Office of the Provost and Vice President for Academic Affairs
| General Resources | 4.1 Campus-level encouragement - to what degree do senior academic leaders (Provost, Deans, etc.) encourage those who teach first year students to do the following? | Use pedagogies of engagement (active learning) in first year courses |
| FY Foundation | Understand campus-wide learning goals for the first year | |
| References & Web Resources | Understand the characteristics of first-year students at UNT | |
| Understand broad trends and issues in the first year | ||
| 4.2 Unit - level encouragement - To what extent do unit-level academic administrators (department chairs and program heads) encourage those who teach first year students to do the following? | Use pedagogies of engagement (active learning) in the first year courses | |
| Understand unit-level learning goals for the first year | ||
| Understand the discipline-specific trends and issues related to entry-level classes | ||
| 4.3 Expectations - To what degree are expectations for involvement with first year students clearly communicated to new faculty (who will be teaching first year students) during the hiring process? [and later] | ||
| 4.4 Rewards - To what degree does the institution reward a high evel of faculty performance in the following? | Instruction in first-year classes | |
| Out-of-class interation with first year students | ||
| Advising first year students | ||
Four part report on each of the areas listed above: Current Situation Areas of Concern Summary of Evidence Evidence Documentation |