I. WHAT IS FOUNDATIONS OF EXCELLENCE?

III. FIRST YEAR

IV. TRANSFER

V. IMPLEMENT

VI. REFRESH

Foundational Dimensions

Independent Analyses of Outcomes Linked to Foundations of Excellence 

• Correlates Participation in FoE to Increases in First-to-Second Year IPEDS Retention Rates at Private, Four-Year Institutions (2011) Executive Summary (PDF)
• Correlates Participation in FoE to Increases in both Part-Time and Full-Time First-to-Second Year IPEDS Retention Rates at Community Colleges (2011) Executive Summary (PDF)
• Correlates Participation in FoE to Increases in Full-Time First-to-Second Year IPEDS Retention Rates (2010) Executive Summary (PDF)
• Tuition Revenue and Return on Investment Analysis (2011) Executive Summary (PDF)

VIII. FEES & APPLICATION

First-Year Focus – Foundational Dimensions®

(Four-Year College Version)

Foundational Dimensions statements constitute a model that provides institutions with a means to evaluate and improve the first year of college. As an evaluation tool, the model enables institutions both to confirm their strengths and to recognize the need for improvement. As an aspirational model, the Dimensions provide general guidelines for an intentional design of the first year. The Dimensions rest on four assumptions:

• The academic mission of an institution is preeminent;
• The first college year is central to the achievement of an institution’s mission and lays the foundation on which undergraduate education is built;
• Systematic evidence provides validation of the Dimensions;
• Collectively, the Dimensions constitute an ideal for improving not only the first college year, but also the entire undergraduate experience.

Foundations Institutions approach the first year in ways that are intentional and based on a philosophy/rationale of the first year that informs relevant institutional policies and practices. The philosophy/rationale is explicit, clear and easily understood, consistent with the institutional mission, widely disseminated, and, as appropriate, reflects a consensus of campus constituencies. The philosophy/rationale is also the basis for first-year organizational policies, practices, structures, leadership, department/unit philosophies, and resource allocation. (Philosophy)

Foundations Institutions create organizational structures and policies that provide a comprehensive, integrated, and coordinated approach to the first year. These structures and policies provide oversight and alignment of all first-year efforts. A coherent first-year experience is realized and maintained through effective partnerships among academic affairs, student affairs, and other administrative units and is enhanced by ongoing faculty and staff development activities and appropriate budgetary arrangements. (Organization)

Foundations Institutions deliver intentional curricular and co-curricular learning experiences that engage students in order to develop knowledge, skills, attitudes, and behaviors consistent with the desired outcomes of higher education and the institution’s philosophy and mission. Whether in or out of the classroom, learning also promotes increased competence in critical thinking, ethical development, and the lifelong pursuit of knowledge. (Learning)

Foundations Institutions make the first college year a high priority for the faculty. These institutions are characterized by a culture of faculty responsibility for the first year that is realized through high-quality instruction in first-year classes and substantial interaction between faculty and first-year students both inside and outside the classroom. This culture of responsibility is nurtured by chief academic officers, deans, and department chairs and supported by the institutions’ reward systems. (Faculty)

Foundations Institutions facilitate appropriate student transitions through policies and practices that are intentional and aligned with institutional mission. Beginning with recruitment and admissions and continuing through the first year, institutions communicate clear curricular and co- curricular expectations and provide appropriate support for educational success. They are forthright about their responsibilities to students as well as students’ responsibilities to themselves and the institution. They create and maintain curricular alignments with secondary schools and linkages with secondary school personnel, families, and other sources of support, as appropriate. (Transitions)

Foundations Institutions serve all first-year students according to their varied needs. The process of anticipating, diagnosing, and addressing needs is ongoing and is subject to assessment and adjustment throughout the first year. Institutions provide services with respect for the students’ abilities, backgrounds, interests, and experiences. Institutions also ensure a campus environment that is inclusive and safe for all students. (All Students)

Foundations Institutions ensure that all first-year students experience diverse ideas, world-views, and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities. Whatever their demographic composition, institutions structure experiences in which students interact in an open and civil community with people from backgrounds and cultures different from their own, reflect on ideas and values different from those they currently hold, and explore their own cultures and the cultures of others. (Diversity)

Foundations Institutions promote student understanding of the various roles and purposes of higher education, both for the individual and society. These roles and purposes include knowledge acquisition for personal growth, learning to prepare for future employment, learning to become engaged citizens, and learning to serve the public good. Institutions encourage first-year students to examine systematically their motivation and goals with regard to higher education in general and to their own college/university. Students are exposed to the value of general education as well as to the value of more focused, in-depth study of a field or fields of knowledge (i.e., the major). (Roles and Purposes)

Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to achieve ongoing first-year improvement. This assessment is specific to the first year as a unit of analysis—a distinct time period and set of experiences, academic and otherwise, in the lives of students. It is also linked systemically to the institutions’ overall assessment. Assessment results are an integral part of institutional planning, resource allocation, decision-making, and ongoing improvement of programs and policies as they affect first-year students. As part of the enhancement process and as a way to achieve ongoing improvement, institutions are familiar with current practices at other institutions as well as with research and scholarship on the first college year. (Improvement)

The Foundational Dimensions were developed by John N. Gardner, Betsy O. Barefoot, Stephen W. Schwartz, Michael J. Siegel, and Randy L. Swing of the Gardner Institute in collaboration with Robert R. Reason, Patrick T. Terenzini, Edward Zlotkowski, and 235 colleges and universities. The following campuses provided national leadership in the inaugural use of the Dimensions: Augsburg College, Aurora University, CUNY – Brooklyn College, CUNY – Medgar Evers College, Chadron State College, Columbia College, Endicott College, Franklin Pierce College, Georgia Southwestern State University, Illinois State University, Indiana University-Purdue University Indianapolis, Indiana Wesleyan University, Kennesaw State University, Madonna University,Maryville College, Marywood University, Missouri Western State University, Nazareth College of Rochester, Plymouth State University, Saint Edward’s University, SUNY – Brockport, Texas A&M University – Corpus Christi, University of Charleston, and University of Wisconsin-Parkside.

Terms and Conditions for Use

©2005 John N. Gardner Institute for Excellence in Undergraduate Education

First-Year Focus – Foundational Dimensions®

(Two-Year College Version)

Foundational Dimensions® | Two-Year Institutions: First Year

Foundational Dimensions statements constitute a model that provides two-year colleges with a means to evaluate and improve the new student experience. This model recognizes the multiple roles and functions of two-year institutions as well as their service to diverse student populations that have widely varying educational backgrounds and goals. As an evaluation tool, the model enables two-year institutions both to con rm their strengths and to recognize the need for improvement. As an aspirational model, the Dimensions provide general guidelines for an intentional design of the new student experience. The Dimensions rest on four assumptions:

• The academic mission of an institution is preeminent.

• The experience of new students is central to the achievement of an institution’s mission because it lays the foundation that enables students to achieve their educational goals.

• Systematic evidence provides validation of the Dimensions.

• Collectively, the Dimensions constitute an ideal for improving not only the new student experience, but also the entire college experience.

Foundations Institutions intentionally cultivate learning environments for new students that emerge from a philosophy of two-year colleges as gateways to higher education. The philosophy is explicit and easily understood. It is consistent with the institutional mission, reflects a consensus of internal and external constituencies, and is widely disseminated. The philosophy is also the basis for organizational policies, practices, structures, leadership, and resource allocation to support the new student experience. (Philosophy)

Foundations Institutions provide a comprehensive, coordinated, and flexible approach to the new student experience through effective organizational structures and policies. These structures and policies guide and align all aspects of the new student experience. Through effective partnerships, critical stakeholders such as instructional, administrative, and student services units provide a coherent experience for new students that is enhanced by ongoing faculty and staff development activities and appropriate budgetary arrangements. 

Foundations Institutions deliver curricular and co-curricular learning experiences that engage new students in order to develop knowledge, skills, attitudes, and behaviors consistent with the institutional mission, students’ academic and career goals, and workplace expectations. Both in and out of the classroom, these learning experiences promote critical thinking, ethical decision making, and the lifelong pursuit of knowledge. (Organization).

Foundations Institutions make new students a high priority for faculty and staff.  A culture of responsibility for the experiences of new students characterizes these institutions. This culture is realized through high-quality instruction, services, and support as well as substantial interaction with students both inside and outside the classroom. Campus leaders nurture this culture and support it by appropriate institutional recognition and rewards. (Faculty and Staff).

Foundations Institutions facilitate appropriate student transitions beginning with outreach and recruitment and continuing throughout the period of enrollment. They communicate clear curricular/co-curricular expectations and possibilities, and they provide appropriate preparation and support for educational success. They are forthright about their responsibilities to students as well as students’ responsibilities to themselves and the institution. These institutions create and maintain communication with secondary and other postsecondary institutions, families, employers, community agencies, and other sources of support for students. (Transitions)

Foundations Institutions serve all new students according to their varied needs. These institutions anticipate, identify, and address the needs of traditional and non-traditional students in response to their individual abilities, backgrounds, interests, and experiences. These efforts are subject to assessment and adjustment as needed. Institutions also ensure campus environments that are inclusive and safe for all students. (All Students)

Foundations Institutions ensure that new students experience ongoing exploration of diverse ideas, world views, and cultures as a means of enhancing their learning and participation in pluralistic communities. Institutions cultivate an open and civil community in which students interact with people from varied backgrounds and cultures. These institutions guide students to reflect on ideas and values different from those they currently hold, and explore their own cultures and the cultures of others. (Diversity)

Foundations Institutions promote student understanding of the various roles and purposes of higher education and those unique to two-year institutions, both for the individual and society. These roles and purposes include learning for personal growth, career enhancement, workplace preparation and retraining, transfer for additional education, engaged citizenship, and serving the public good. Institutions encourage new students to examine their motivation and goals with regard to higher education in general and to their own college. Students are exposed to the value of both a general education and focused study in an academic or career field.(Roles and Purposes)

Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to effect improvement. Assessment provides feedback to new students to guide their learning, to faculty to guide their teaching, and to the institution to guide planning, resource allocation, decision making, and improvement of programs and policies. As a way to facilitate improvement, these institutions are knowledgeable about current practices at other institutions as well as relevant research and scholarship. (Improvement)

The Foundational Dimensions were developed by John N. Gardner, Betsy O. Barefoot, and Randy L. Swing of the Policy Center on the First Year of College in collaboration with 87 two-year colleges. The following ten campuses provided national leadership in the inaugural use of the Dimensions: Kennebec Valley Community College, Longview Community College, Middlesex Community College, Montgomery County Community College, Oakton Community College, Pellissippi State Technical Community College, San Jacinto College South, Spokane Falls Community College, University of Wisconsin Colleges, and Virginia Highlands Community College.

©2005 John N. Gardner Institute for Excellence in Undergraduate Education

Foundations of Excellence and Foundational Dimensions are trademarks of the John N. Gardner Institute for Excellence in Undergraduate Education.

Terms and Conditions for Use

©2005 John N. Gardner Institute for Excellence in Undergraduate Education

Dimensiones Fundacionales®

(Versión Para Instituciones de Cuatro Años)*

Las Dimensiones Fundacionales que se enumeran abajo constituyen un modelo que las instituciones pueden utilizar para evaluar y mejorar el primer año universitario. En cuanto herramienta de evaluación, el modelo capacita a las instituciones tanto para confirmar sus fortalezas como para reconocer la necesidad de mejoramiento. En cuanto modelo desiderativo, las Dimensiones proporcionan guías generales para el diseño intencional del primer año. Las Dimensiones se basan en cuatro supuestos:

• La misión académica de una institución es preeminente;
• El primer año universitario es medular para el logro de la misión de una institución y sienta las bases sobre las cuales se edifica la educación universitaria;
• La evidencia sistemática proporciona validez a las Dimensiones;
• En su conjunto, las Dimensiones constituyen un ideal para el mejoramiento no sólo del primer año, sino de la totalidad de la experiencia universitaria.

Las instituciones que suscriben las Dimensiones Fundacionales abordan su primer año de forma intencional y a base de una filosofía/justificación que informa las políticas y prácticas institucionales pertinentes. La filosofía/justificación del primer año es explícita, clara y fácil de comprender, compatible con la misión institucional, ampliamente diseminada, y, si se estima apropiado, refleja el consenso de los diversos grupos de interés de la institución. La filosofía/justificación es, además, la base para la toma de decisiones relacionadas con políticas organizativas, prácticas, estructuras, liderato, filosofías departamentales o programáticas, y asignación de recursos. (Filosofía).

Las instituciones que suscriben las Dimensiones Fundacionales establecen políticas y estructuras organizativas que les permiten abordar el primer año de una manera amplia, integrada y articulada. Estas estructuras y políticas permiten el monitoreo y la alineación de todos los esfuerzos relacionados con el primer año. Una experiencia de primer año coherente se logra y sostiene por medio de la colaboración entre asuntos académicos, asuntos estudiantiles y otras unidades administrativas, y se adelanta por medio de actividades recurrentes de desarrollo para la facultad y el personal no docente, así como por medio de arreglos presupuestarios adecuados. (Organización).

Las instituciones que suscriben las Dimensiones Fundacionales ofrecen experiencias curriculares y cocurriculares de aprendizaje que interesan e involucran a los estudiantes con el fin de desarrollar conocimiento, destrezas, actitudes y comportamientos cónsonos con los logros que se esperan de la educación superior y con la filosofía y la misión de la institución. Ya sea dentro o fuera de la sala de clases, el aprendizaje promueve también el aumento de las competencias de pensamiento crítico, desarrollo ético, y la búsqueda del conocimiento a lo largo de toda la vida. (Aprendizaje).

Las instituciones que suscriben las Dimensiones Fundacionales hacen del primer año una prioridad para la facultad. Estas instituciones se caracterizan por una cultura de responsabilidad de la facultad sobre el primer año, y que se logra por medio de instrucción de la más alta calidad en los cursos de primer año e interacción frecuente entre la facultad y los estudiantes de primer año tanto dentro como fuera de la sala de clases. Esta cultura de responsabilidad es fomentada por la alta gerencia, los decanos y directores de departamentos, y apoyada por los sistemas de recompensa de la institución. (Facultad)

Las instituciones que suscriben las Dimensiones Fundacionales facilitan las transiciones adecuadas de los estudiantes por medio de políticas y prácticas intencionales y cónsonas con la misión institucional. Desde el reclutamiento y la admisión y a través del primer año, estas instituciones comunican claramente a sus estudiantes las expectativas curriculares y cocurriculares, y proveen las instancias de apoyo adecuadas para el éxito educativo. Son claras y directas en cuanto a sus responsabilidades para con los estudiantes, así como en cuanto a las responsabilidades de los estudiantes consigo mismos y con la institución. Crean y sostienen articulaciones curriculares con las escuelas secundarias y vínculos con el personal escolar, las familias de los estudiantes y otras fuentes de apoyo, según sea el caso. (Transiciones).

Las instituciones que suscriben las Dimensiones Fundacionales sirven a todos los estudiantes de primer año de acuerdo con sus diversas necesidades. El proceso de anticipar, diagnosticar y atender las necesidades es continuo y está sujeto a avalúo y ajustes durante el primer año. Al proveer sus servicios, las instituciones toman en cuenta las habilidades, trasfondos, intereses y experiencias de los estudiantes. Se aseguran de mantener un ambiente institucional seguro e incluyente. (Todos los Estudiantes).

Las instituciones que suscriben las Dimensiones Fundacionales se aseguran de que todos los estudiantes de primer año experimenten ideas, visiones de mundo y culturas diferentes como un medio para ampliar su aprendizaje y prepararlos para su desenvolvimiento como miembros de comunidades pluralistas. Sea cual fuere su composición demográfica, estas instituciones diseñan experiencias por medio de las cuales los estudiantes pueden interactuar, como miembros de una comunidad abierta y civil, con personas de trasfondos y culturas diferentes, pueden reflexionar sobre ideas y valores diferentes a los suyos, y explorar sus propias culturas y las de los demás. (Diversidad).

Las instituciones que suscriben las Dimensiones Fundacionales promueven entre los estudiantes la comprensión de las funciones y propósitos de la educación superior, con relación al individuo y a la sociedad. Estas funciones y propósitos incluyen la adquisición de conocimiento para el crecimiento personal, el aprendizaje como preparación para empleos futuros, para convertirse en ciudadanos comprometidos y para servir al bien común. Las instituciones estimulan a los estudiantes de primer año a examinar sistemáticamente sus motivaciones y metas con respecto a la educación superior en general y con respecto a su propia universidad. Los estudiantes tiene la oportunidad de comprender el valor de la educación general, así como el valor de la educación más enfocada y profunda en un campo o campos del conocimiento (i.e., la concentración). (Funciones y Propósitos).

Las instituciones que suscriben las Dimensiones Fundacionales llevan a cabo procesos de avalúo y mantienen vínculos con otras instituciones y organizaciones profesionales pertinentes con el fin de lograr el mejoramiento continuo del primer año. Este avalúo se enfoca específicamente en el primer año como unidad de análisis: un periodo y una serie de experiencias particulares, académicas y de otra índole, en la vida de los estudiantes. Este avalúo se vincula sistemáticamente, además, al avalúo general de la institución, y los resultados de los procesos de avalúo forman parte integral de los procesos de planificación institucional, distribución de recursos, toma de decisiones, y mejoramiento continuo de programas y políticas en cuanto afectan a los estudiantes de primer año. Como parte del proceso continuo de avalúo y mejoramiento, las instituciones se mantienen al tanto de las prácticas en otras instituciones, así como de la investigación y erudición en torno al primer año universitario. (Mejoramiento).

Las Dimensiones Fundacionales fueron desarrolladas por John N. Gardner, Betsy O. Barefoot, Stephen W. Schwartz, Michael J. Siegel, y Randy L. Swing del Centro de Política sobre el Primer Año Universitario, en colaboración con Robert R. Reason, Patrick T. Terenzini, Edward Zlotkowski, y 235 universidades. Las siguientes instituciones proveyeron liderato en el ámbito nacional en el uso inaugural de estas Dimensiones: Augsburg College, Aurora University, CUNY – Brooklyn College, CUNY – Medgar Evers College, Chadron State College, Columbia College, Endicott College, Franklin Pierce College, Georgia Southwestern State University, Illinois State University, Indiana University-Purdue University Indianapolis, Indiana Wesleyan University, Kennesaw State University, Madonna University, Maryville College, Marywood University, Missouri Western State University, Nazareth College of Rochester, Plymouth State University, Saint Edward’s University, SUNY – Brockport, Texas A&M University – Corpus Christi, University of Charleston, y University of Wisconsin-Parkside.

Términos y Condiciones de Uso

* Traducido por el doctor Pedro Sandín, profesor jubilado de lenguas extranjeras del Recinto de Río Piedras de la Universidad de Puerto Rico, y antiguo Vicepresidente Asociado de Asuntos Estudiantiles de la Universidad de Puerto Rico.

©2007 John N. Gardner Institute for Excellence in Undergraduate Education

Transfer Focus – Foundational Dimensions®

(Four-Year College Version)

Foundational Dimensions statements constitute a model that provides institutions with a means to evaluate and improve the first year of college. As an evaluation tool, the model enables institutions both to confirm their strengths and to recognize the need for improvement. As an aspirational model, the Dimensions provide general guidelines for an intentional design of the first year. The Dimensions also provide a framework for evaluating and improving the experience of transfer students. The Dimensions rest on five assumptions:

• The academic mission of an institution is preeminent;
• The first college year is central to the achievement of an institution’s mission and lays the foundation on which undergraduate education is built;
• For many institutions, the successful integration of transfer students is also central to mission attainment;
• Systematic evidence provides validation of the Dimensions;
• Collectively, the Dimensions constitute an ideal for improving not only the first college year, but also the entire undergraduate experience.

Foundations Institutions develop intentional policies and practices related to the transfer student experience based on a clear philosophy/rationale. The philosophy/rationale is explicit, clear and easily understood, consistent with the institutional mission, widely disseminated, and, as appropriate, reflects a consensus of campus constituencies. The philosophy/rationale is also the basis for transfer policies, practices, structures, leadership, department/unit philosophies, and resource allocation. This philosophy recognizes both similarities and differences in first-year and transfer transitions. (Philosophy-Transfer Focus)

Foundations Institutions create organizational structures that provide oversight and coordination of the transfer experience. A coherent transfer experience is realized and maintained through effective partnerships among academic affairs, student affairs, and other administrative units and is enhanced through appropriate budgetary allocations. Foundations Institutions also assure communication and collaboration with sending institutions at multiple levels including senior administration, academic departments, academic advising, and other administrative units. (Organization-Transfer Focus)

Foundations Institutions assure the continued development of transfer students’ knowledge, skills, attitudes, and behaviors consistent with the desired outcomes of higher education and the institution’s philosophy and mission. They coordinate with partner institutions (sending and receiving) to determine common course goals and learning outcomes and encourage the participation of transfer students in engaging learning experiences both in and out of the classroom. (Learning-Transfer Focus)

Foundations institutions create a culture of faculty responsibility for transfer student success by encouraging awareness of and responsiveness to the unique needs of transfer students. This culture of responsibility is nurtured by chief academic officers, deans, and department chairs and supported by the institutions’ reward systems. (Faculty-Transfer Focus)

Foundations Institutions facilitate appropriate transfer student transitions through policies and practices that are intentional and aligned with institutional mission. Beginning with transfer student recruitment and admissions and continuing through the first year of transfer, institutions and academic departments communicate clear curricular and co-curricular expectations and provide appropriate support for educational success. They are forthright about their responsibilities to students as well as students’ responsibilities to themselves and the institution. They create and maintain curricular alignments and administrative linkages with sending institutions to assure a seamless transition process. (Transitions-Transfer Focus)

Foundations Institutions serve all transfer students according to their varied needs. The process of anticipating, diagnosing, and addressing needs is ongoing and is subject to continuous assessment and adjustment. Institutions provide services with respect for the students’ abilities, prior academic experiences, current needs and interests. Institutions also ensure a campus environment in which transfer students are accepted and valued. (All Students-Transfer Focus )

Foundations Institutions ensure that all students experience diverse ideas, worldviews, and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities. Whatever their demographic composition, institutions introduce transfer students to the standards of behavior expected in a diverse, open, and civil community. (Diversity-Transfer Focus)

Foundations Institutions promote student understanding of the various roles and purposes of higher education, both for the individual and society. These roles and purposes include knowledge acquisition for personal growth, learning to prepare for future employment, learning to become engaged citizens, and learning to serve the public good. Institutions encourage transfer students to deepen and strengthen their understanding of the value of general education and to reexamine their motivation and monitor their progression toward personal educational goals. (Roles and Purposes-Transfer Focus)

Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to achieve ongoing improvement in the transfer experience. Assessment results are an integral part of institutional planning, resource allocation, decision-making, and ongoing improvement of programs and policies that affect transfer students. As a way to achieve ongoing improvement, institutions are familiar with current practices at other institutions as well as with research and scholarship on transfer students and the transfer process. (Improvement-Transfer Focus)

The Foundational Dimensions were adapted for the transfer transition by John N. Gardner, Betsy O. Barefoot, Betsy Q. Griffin, and Julie S. Alexander-Hamilton of the Gardner Institute in collaboration with Dennis E. Brown of El Paso Community College, Marc Cutright of the University of North Texas, Howard B. London of Bridgewater State College, Keith Pickus of Wichita State University, and Mark Allen Poisel of the University of Central Florida.

Terms and Conditions for Use

©2010 John N. Gardner Institute for Excellence in Undergraduate Education

Transfer Focus – Foundational Dimensions®

(Two-Year College Version)

Foundational Dimensions statements provide two-year institutions a model to evaluate and improve the experience of students preparing to transfer. As an evaluation tool, the model enables institutions both to confirm their strengths and to recognize the need for improvement. As an aspirational model, the Dimensions provide general guidelines for an intentional design of the experience of transfer students. The Dimensions rest on five assumptions:

• The academic mission of an institution is preeminent.
• For many two-year institutions, the successful preparation of transfer students is central to mission attainment.
• The role of two-year institutions in facilitating student transfer is critical to the achievement of national goals for educational attainment.
• Systematic evidence provides validation of the Dimensions.
• Collectively, the Dimensions constitute an ideal for improving not only the transfer student transition, but also the entire undergraduate experience.

Foundations Institutions develop intentional policies and practices related to student transfer based on a clear philosophy/rationale. The philosophy/rationale is explicit, clear and easily understood, consistent with the institutional mission, widely disseminated, and, as appropriate, reflects a consensus of campus constituencies. The philosophy/rationale is also the basis for transfer policies, practices, structures, leadership, department/unit philosophies, and resource allocation. This philosophy recognizes the institution’s role in serving and supporting transfer students. (Philosophy-Transfer Focus)

Foundations Institutions create organizational structures that provide oversight and coordination of student transfer. Coherent oversight of the transfer process is realized and maintained through effective partnerships among academic affairs, student services, and other administrative units and is enhanced through appropriate budgetary allocations. Foundations Institutions are organized to prepare transfer students through a wide range of essential services. They assure communication and collaboration with receiving institutions at multiple levels including senior administration, academic departments, academic advising, and other administrative units. (Organization-Transfer Focus)

Foundations Institutions assure the seamless development of transfer students’ knowledge, skills, attitudes, and behaviors consistent with the desired outcomes of higher education and the institution’s philosophy and mission. They coordinate with receiving institutions to determine common course goals, learning outcomes, and pathways to degree completion. They encourage the participation of transfer students in engaging learning experiences both in and out of the classroom. (Learning-Transfer Focus)

Foundations Institutions make transfer students a high priority for faculty and staff. A culture of responsibility for the preparation of transfer students characterizes these institutions. This culture is articulated by campus leaders and realized through high-quality instruction, services, and support as well as substantial interaction with students both inside and outside the classroom. Campus leaders nurture this culture and support it by appropriate institutional recognition and rewards. (Campus Culture – Transfer Focus)

Foundations Institutions facilitate appropriate transfer student transitions through policies and practices that are intentional and aligned with institutional mission. Chief among these practices is a competent and caring approach to advising for transfer students. Beginning with the admission of students preparing to transfer, institutions and academic departments/units communicate clear curricular and co-curricular expectations and provide appropriate support for educational success. They are forthright about their responsibilities to transfer students as well as students’ responsibilities to themselves and the institution. They create and maintain administrative linkages with receiving institutions, assist students in learning about the culture of receiving institutions, and endeavor to provide accurate and timely information to assure successful transfer. (Transitions-Transfer Focus)

Foundations Institutions serve transfer students according to their varied needs. The process of anticipating, diagnosing, and addressing needs is continuous and is subject to routine assessment and adjustment. Institutions provide services with respect for the students’ abilities, prior academic experiences, academic goals, and current needs and interests. Institutions also ensure a campus environment in which transfer students are encouraged to develop and pursue their goals for higher education. (All Students-Transfer Focus)

Foundations Institutions ensure that all students experience diverse ideas, worldviews, and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities. Whatever their demographic composition, institutions introduce transfer students to the standards of behavior expected in diverse, open, and civil environments that characterize higher education. (Diversity-Transfer Focus)

Foundations Institutions promote student understanding of the various roles and purposes of higher education, both for the individual and society. These roles and purposes include knowledge acquisition for personal growth, learning to prepare for future employment, learning to become engaged citizens, and learning to serve the public good. Institutions encourage transfer students to deepen and strengthen their understanding of the value of general education and to examine or reexamine their motivation and monitor their progression toward personal educational goals. (Roles and Purposes-Transfer Focus)

Foundations Institutions conduct assessment and maintain associations with other institutions and relevant professional organizations in order to achieve ongoing improvement in the transfer process. Assessment results are an integral part of institutional planning, resource allocation, decision-making, and ongoing improvement of programs and policies that affect transfer students. As a way to achieve ongoing improvement, institutions are familiar with current practices at other institutions as well as research and scholarship on transfer students and the transfer process. (Improvement-Transfer Focus)

The Foundational Dimensions were adapted for the transfer transition by John N. Gardner, Betsy O. Barefoot, Betsy Q. Griffin, and Julie S. Alexander-Hamilton of the John N. Gardner Institute for Excellence in Undergraduate Education in collaboration with Dennis E. Brown of El Paso Community College, Amy Baldwin of Pulaski Technical College, Kurt Ewen of Valencia Community College, Chad Brown of Zane State College, Shawn Anderson of Minnesota State Community and Technical College, Janice Mettauer and Shawna Carter of Madison Area Technical College, Steady Moono of Montgomery County Community College, Dee Ludwig of Eastern Wyoming College, Trudy Bers of Oakton Community College, and Ali O’Brien of College of Lake County.

Terms and Conditions for Use

©2010 John N. Gardner Institute for Excellence in Undergraduate Education

A SYMPOSIUM ON TRANSFORMING THE FOUNDATIONAL POSTSECONDARY EXPERIENCE

Symposium on Transforming the Foundational Postsecondary Experience

Guidebook- June 2023

Detailed Agenda and Concurrent Session Descriptions

Participant List

Opening Plenary

Transforming the Foundational Postsecondary Experience:

A Call to Action for All Postsecondary Educators

Drew Koch CEO, Gardner Institute

Plenary Slide Deck

Analytics, Assessment, and Evaluation

Agenda

State System Offerings

Kentucky Council on Postsecondary Education dashboards KY PEDS

Pennsylvania’s State System of Higher Education dashboards PASSHE

Maryland Higher Education Commission dashboards MarylandHEC

South Carolina Commission on Higher Education dashboards SCCHE

Nevada System of Higher Education dashboards NSHE

Education Commission of the State, listing of hyperlinks to states Statewide Longitudinal Data Systems (data systems that combine at least one of the following 2 elements, early learning, K-12, postsecondary, and workforce) State LDS list

Other Resources

MAPS dashboard on enrollment projects - Student Trends and Enrollment Projections STEP

Postsecondary Value Commission, data tool to examine institutions against PVC framework Postsecondary Values

The Opportunity Atlas, map neighborhoods association with social mobility Opportunity Atlas

Census Bureau, data cutting tool for census report and american community survey Census Bureau

CollegeNET, data listing of U.S. Postsecondary Institutions social mobility index Social Mobility Index

National Center for Education Statistics, an annual digest of education statistics, tables based on the federal government for all levels of education Digest of Education Statistics

U.S. Department of Education, College Scorecard dashboard of federal available institutional data College Scorecard

https://app.studentclearinghouse.org/pdp-insights-dashboard/

First Year Experience

Planning Guidelines

Agenda

Workshop Slides

Teaching and Learning in Gateway Courses

Agenda

Resources

Recasting Agreements that Govern Teaching and Learning: An Intellectual and Spiritual Framework for Transformation

Introduction to Liberatory Design

Symposium Participant Padlet

Katherine La Commare Padlet

Transfer Experience

Agenda

Resources

Slides Day 1

Slides Day 2

Momentum Stoppers and Equity Blockers

Reframing Transfer as a Social Justice Imperative *Shared with the Publisher’s permission

Marcus, J. 2023. Bachelor’s degree dreams of community college students get stymied by red tape – and it’s getting worse. The Hechinger Report. Retrieved from: https://hechingerreport.org/bachelors-degree-dreams-of-community-college-students-get-stymied-by-red-tape-and-its-getting-worse/

Community College Research Center. July 2021. Policy Fact Sheet: Community College Transfer. Retrieved from: https://ccrc.tc.columbia.edu/media/k2/attachments/ccrc-community-college-fact-sheets-policy-briefs-2021.pdf

Bauer White, R. 2022. Community college transfer gap challenges equity anew. Higher Ed Dive. Retrieved from: https://www.highereddive.com/news/community-college-transfer-gap-challenges-equity/635291/

Knox, L. 2022. Can high schoolers save the community college? Inside Higher Ed. Retrieved from: https://www.insidehighered.com/news/2022/11/22/community-colleges-struggle-dual-enrollment-grows

Weissman, S. 2022. Black Enrollment Declines, Gaps Increase. Inside Higher Ed. Retrieved from: https://www.insidehighered.com/news/2022/09/21/black-community-college-students-face-stark-disparities

Douglas-Gabriel, D., Natanson, H., and Harden, J. 2021. A steady stream of Latino students was arriving on college campuses. Then the Pandemic hit. Washington Post. Retrieved from: https://www.washingtonpost.com/education/2021/01/31/latino-college-enrollment-pandemic/

MAIN BARRIERS TRANSFER (-INTENDING) STUDENTS EXPERIENCE & OVERCOME (Xueli Wang, University of Wisconsin-Madison https://b924c4d2-111c-4872-a1c1-35b4f5882b0d.usrfiles.com/ugd/b924c4_b7112cdbd9304342be08519fc3bd4171.pdf

Wyner, J., Deane, K.C., Jenkins, D. and Fink, J. 2016. The Transfer Playbook: Essential Practices Two- and Four-Year Colleges. Received from  https://www.aspeninstitute.org/wp-content/uploads/2016/05/aspen-ccrc_transferplaybook_05-2016.pdf

Causey,J.,Cohen,J.,Gardner,A.,Karamarkovich,S.,Kim,H., Lee, S., Randolph, B., Ryu, M., and Shapiro, D. March, 2023.  Transfer and Progress: Fall 2022 Report. National Student Clearinghouse Research Center. Received from https://nscresearchcenter.org/wp-content/uploads/TransferProgressFall22.pdf

Concurrent Sessions

Academic Advocacy: ARISE to Support All Students

Leslie Tod, Director, Office of Academic Advocacy, University of South Florida

Kim Williams, Data Manager, Office of Academic Advocacy, University of South Florida

Slides

Strengthening Humanities Transfer Pathways in Higher Education

Daniel Sparks, Doctoral Candidate; Senior Research Assistant, Teachers College, Columbia University

Jenny Schanker, Director of Research and Institutional Practice, Michigan Community College Association

Slides

THREE GEN MENTORING: Connecting First-year Students, Peer Mentors, & Alumni

Renee GreenDirector of Leadership Development & Student Success Campbell University

Slides

How to make Small Changes in Transparency and Metacognition to Improve Student Persistence and Engagement

Katherine LaCommare, Lecturer IV, University of Michigan - Dearborn

Judith Nesmith, Lecturer IV, University of Michigan-Dearborn

Slides

Slide PDF

Worksheet

Padlet

Utilizing lab written HW to foster interaction between students and the learning assistants in finite mathematics

Lakshmy Menon Narayanankutty, Associate Teaching Professor, Center for Transformation of Teaching Mathematics, Florida International University

Francisco Reyes, Assistant Teaching Professor, Center for Transformation of Teaching Mathematics, Florida International University

Slides

Lab Written Homework Sample

The Liberal Arts Gateway Program at Austin Community College

Arun John, Associate Professor, Austin Community College

Chris Berni, Professor, Composition and Literary Studies, Austin Community College

Wendy Lym, Department Chair, Composition and Literary Studies, Austin Community College

Slides

Leveraging Digital Courseware as a Driver for Collaborative Course Redesign Initiatives

Megan Tesene, Assistant Vice President, Office Digital Transformation for Student Success, Association of Public and Land-grant Universities

Julia Chadwick, Assistant Director, Office of Digital Transformation for Student Success, Association of Public and Land-grant Universities

Slides

Slides PDF

Meghan Gilbert (she/her), Associate Professor, English Coordinator, First Year Experience (FYE) Chair, Curriculum CommitteeCo-Advisor, Stonewall Club

Guttman Community College

Daniel Collins, Acting Dean Faculty and Academic Affairs, Guttman Community College

Slides

Learning at Iowa: Successes and Challenges in Developing a Campus-Wide

Shaun Vecera, Ph.D., Professor, Department of Psychological and Brain Sciences Director, Learning at Iowa

Anat Levtov, Program Manager, Learning at Iowa

Slides

Tuesday, June 13

 All History is Local - Annie Evans and Amy Powers, presenters

Slides

Handouts

Reversing Equity Gaps in the First-Year: The Success of a Pre-College Program

Tony Scinta, Executive Vice Provost, Nevada State College

Sandip Thanki, Associate Vice Provost of Institutional Effectiveness, Nevada State College

Gregory Robinson, Vice Provost for Student Success, Nevada State College

Slides

Significant Change: Supporting Instructors Teaching Gateway STEM Courses Across Institutions

Taimi Olsen, Executive Director-Office of Teaching Effectiveness and Innovation, Clemson University

Bridget Trogden, Associate Dean Undergraduate Studies, Clemson University

Presentation

Creating Pathways to Success for Historically Underserved, Racially Minoritized, and Academically at-risk College Students

John (Skip) Crooker, Interim Vice Provost/ Director of Institutional Research and Effectiveness, University of Nevada, Las Vegas

Laurel Pritchard, Vice Provost for Undergraduate Education, University of Nevada, Las Vegas

Jeffrey Orgera, Associate Vice Provost for Student Success, University of Nevada, Las Vegas

Slides

THREE GEN MENTORING: Connecting First-year Students, Peer Mentors, & Alumni

Renee GreenDirector of Leadership Development & Student Success Campbell University

Slides