Philosophy, organization and institutionalization

The intentional weaving together of experiential learning and mentorship within a rigorous academic framework is the hallmark of the First-Year Experience (FYE) at Kalamazoo College. The program focuses on the stated outcomes of a “K” education: intercultural understanding, social responsibility, leadership, lifelong learning and career readiness. It encourages students to take active roles in their educations; achieve greater academic success; realize the benefits of liberal learning; develop a sense of social responsibility, hope and efficacy; and assume membership in a diverse world community. In 1999 the Templeton Foundation recognized Kalamazoo’s program as a national leader.

The FYE program developed out of a realization that even in an intimate setting, students need guidance and encouragement as they move from high school to college. Launched in the fall of 1996 as a part of a calendar and curricular change, the program was initially supported by a Mellon grant. Within its first year, FYE generated considerable enthusiasm among students, and ardent participation among faculty and administrators. Thereafter the program became a regular line in the college budget, and the half-time director’s position was changed to full time by 2000. The director, a faculty member named an Outstanding First-Year Student Advocate national semifinalist in 2001, is also in charge of academic advising and the Kalamazoo Portfolio and reports to both academic and student affairs. FYE has received grassroots support and involvement at every level of the college community: the President leads discussion groups; the Provost and the Director of International Programs offer First-Year Forums; a large proportion of faculty as well as the Deans of Students, Residential Life and Experiential Education teach First-Year Seminars; alumni help train Peer Leaders, who in turn plan and implement programs; support staff make sure events run smoothly; and a wide range of faculty and staff serve as Summer Common Reading discussion leaders. FYE is now part of our reward structure, with the “First Year Advocate” award given annually by the Provost, Dean of Students, and FYE program.

Description of programs

Kalamazoo’s FYE program helps prepare students to become productive citizens of this community. Their first-year experience begins before orientation, when students are asked to write a “Foundations Essay,” linking our desired outcomes to their high school experiences. This essay is read by Peer Leaders and academic advisors, who use it to help initiate students into college, and it becomes part of a student’s web-based Kalamazoo Portfolio. In addition, students are sent our Summer Common Reading novel, which typically focuses on intercultural and identity issues, and asked to read it in preparation for orientation discussion groups and a residency by the author. In collaboration with faculty, staff, Peer Leaders--and the novel’s author—new students explore the world of ideas, the foundation of our academic community. Our visiting authors have included Richard Ford, Independence Day (2000); Chang-rae Lee, A Gesture Life (2001); and Ha Jin, Waiting (2002).

Inaugurated in 1990, First-Year Seminars are the centerpiece of Kalamazoo’s FYE program. They are the vehicles by which students fulfill their writing requirements and serve as a laboratories for in-depth consideration of important issues. Required of every entering freshman, Seminars begin during orientation. These courses are not introductions to the disciplines, but are explorations of an idea, topic, or event. Faculty from all divisions participate, developing special topics courses that introduce students to critical thinking and writings skills, including a particular focus on intercultural understanding and information literacy. Seminars are small (15-16 students) and operate primarily through an exploratory discussion format. Students write frequent, short papers, with plenty of opportunity for revisions. A student tutor from the college’s Academic Resource Center assists each Seminar. Students work on their electronic Portfolios, creating home pages, linking their best papers, and completing a writing self-assessment. First-Year Forums (required Seminar labs) address issues taken up in University 101 classes at other institutions. They teach the history and traditions of the College and focus on intercultural understanding, career readiness, character development and civic responsibility. Seminars are assigned Peer Leaders, student-mentors who share their knowledge and experiences to help new students achieve greater academic and personal success. Academic advising also takes place within the Seminar context. Advisors, assisted by Peer Leaders, help students set goals, select courses, understand the curriculum and degree requirements, frame questions about career interests, and identify College resources.

Assessment

A College Assessment Committee, constituted in 1999 and including the FYE director, is charged with the oversight for assessing general education, of which FYE is an important part. Self-appraisal is a built-in resource for the program. To keep teaching practices current, pre- and post-term Seminar faculty workshops focus on best practices. Teaching philosophy and innovative techniques are incorporated and updated yearly in a First-Year Seminar teaching manual, along with grading rubrics, syllabi and assignments. Writing skills are evaluated in class papers and assignments, as well as in the Portfolio. Information literacy is addressed in library instruction sessions and informally assessed in student surveys. In addition to college teaching evaluations, the First-Year Seminar and FYE program incorporate end-of-term and end-of-year surveys, which further appraise the program’s impact. Student focus groups address issues of academic adjustment. Data from the Cooperative Institutional Research Program (CIRP) gives us baseline information about entering students. In spring and fall 2001 Kalamazoo participated in a field test and pilot of The First Year Initiative and will continue to be involved. Questions focus on the first term in general and the First-Year Seminar in particular, and address quality of course instruction and academic/campus engagement. Your First College Year, a new national survey, was given in spring 2002. Many questions are specifically intended as follow-up to the CIRP. Other assessment tools include ongoing annual orientation surveys (substantially revised in 2000), a longitudinal Class of 2000 Survey, and post-graduation reflections from an alumni survey (administered in spring 2001).

Because of our desire for growth and improvement, assessment results have already become part of a feedback loop to students, faculty, trustees, and administrators. Recent Seminar surveys, for example, indicate that students saw definite improvement in writing skills. Students gave high marks to the Seminars’ use of class discussion, but reported that they were being less well trained in formal class presentations. Orientation surveys suggest that we are meeting student needs well in areas of student life, but should give more attention to achieving academic success. As a result of student focus groups, we are exploring the interesting notion for a liberal arts college that advising might be more effectively linked to potential majors than to Seminars. In the First Year Initiative, Kalamazoo ranked high in the quality of course instruction and the number of faculty considered “excellent.” FYI also taught us that students had gone beyond our stated goals and achieved improvement in such areas as time management. Reframing our program around actual survey results rather than building simply on hunches and memories has renewed our energy. With the help of good assessment, Kalamazoo’s FYE program weaves together initiative and response, involving the entire college community in a fellowship of learning.