FIGs

1
FIGs Learning Communities at
An Overview
Texas Tech University February 4-6, 2007
2
Current Issues in Higher Education

• Diminished Public Confidence
• Increased Accountability
• Restricted or Static Funding vs. Rising Costs
• Increasingly Diverse Student Populations
• Increased Emphasis on Collaboration
• Focus on Students and Learning
• Expectation for greater coordination, coherence
  integration from college experience/education

3
A disturbing and dangerous mismatch exists
between what American society needs of higher
education and what it is receiving. Nowhere is
the mismatch more dangerous than in the quality
of the undergraduate preparation provided on many
campuses. The American imperative for the 21st
century is that society must hold higher
education to much higher expectations or risk
national decline. Wingspread Group, An American
Imperative Higher Expectations for Higher
Education (1993)
4

• Organizationally and operationally, we have
  lost sight of the forest. If undergraduate
  education is to be enhanced, faculty members,
  joined by academic and student affairs
  administrators must devise ways to deliver
  undergraduate education that are as comprehensive
  and integrated as the way students actually
  learn.
• Pascarella Terenzini
• Living with Myths (1994)

5
The key to enhancing learning and personal
development is not simply for faculty to teach
more and better, but also to create conditions
that motivate and inspire students to devote more
time and energy to educationally purposeful
activities, both in and outside the
classroom. Student Learning Imperative (p. 1)
6
Pascarella Terenzini

• Review of 2,600 books, chapters, journal
  articles, monographs, technical reports,
  conference papers and research reports for the
  past two decades

7
What the research tells us is that a large part
of the impact of college is determined by the
extent and content of students interactions with
the major agents of socialization on campus
faculty members student peers.

• Pascarella Terenzini Living with Myths,
• Change, Jan.94

8
Alexander Astin

• Research at the Higher Education Research
  Institute
• Ongoing for over 20 years
• 82 different outcomes measures
• cognitive affective measures
• pre post-test
• Controlled for 140 student characteristics

9
Perhaps the most important generalization to be
derived from this massive study is that the
strongest single source of influence on cognitive
and affective development is the students peer
group. . . which has enormous potential for
influencing virtually all aspects of the
students educational and personal
development Astin, Involvement in Learning
Revisited Lessons We Have Learned, 1995
10
Every institution of higher education should
strive to create learning communities, organized
around specific intellectual themes or
tasks Involvement in Learning
National Institute of Education (1984)
11
Learning Communities

• Learning communities are curricular structures
  that link different disciplines around a common
  theme or questions. They give greater coherence
  to the curriculum and provide students and
  faculty with a vital sense of shared inquiry.
• -Gabelnick (et. al.), 1990

12
Academic LC Definition

• Fails to recognize that cognitive and affective
  are inextricably intertwined
• Exclusive focus on relationship between
  curricular structure and different disciplines
• Fails to capitalize on the educational importance
  of variety of student interactions in different
  settings

13
Learning Communities

• Small subgroups of students characterized by a
  common sense of purposethat can be used to build
  a sense of group identity, cohesiveness, and
  uniqueness that encourage continuity and the
  integration of diverse curricular and
  co-curricular experiences.
• Alexander Astin,
• Achieving Educational Excellence

14
Astin definition

• Focuses on student interactions that integrate
  the curricular and co-curricular experiences
• Stresses function over structure

15

• A moderately large and consistent body of
  research indicates that students who live in
  residence halls programmatically designed to
  promote academic and intellectual development
  experience greater cognitive gains that students
  in conventional residence halls.
• Terenzini, Pascarella Blimling,
• Journal of College Student Development, (1996)

16
Residence Halls as Learning Environments

• Extended Peer Interaction
• Casual Learning
• Lunch Learn
• Professional Staff
• Social/Educational Programming
• Seminar Space/Faculty Offices

17
University of Missouri Columbia

• Public, Land Grant University
• Main Campus of a 4-campus system
• AAU, Research Extensive Institution
• Commitment to Undergrad Education
• 27,000 enrollment - 21,000 undergrad
• 30 Live on Campus (6000)
• 65 in Living-Learning Experience

18
Campus Issues

• Student Success
• Commitment to Undergraduate Education
• Retention/Integration
• Personalizing/Humanizing Experience
• Course Availability/Planning
• Efficiency/Effectiveness

19
Student Success Objectives

• substantially enhance academic achievement,
  retention and educational attainment for freshmen
• make the campus psychologically small by
  creating peer reference groups for new students
• purposely integrate curricular and co-curricular
  experiences through the development of a seamless
  learning environment
• provide a venue for enabling admitted students to
  register early for their fall classes
• encourage faculty to integrate ideas, concepts,
  content, writing, assessment and research from
  their various disciplines, thereby enhancing
  general education outcomes for students

20
Learning Community Growth at MU
Percentage of Residents in Learning Communities
21
Learning Community Growth
22
Learning Communities at MU

• 123 Different Living/Learning Opportunities
• Sponsored Learning Communities (22)
• Freshman Interest Groups (101)

23
Sponsored Learning Communities

• Students Living Together w/ Common
  Interests/Purpose
• Academic Majors (11)
• Academic Interest (4)
• Interest (7)
• Assignment
• Programming/Resources
• Academic Partners/Stakeholders
• Staffing Patterns
• Little or No Physical Renovation

24
Academic Majors

• Engineering
• Men in Engineering
• Nursing
• Life Sciences (Biology etc.)
• Health Helping Professions
• Pre-Veterinary Medicine
• Agriculture
• World of Business
• Education
• Natural Resources
• Journalism Communication

25
Academic Interest/Themes

• Honors College
• Human Behavioral Sciences
• Law Society
• Culture Society

26
Common Interest/Experience

• Wakonse/Leadership
• Pathways (Deciding/Exploring)
• Pangaea
• E.V.A. Success
• ROTC
• Greek Leadership
• Junior/Senior

27
Freshman Interest Group

• Co-enrollment in 3 general education courses
  around a particular theme
• 1 credit proseminar
• 20 students (max.) enrolled in each FIG
• Live together on same res hall floor
• Peer Advisor (P.A.)
• Faculty co-facilitator
• Primary Emphasis on Fall Semester
• Other characteristics

28
Learning Community ExamplesUniversity of
Missouri-Columbia
Carver Community of Science and Math
Men of Engineering
Bio FIG
Chem FIG
Non-FIG Frosh Returners
Science Ed FIG
Engnr. FIG
Engnr.FIG
Returning Residents
29
FIGs Program at MU

• Oct. 1994 Visit to Oregon, Washington by VC C.
  Schroeder, Assc. Dean T. Tarkow, Chair J. David
• Nov. 1994 Initial Planning Meeting
• Modify Oregon/Washington Model for MU
• Add Residential Component
• Create Faculty Role
• March. 1995 FIGs promotion/recruitment
• Fall, 1995 21 FIGs, 225 students
• Some original Co-facs still participating in 2006
• Fall, 2004 89 FIGs, 1450 students
• Fall, 2005 94 FIGs
• Fall, 2006 101 FIGs (planned)

30
3 general education courses around a theme

• Utilizes existing courses
• Students co-enrolled in same courses
• Applies to all majors/areas of study
• Seek to integrate coursework between classes or
  with co-curriculum

31
1 credit proseminar

• Pass/Fail
• Taught by P.A. (under guidance of Co-fac)
• College survival skills (time mgt., registration)
• University resources (library, learning center)
• Technology (e-mail, WWW home pages, Web
  research)
• Attempted integration of courses
• Reflect on college and/or transitional
  experiences
• Field experiences of academic nature or related
  to FIG theme

32
20 students enrolled in each FIG

• Students co-enrolled in all three courses, i.e.
  same sections
• Live together on same residence hall floor or in
  same learning community
• Most are coed enrollment (implications for
  housing)
• All levels of academic ability

33
Peer Advisor (PA)

• Upper-level student (initially most juniors and
  seniors, some sophomore and grad)
• Strong academic ability
• Differentiation between CA/RA job
• Good interpersonal skills
• Live on floor with students
• Teaches proseminar along w/ faculty (actually do
  most teaching)
• Compensation was initially about 1/3 of CA, now
  the same

34
Faculty co-facilitator

• Volunteer or selectively recruited
• Frequently teach one of the three classes in FIG
• Assists with proseminar
• Small development stipend of 250
• 70 tenured or tenure-track faculty
• Some staff co-facilitators (almost exclusively
  academic staff)

35
Other characteristics

• Open to all students (majors, academic ability)
• Some FIGs
• Require higher math proficiency or Honors College
  enrollment
• Appeal to or designed for specific
  majors/interests
• Not nested in other Learning Communities (every
  LC has FIG except ROTC, Greek Leadership)
• Cultural Event Participation
• No additional cost for participants
• Orientation program
• Integrated into summer and fall orientation
  programs
• Changed how all freshman are registered

36
FIGs have many positive impactson students
Compared to their peers, FIG students

• More involved on campus
• Spend more time studying
• Perceive the residence halls as more academically
  socially supportive
• More frequently have positive interactions with
  diverse peers
• More frequent interaction with faculty
• Report having an easier academic transition to MU
• Are more likely to be retained and to graduate

37
More freshmen in FIGs form academically relevant
peer networks
38
First-Year Retention (Entering class of 2003)
39
FIG students are also 1 to 8more likely to
Graduate
40
African American Graduation RatesEntering
Classes of 1998-2000
41
Graduation within the major

• Recent assessment indicates that, at least for
  engineering students, the gains in graduation are
  within the major.

42
Engineering GraduationEntering class of 1998
with an initial interest in engineering
43
Co-enrollment strategies

• Summarizing course descriptions
• Preliminary course schedule
• Enrollment coordination
• Blocking courses/seats
• Communication w/ Directors of Undergraduate
  Studies and Academic Advisors
• Course registration during summer orientation
• FIGs Assignment and preferences

44
Co-enrollment strategiesIdentifying courses

• Consultation with Academic Advisors
• General Education Curriculum
• Large lecture vs. Smaller classroom
• Proseminar- for credit pass/fail
• Teaching methods - frequent feedback testing
• Math and English

45
Co-enrollment Issues

• Courses may be cancelled by departments
• Requirements for academic majors may change
• Many students enter college with dual or AP
  credit
• Students may be at various levels for math and
  science courses
• Students frequently change majors
• Holding courses can create bottlenecks

46
Enrollment Logistics

• Students are initially placed based on FIG
  preferences and housing application
• Student profile sheets that contain academic
  attributes are generated
• FIGs Coordinator places students in FIG courses
  based on attributes
• In some cases, students are reassigned to another
  FIG based on qualifications
• Coordinate assignments with Registrar

47
Seminar Content

• Initially utilized U101 (Gardner) class syllabus
• Dropped most U101 components based on student
  feedback
• Most popular sessions registration,
  theme-related activities
• Reduced emphasis on writing, but still a
  component
• Developed, utilized, abandoned textbook

48
Housing Assignment Strategies

• Identifying halls
• Coed
• ADA-accessible
• Identifying floors
• Coed-able
• Retention/Renewals
• Gender Balance in system
• FIG Density per floor
• Preference Priority over initial choices

49
Housing Assignment Strategies

• Roommate requests
• Hand-assignment process
• Bio Sheets
• Calling
• Other Learning Communities
• Tentative Assignments
• Automated Assignments

50
Staffing/Training

• PA/CA
• Co-Fac
• Hall Coordinators
• Student Coordinators
• Coordinator

51
Staffing/Training

• Management by Committee
• Peer Advisor vs. Community Advisor
• Integration of Peer Advisor w/ hall staff
• Joint Training with C.A.s
• Direct and Indirect Supervision by RHC
• Training as instructors/academic issues
• Co-fac training/orientation (meet w/ PA)

52
Orientation

• Summer Contact/Anticipatory Socialization
• Welcome Parent Orientation
• Introduction of Staff Faculty
• Academic Event
• Resource Tours
• Visit Classrooms
• Teams Challenge Experience

53
Modifications/Additions

• Co-enrollment in Winter Semester (1997)
• PAs Required to live-on (1998)
• Cultural Event (1998)
• Theater, Concert Series, Jazz Series, RagTag
• FIGs Bowl for United Way (1999)
• Transfer Interest Groups (2000)
• Parent Orientation and E-Newsletter (2002)
• Winter Interest Groups (2003)
• Blackboard (2003)
• Common Pro-seminar times, multiple FIGs in same
  course sections (2003)

54
Modifications/Adjustments

• Hall assignment preferences
• Advanced placement/prior college credit
• Course descriptions
• FIG Proseminar Textbook
• Greek/Commuter
• PA integration/live-on requirement
• Supervision (PA Program)
• Clear Partnership
• Different FIG Versions/TRIGs

55
Lessons Learned

• Three Zones of an Institution
• Culture and Value Differences
• Lack of Understanding/Appreciation of
  distinct/unique roles of Faculty Staff
• Role Stereotyping/Misunderstanding
• Lack of Common Understanding of what Constitutes
  Student Learning
• Faculty Allegiance to Discipline, not Department
  or Institution
• Selective Risk Taking is Essential
• Accept Win-Dont Lose
• We can be our own worst enemies

56
Lessons Learned

• Importance of living accommodations
• Student Affairs usually must take the initiative
• Student Affairs staff equally uncomfortable
  in Faculty World
• Linking to Institutional Goals/Mission
• Importance of Assessment
• Consistent Collaborative Messages and Cross
  Pollination
• Faculty generally unaware of student affairs and
  may be critical/envious of resources
• Faculty just as concerned about fitting in
• Program viewed as guinea pig or silver bullet

57
Lessons Learned Student Dynamics

• Having 20 students who intimately know each other
  can create interesting dynamics in both large
  lecture courses and small class
• Issue of academic dishonesty in both co-enrolled
  and FIG courses
• Faculty clarification of difference between
  collaborative work and cheating

58
Recommendations

• Identify Key Academic Faculty (Admin.), Student
  Affairs and Res Life staff
• Share excerpted readings Retreat
• Identify Funding Sources
• Identify High Transition Halls
• Personally Recruit Faculty P.A.
• Utilize Academic Support Resources
• U101, Tutoring, Computing, Retention Services
• Coordinate Marketing w/ Admissions
• Joint Sponsorship/Ownership
• Evolve/Expand Incrementally

59
Recommendations

• Take the initiative in seeking out connections
• Ask how you can assist others in achieving THEIR
  objectives
• Examine enrollment trends/demands
• Read departmental/faculty newsletters attend
  faculty senate meetings
• Identify obstacles that students face in delivery
  of academic/other support (reasonably
  correctable)
• Identify partners who have combination of
  authority, resources, and commitment

60
Timeline (cont.)

• April, 1995
• Returning student contracts due, assignments made
  (floors finalized)
• Peer Advisors selected (welcome/discuss)
  
• May, 1995
• Students assigned to FIGs
• Students hand-assigned to rooms
• Students notified of FIG assignment,
  FIG-mates, schedule

61
Recommendations

• Develop an assessment strategy early
• Utilize data in planning and refinement process
• Identify performance indicators
• Establish and maintain effective communication at
  all levels
• Involve mid-level and support staff
• Educate internal and external constituents

62
Recommendations

• Ensure programs consistent w/ institutional
  mission
• Develop shared vision w/ faculty
• Partnerships that meet faculty/student needs
• Learn about faculty culture reward system
• Purposeful interaction between students and
  faculty
• Connect out-of-class learning w/ academic
  objectives
• Use residential facilities/technology to support
  learning
• Learn about and integrate innovative
  instructional techniques
• Recognize faculty staff contributions
• Schuh, (1999)

63
Recommended Readings

• Schuh, J.H., Whitt, E.J. (1999). Creating
  successful partnerships between academic and
  student affairs. New Directions for Student
  Services, 87. San Francisco Jossey-Bass. 
• Shapiro, N.S. Levine, J.H. (1999). Creating
  Learning Communities. San Francisco Jossey Bass.
  
• Schuh, J.H. (Ed.) (1999). Educational
  Programming and Student Learning in College and
  University Residence Halls. ACUHO-I monograph.
  Columbus, OH.
• Levine, J.H. (Ed.). (1999). Learning Communities
  New Structures, new partnerships for learning
  (No. 26). Columbia, S.C. University of South
  Carolina.
• Schroeder, C.C. (1999). Forging educational
  partnerships that advance student learning. In
  G.S. Blimling E.J. Whitt (Eds.), Good Practice
  in Student Affairs Principles to Foster Student
  Learning (pp. 133-156). San Francisco
  Jossey-Bass. 
• Gabelnick, F., MacGregor, J. et.al (1990)
  Learning Communities Creating Connections Among
  Students, Faculty Disciplines, New Directions
  for Teaching Learning, 41. San Francisco
  Jossey-Bass.

64
Anecdotal DataStudents

• 82-85 recommend as is to friend
• more w/ minor modifications
• Addressed two major concerns
• Will I fit in make friends?
• Can I make it academically?
• Beneficial for Out of State Students
• Makes Campus Conceptually Smaller

65
Anecdotal Data Staff

• Quicker formation of community
• Transcend Facility Challenges
• Ease in Community Standards
• Established Connections Faster

66
Anecdotal DataParents

• Assisted in Transition
• Provided Academic Support
• Eased Parental Concerns
• Sibling Comparisons

67
Anecdotal DataFaculty

• Students attend class together
• Better prepared for class
• Participate in class (support)
• Work outside of class together
• Comparisons to Honors section

68
Planning Implementation

• FIGs Development
• Implementation Strategies
• Modifications/Lessons Learned
• Recommendations

69
Formation of Planning Team

• Large Discussion Committee
• Core Planning Group

70
Large Discussion Committee

• Admissions (Director)
• Recruitment (Director)
• Registrar (Director Associate)
• Faculty Enrichment General Education (Director)
  
• Learning Center (Director, First Year Experience
  Coordinator, Technical Educator)
• Arts Sciences College (Associate Dean)
• Faculty (3-5, including Director of Lower
  Division English Writing Biological Sciences
  Dept. Chair)
• Residential Life (Director, Residence Hall
  Coordinators, Community Advisor, 4-5 Students)

71
Core Planning Group (original)

• A S Associate Dean (Faculty Rank)
• Director of Residential Life
• Director of Learning Center (Faculty Rank)
• Academic Advisor
• Hall Coordinator (2)
• Graduate Student (Teaching Assistant)
• 2 Students

72
Core Planning Group (current)

• Associate Dean, Arts Sciences
• Director of Residential Life
• FIGs Coordinator
• Assistant Director of Residential Academic
  Programs (RAP)
• Hall Coordinator
• 3 Student Assistant Coordinators

73
Timeline (Cont.)

• Aug. 1995 - 225 FIGs students, 18 FIGs
• Aug. 1996 - 435 FIGs students, 32 FIGs
• Aug. 1997 - 725 FIGs students, 50 FIGs
• Jan. 1998 - Second semester component
  developed/implemented
• Aug. 1998 900 FIGs students, 61 FIGs
• May 1999 First FIGs cohort graduates
• June 1999 Proseminar Textbook developed
• Aug. 1999 965 FIGs students, 65 FIGs
• Aug. 2000 1240 FIGs students, 79 FIGs
• (new staffing structure/compensation)

74
FIG Expansion
75
Implementation Strategies

• Housing Assignment
• Co-enrollment
• Staffing/training
• Orientation

76
Housing Assignment Strategies

• Identifying halls
• Coed
• ADA-accessible
• Identifying floors
• Coed-able
• Retention/Renewals
• Gender Balance in system
• FIG Density per floor
• Preference Priority over initial choices

77
Housing Assignment Strategies

• Roommate requests
• Hand-assignment process
• Bio Sheets
• Calling
• Other Learning Communities
• Tentative Assignments
• Automated Assignments

78
Funding (1st Year)

• Split Funding
• Res Life 38,500
• Arts Sciences 47,300
• Salaries 79 of budget
• 21 FIGs, 230 Students 375/Student

79
Funding (2nd Year)

• Split Funding
• Chancellor 78,250 (50)
• Provost 39,100 (25)
• V.C.S.A. 39,100 (25)
• Salaries 68 of budget
• 33 FIGs, 500 Students 315/Student

80
FIGs Budget (6th Year)

• Split Funding
• Chancellor 50,000 (11)
• Provost 100,000 (22)
• V.C.S.A. 100,000 (22)
• Residential Life 150,000 (33)
• Arts Sciences 50,000 (11)
• Salaries 88 of budget
• 79 FIGs, 1240 Students 347/Student

81
For More Information

• Academic/Faculty
• Ted Tarkow, Associate Dean, College of Arts
  Sciences TarkowT_at_missouri.edu
• Res Life Overview
• Frankie Minor, Director of Residential Life
  MinorF_at_missouri.edu
• PAs, Proseminar Overall Nitty Gritty
• Andrew Beckett, Coordinator, FIGs Program
  BeckettA_at_missouri.edu
• FIGs Home Page http//www.missouri.edu/figwww/

82
Outcomes

• Quantitative
• Qualitative

83
Contributions to Student Success

• Involvement in campus and community activities
• Higher participation rates in leadership
  positions and campus activities
• Increased participation in in-hall study groups
  and increased satisfaction with group work
• Better academic performance
• Increased academic achievement for all abilities
• Encouraging data on improved graduation rates
• More frequent interaction with faculty and peers
• Greater academic focus
• Greater career focus
• Deep, lasting friendships built around common
  interests

84
College Student Experience Questionnaire FIG
Students first year

• Had significantly higher levels of involvement,
  interaction, integration and gains in general
  education than did students in traditional
  residence halls.
• Reported greater gains in general education
  associated with cultural arts, interaction with
  peers and the intellectual content of their
  interactions
• Reported higher levels of institutional
  commitment

85
College Student Experience Questionnaire Long
Term Effects (freshmen to sophomore year)

• Perceived gains in general education non-fig
  students catch up their second year
• FIG students maintain their lead as far as use
  of library
• FIG Students widen their lead as far as their
  participation in clubs and organizations

86
National Survey of Student Engagement

• Provide support to succeed academically
• LC 3.06 Traditional 2.69
• Entire educational experience
• LC 3.24 Traditional 2.99
• Start over at same institution
• LC 3.40 Traditional 3.14

87
Freshman Survey Data(CSEQ)

• Factor FIGs L.C. FTC
• Faculty-Student Interaction 2.50 2.09 2.00
• Academic Integration 2.79 2.85 2.72
• Social Integration 2.98 2.96 2.89
• Perceived Quality 3.22 3.23 3.18
• Institutional Commitment 3.12 3.08 3.01
• Intent to Persist 3.84 3.89 3.75

88
FIG Students

• Experienced intellectual development strongly
  related to two integration measures involvement
  in residence halls and interaction with faculty.
• Were retained in the residence halls (up to 10)
  and at the institution (87 vs. 82) in
  significantly greater percentages than
  non-participants
• Students in FIGs binge drink less frequently than
  non-FIG students
• Students are more engaged in the academics (NSSE)

89
(No Transcript)
90
Winter Semester Co-enrollment
91
FIG Students

• Had significantly higher levels of involvement,
  interaction, integration and gains in general
  education than did students in traditional
  residence halls.
• Reported greater gains in general education
  associated with cultural arts, interaction with
  peers and the intellectual content of their
  interactions
• Were retained in the residence halls and at the
  institution in significantly greater percentages
  than non-participants.

92
FIG Students

• Experienced intellectual development strongly
  related to two integration measures involvement
  in residence halls and interaction with faculty.
• Preliminarily appear to graduate in significantly
  higher percentage than non-participants.
• Reported higher levels of institutional commitment

93
Academic Performance
FIGs FIGsLC F.T.C. Predicted GPA
2.87 2.87 2.75 Actual GPA 3.02
3.04 2.81 Residual GPA .15 .18
.06
94
Academic PerformanceMinority Students

• FIGs L.C. F.T.C.
• African-American 2.82 2.26
  2.25
• All Minority 2.97 2.46
  2.35 Controlled for Entering
  Academic Ability

95
(No Transcript)
96
Retention at

• FIGs L.C. F.T.C.
• Fall - Winter 95.6 99.6 91.1
• Fall - Fall 87.1 89.1 81.5

97
Freshman Survey Data

• Factor FIGs L.C. FTC
• Faculty-Student Interaction 2.50 2.09 2.00
• Academic Integration 2.79 2.85 2.72
• Social Integration 2.98 2.96 2.89
• Perceived Quality 3.22 3.23 3.18
• Institutional Commitment 3.12 3.08 3.01
• Intent to Persist 3.84 3.89 3.75

98
Timeline

• October, 1994 - Vice Chancellor and 2 Faculty
  visit Univ. of Washington
• November, 1994
• Res Life asked to respond and to develop initial
  outline
• First planning committee meeting
• January, 1995 - Rough Outline of Program
• (courses, proseminar, P.A. position,
  halls assessment)

99
Timeline (cont.)

• February, 1995
• Recruit Peer Advisors
• Refine Program Outline
• March, 1995
• Housing contracts mailed to students
• Preliminary floors/houses identified
• FIGs booklet sent with letter from Chancellor

100
Timeline (cont.)

• June, 1995
• Housing tentative assignments mailed
• Summer Welcome (orientation registration),
  schedule
• July, 1995
• Request for changes accommodated when possible
• Final assignments sent

101
Timeline (cont.)

• August, 1995
• P.A.s write FIG-ees
• P.A.s return early for training (meeting w/
  faculty)
• FIG-ees (and all students) arrive
• Information session for FIG-ees
• Classes begin