First Year Program Annual Report 2004

III. Summary of Task Force Project

  1. Because of time constraints and teaching assignments, the Task Force met only once as a committee of the whole. At this meeting the Task Force members discussed at length each of the Hallmarks and the Suggested Areas for Review. The Task Force members suggested an additional Hallmark to address computer literacy and information technology; the Chair took this charge. During this meeting the Chair identified six subcommittees each responsible for one of the Hallmarks. The subcommittee members were chosen because of particular expertise, particular responsibility to campus academic or student affairs, and professional interest. Throughout the process the Chair met individually with the subcommittees at their request, sometimes meeting several times. Several subcommittees committees communicated with each other as they proceeded. In addition to their meetings, discussion of their investigation took place via email to accommodate members who were off-campus or teaching. Each subcommittee presented their reports to the Task Force Chair who collated and edited the information into a final report. There is a follow-up Task Force meeting scheduled, after the Final Task Force Report has been submitted.
  2. The initial difficulty with discussions, both with the whole Task Force and subcommittees, was confusion about the level of specificity with regard to the Hallmark definitions, review areas and forms of evidence; that is, the extent to which the information would/should relate to our specific campus, the University of Nebraska-Kearney (UNK). In order to represent the Hallmarks as "ideals" it was necessary to establish a certain distance in the investigation. And though this distance was difficult to define, it was important in clarifying ways that UNK's first year students differ or might differ from peer institutions. Consequently, the Task Force had to develop a "double-consciousness" whereby they would both recognize UNK's activities for first year students and anticipate essential characteristics of a first year program for peer institutions.
  3. The Task Force meeting and subsequent meetings were very useful in informing professional staff, administrative staff, Administration (Chancellor, Senior Vice Chancellor of Academic Affairs, and Deans) about first year students and their academic and personal needs on campus. This information is particularly important in terms of UNK's role in Nebraska as an residential, undergraduate institution and its mission to education the "whole" student. Individual comments included
    • "Through the process of obtaining [information for subcommittee #3] I have a greater understanding of the complexity of achieving these hallmarks. My experience reinforces the idea that the success of these hallmarks lies in the systematic and consistent application of these values throughout the university." [political science professor]
    • "What I would most like to see each student receive from their First Year Experience is a better sense of the university community and their role in it. They should have a better understanding of the rigors of a four-year university program of study, and be developing an understanding of how to develop their own plan of study and establish academic and career goals. They should also have a greater sense of connection to UNK and what it has to offer to its student population." [music professor]
    • "A university education is expensive and time-consuming. The more a university can draw new students into the academic culture, the better and more successful experience students can have. ... It is also worth remembering that the experience is reciprocal. University faculty and staff have the opportunity to work with bright young people, that is a pleasure in itself. And, just as the young learn from their teachers, teachers can learn from their students." [campus librarian]
    • UNK is seeking to affirm its identity within the state university system as the "premiere" undergraduate institution. The First Year Program is essential in modeling the requisite behavior to make UNK the "premiere" undergraduate institution. [campus administrator]
  4. The Task Force work has been invaluable in creating a community among the diverse groups on the campus: faculty, students, professional staff, and administration. Even though the whole committee was only a small portion of the entire campus, their newfound enthusiasm and commitment to first year experience undoubtedly will carry over to their own connections with students and will inform their departments' curriculum and service to students. Especially significant to developing an ongoing dialogue are the following topics:
    • Particular suggestions made to the Hallmarks definitions, areas for review and forms of evidence will become essential to UNK's First Year Program's development and assessment. We now know where to locate and how to collect data for the program's numerous components.
    • Instructional development became an important topic as various teaching strategies and methodologies were discussed with regard to integrating the many components of the FY experience.
    • The subcommittees discovered innovative ways to join together academic issues with personal development of students.
    • The administration became more aware of the characteristics and needs of first year students at UNK.
    • Important paths of communication were established among campus offices.
  5. In summary, the Task Force's work initiated a dialogue about not only the first year students but also UNK's ongoing commitment to providing for the whole student. This recognition will inevitably influence our institution's future as it moves to improve and sustain its mission to create "an active, student-centered learning environment grounded in the principles of academic freedom and responsibility."