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First Year Focus for Faculty: Key Elements

There are three key elements to the First-Year Focus work: goals, strategies, and outcomes. We have established five main goals to be supported in academic environments, and we have identified concrete student outcomes linked to those goals. Between goals and outcomes, we have bridging strategies. These are specific interventions, aligned to the goals, intentionally delivered through classrooms, advising and mentoring, and shared messaging. The goals and outcomes keep us all aligned; the strategies honor our areas-specific expertise and opportunities.

First Year Focus GoalsBridging StrategiesStudent Outcomes
Experiences belongingWe design opportunities for students to collaborate with peers on meaningful, shared goals or projects.

We integrate peer mentor support

We learn students’ names and make sure that students learn each other’s names		I know how to build connections with peers and educators and the community.

I can navigate communities with confidence.
Identifies as a learnerWe frame learning as a journey.

We provide specific, actionable feedback that is focused on the learning process.

We help students set goals and reflect on their progress over time.		I know what it means to take ownership of my learning

I am an active and resilient learner who understands what it means to have a “growth mindset”

I approach my studies with curiosity

I have developed strategies will help me persist in the face of academic difficulty
Develops or hones the skills needed to succeedWe help students set goals and break tasks into manageable steps.

We help students develop routines for planning, organizing, and reflecting on their learning.

We create space for peer collaboration that promotes accountability and shared learning.		I have concrete strategies that help me successfully complete academic tasks

I know how to set and manage goals

I seek opportunities to enhance and practice life-long durable skills
Feels empowered to take advantage of resourcesWe normalize help-seeking as a strength.

We create space for students to practice how to advocate for themselves and others.

We guide students in opportunities to reflect on what types of support they need and when.		I can assess when I need support

I am comfortable reaching out for help

I know where to find resources
Discovers their sense of purposeWe help students notice patterns in their strengths, challenges, and passions.

We engage students in conversations that connect their learning to life beyond the university.

We create space in our curricula for students to explore, be curious, and pursue self-directed projects.		I have can explain my “why” (i.e., my purpose for being in college)

I know how to explore the value of academic experiences and their role in future success.

I feel ownership of and investment in my academic path

I can see connections between my day-to-day efforts and my long-term vision