued desire to engage in professional development
1. A desire to continually learn and be up to date with the best effective teaching practices is crucial for an FYE instructor to ensure as a consequence that students in FYE courses have the best possible college readiness experience
Participation in onboarding/orientation for FYE instructors
1. An optional yet encouraged aspect of an FYE instructor is to be an active member in the FYE instructors Brightspace course to ensure use of equity-based assignments and campus-wide continuity of experiences for students. The Center for Faculty Excellence will oversee this course and be the point of contact for FYE instructor teaching support

Be it resolved: In offering First Year Experience courses, all Purdue University Northwest departments/units consider the following guidelines related to course design and support:

Recommendations for Engagement with the Center for Faculty Excellence

The Center for Faculty Excellence (CFE) should be viewed as the main point of contact for teaching support for all instructors at PNW, especially FYE instructors. As mentioned in a previous section, engagement with the CFE should be a recurring activity for FYE instructors along with a philosophy of life-long learning. The CFE has created and will maintain a Brightspace course for all FYE instructors to use and engage with other FYE instructors around campus. The course includes exemplary FYE teaching activities, syllabi from PNW FYE courses as well as many resources for teaching FYE courses.

Be it resolved: In offering First Year Experience courses, all Purdue University Northwest departments/units consider the following guidelines related to class size:

Recommendations For Student Enrollment Limits

It is recommended that each FYE course be capped at the lowest student enrollment possible to ensure student success, retention, and sense of belonging.

—————————————————————————————————————-

General Education Committee Members:

Kathleen Tobin (Chair)

Ali Alavizadeh

Kenneth Kincaid

Hassan Naji

Laurie Parpart

George Stefanek

Pitparnee Stompor

GenEd Members Voting in favor of this resolution: All.

GenEd Members Voting against this resolution: None.

APPENDIX A

Recommendations to the FYE/NSO Faculty Senate subcommittee: Changes to FYE course

How students start at an institution matters (Upcraft et. al, 2005). The first year of college is extensively studied because it’s when most students drop out, causing significant losses in the educational system, both in the United States and globally. In the US, almost a quarter of full-time and over half of part-time students at four-year colleges leave after their first year (Young & Keup, 2019). The First-Year Experience (FYE) course holds significant weight in a student’s initial semester or year, coinciding with a pivotal moment where they must decide whether to persist or depart from their college journey, particularly if they sense a lack of belonging or preparation for success (Barefoot, 2000). PNW’s attainment of a First Scholars Institution designation underscores existing efforts to support the over 65% First-Generation undergraduate students at PNW. However, the FYE courses at PNW do not currently align with research-supported evidence on how FYE courses should be structured for the most effective student outcomes. If restructured, FYE courses could become a major effort of support to PNW’s First-Year and First-Generation students.

Supporting first-year student success is not limited to one area, therefore a successful first-year experience needs cooperation throughout the entire campus (Young & Keup, 2019). Aligned with the University’s strategic objectives of “Enriched Student Experience” and “Strategic Enrollment Growth and Student Success,” a deliberate examination of FYE courses and their impact on retention, particularly for the first-gen population, stands as imperative for PNW’s advancement. We know that interactions between students and faculty stand out as the foremost influential factor in fostering positive educational outcomes for students of color, with particular importance for first-generation students (Kezar and Maxey, 2014; Lundberg and Schreiner, 2004). Therefore, PNW bears a crucial responsibility to (1) assign instructors who embody empathy, expertise, and readiness in these courses, as well as (2) implement a common experience for all PNW students to cultivate an environment of “relentless welcome” (Felten & Lambert, 2020, pg. 20) to set the stage for student success (Wilcox et al., 2005). The proposed recommendations of alterations to the FYE course outlined below represent a further step towards augmenting support for the First-Generation Undergraduate Student cohort as well as all First-Year Students.

Points of discussion

QUALITY OF INSTRUCTOR
COMMON CURRICULUM
ENGAGEMENT WITH THE CENTER FOR FACULTY EXCELLENCE
STUDENT ENROLLMENT LIMITS
COURSE FORMAT

RECOMMENDATIONS FOR QUALITY OF INSTRUCTOR

Be it resolved that each program offering an FYE course consider the following qualifications before selecting the instructor:

An interest in teaching the FYE course
1. This is different from the current practice of using the department-specific FYE course as a load filler, not necessarily taking into account the wishes and interest of the instructor
Knowledge of student retention strategies and a general understanding of effective teaching practices for First-Generation Students
1. It is important for an FYE instructor to understand current evidence-based practices in effective teaching in order to foster an environment for success given that PNW has a large population of First-Generation Students
Demonstrated success in inclusive teaching and culturally-relevant teaching practices
1. With a diverse student population and soon to be HSI designation, PNW FYE instructors must understand and have demonstrated the use of current evidence-based practices in inclusive teaching to ensure a sense of belonging for all students
A continued desire to engage in professional development
1. A desire to continually learn and be up-to-date with the best effective teaching practices is crucial for an FYE instructor to ensure as a consequence that students in FYE courses have the best possible college readiness experience
Participation in onboarding/orientation for FYE instructors
1. An optional yet encouraged aspect of an FYE instructor is to be an active member in the FYE instructors Brightspace course to ensure use of equity-based assignments and campus-wide continuity of experiences for students. The Center for Faculty Excellence will oversee this course and be the point of contact for FYE instructor teaching support

RECOMMENDATIONS FOR COMMON CURRICULUM

FYE courses are purposefully crafted to support incoming college students as they navigate the intricacies of academic and social life within the university environment. These courses typically emphasize the cultivation of essential skills and knowledge vital for college success, including but not limited to time management, study techniques, and critical thinking. According to Barefoot (2000), “much of what now constitutes ‘the first year experience’ in U.S. higher education are programs and activities that have the following overall research-based objectives: (1) Increasing student-to-student interaction, (2) Increasing faculty-to-student interaction, especially out of class, (3) Increasing student involvement and time on campus, (4) Linking the curriculum and the co-curriculum, (5) Increasing academic expectations and levels of academic engagement, and (6) Assisting students who have insufficient academic preparation for college” (p.14). While each FYE program may incorporate specific content tailored to its respective discipline, it is imperative to establish common standards to uphold student retention and achievement universally.

Another aspect to consider with a lack of a common curriculum is the effect on students who have a Change of Degree Objective (CODO). According to the Office of the Registrar, there were 799 CODO requests in Fall 2023 and an additional 211 CODO requests during the Spring 2024 semester, thus far. These students potentially have had very different experiences in their FYE courses which could set the stage for different levels of college readiness and success in navigating their specific major. A common curriculum ensures that all PNW students undergo a shared experience, equipping them with the necessary tools to comprehend and navigate the often elusive “Hidden Curriculum” of higher education (Margolis, 2001).

A common curriculum can also help to increase utilization of campus resources that are vital to student success. The Writing Center, for example, visits numerous FYE courses to explain how its services can support student academic success, however it is unclear if all FYE course instructors invite the Writing Center to their class or encourage usage of the Writing Center. Another student support service center, the Career Center, also visits numerous FYE courses to explain how it can prepare students for finding a career, yet again it is unclear if all FYE courses are introducing their students to their services. In the 2023-2024 academic year, 472 students and 759 students were served by the Writing Center and Career Center, respectively. With a common curriculum in the FYE course, all PNW students would be aware of the support services on campus and potentially increase their usage of the services. It is important for more of the students at PNW to utilize campus support services because researchers have demonstrated that usage of these campus resources can increase student success and retention (Bielinska-Kwapisz, 2015; Grillo & Leist, 2013).

According to Faculty Senate Document 17-09, the following common goals for FYE courses was established:

Academic Planning
1. Campus Resources
2. PNW Programs
3. Opportunities for Student-Faculty Engagement
Reflection
1. Self-Knowledge
2. Self-Advocacy
3. Personal Responsibility
4. Career Planning
5. Critical Thinking
Relationships
1. Communication
2. Respect for culture/Inclusivity
3. Teamwork/Group work

Be it resolved that we recommend expanding on the above common goals to include the following topics and associated outcomes for ALL FYE courses:

Self-Knowledge and Advocacy
1. Increased self-awareness and communication of personal values and goals
2. Developed skills in time management, organization, and study strategies
Community and Campus Resources
1. Increased knowledge of campus resources and support services, including the counseling center, tutoring, supplemental instruction, and career center
2. Greater engagement in the college community and increased sense of belonging
Academic Skills
1. Increased understanding of academic expectations and requirements
2. Development of effective communication and collaboration skills

RECOMMENDATIONS FOR ENGAGEMENT WITH THE CENTER FOR FACULTY EXCELLENCE

RECOMMENDATIONS FOR STUDENT ENROLLMENT LIMITS

The challenge of balancing decreasing finances in higher education has led to larger class sizes and higher instructor-student ratios. The change in classroom size and limitation to instructor time has had a negative impact on student sense of belonging (O’Brien, 2002; O’Keeffe, 2013), retention and time to graduation (Bettinger & Long, 2018; Millea et al., 2018). O’Brien cites a “lack of personal feedback from academic staff as a contributory factor towards the risk of withdrawal and lack of integration between students and lecturers outside of the classroom, for example inaccessibility or unfriendliness of lecturers and administrative staff” (2002, p 2). While there is not an ideal number for class size, Millea et al. found that “when freshmen had classes that were, on average, 10 students smaller, the students were 0.4% more likely to graduate” (2018, p. 318).

The FYE/NSO Faculty Senate subcommittee is aware of the limitations colleges and departments face in terms of student enrollment restrictions therefore we recommend all efforts be made to have the lowest student enrollment possible for FYE courses around the PNW campus.

Be it resolved that each FYE course should be capped at the lowest student enrollment possible to ensure student success, retention, and sense of belonging.

RECOMMENDATIONS FOR FORMAT

Tied to the recommendations for common curriculum, a consistent FYE format is essential to student success. Across PNW the FYE courses are not consistent in format. Some colleges/departments offer their FYE courses at 1-credit hour while others are at 3-credit hours. Inconsistency in credit hours across campus adds restrictions to how each course can be taught. For example, in a 1-credit hour course there are limitations in time and therefore topics that should be covered such as Academic Skills have the potential to be cut from the curriculum in lieu of covering a content-specific topic. The variance in what is covered in FYE courses because of credit hour constraints does not create a shared experience for PNW students across campus and therefore not a “true” first-year experience course (Barefoot, 2000).

The FYE/NSO Faculty Senate subcommittee is aware of the limitations colleges and departments face in terms of credit hour restrictions (e.g., accreditation, major credit hour requirements) therefore we recommend all efforts be made to have consistent credit hours for FYE courses around the PNW campus.

Be it resolved that each FYE course across PNW be allocated the same amount of credit hours.

References:

Barefoot, B. O. (2000). The first-year experience: Are we making it any better?. About campus, 4(6), 12-18.

Bettinger, E. P. & Long, B. T. (2018) Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation. Education Finance and Policy, 13(1), 97–118. doi: https://doi.org/10.1162/edfp_a_00221

Bielinska-Kwapisz, A. (2015). Impact of writing proficiency and writing center participation on academic performance. International Journal of Educational Management, 29(4), 382-394.

Felten, P. & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. Jhu Press.

Grillo, M. C., & Leist, C. W. (2013). Academic support as a predictor of retention to graduation: New insights on the role of tutoring, learning assistance, and supplemental instruction. Journal of College Student Retention: Research, Theory & Practice, 15(3), 387-408.

Kezar, A. & Maxey, D. (2014). Faculty matter: So why doesn’t everyone think so? Thought & Action, 29-44.

Lundberg, C. A. & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565.

Millea, M., Wills, R., Elder, A., & Molina, D. (2018). What matters in college student success? Determinants of college retention and graduation rates. Education, 138(4), 309-322.

Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. Psychology Press.

O’Brien, G., (2002), ‘Issues Paper 3: A ‘Sense of Belonging’, [online] https://cms.qut.edu.au/__data/assets/pdf_file/0020/222590/first-year-experience-paper-developing-a-sense-of-belonging.pdf [Accessed April 11, 2024].

O’Keeffe, P. (2013). A sense of belonging: Improving student retention. College student journal, 47(4), 605-613.

Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (2005). Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco, CA: Jossey-Bass.

Wilcox, P., Winn, S., & Fyvie‐Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in higher education, 30(6), 707-722.

Young, D. G. & Keup, J. (2019). CAS cross-functional framework for first-year experience. P. J. Carretta (Ed.). Washington, D. C.: Council for the Advancement of Standards for Higher Education.