First%20Year%20Programs%20is%20dedicated%20to%20providing%20comprehensive%20transitional%20programming%20from%20the%20moment%20that%20the%20prospective%20student%20selects%20the%20UW.

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First Year Programs is dedicated to providing
comprehensive transitional programming from the
moment that the prospective student selects the
UW.   Efforts focus on providing entering
students, both freshmen and transfer, with sound
academic counseling and registration, student
service resources, and transitional support
resulting in a successful personal and curricular
adjustment.   The philosophy surrounding these
efforts is that transition is an individualized
process and that students transition most
successfully when they have continuing contact
with knowledgeable campus faculty, staff, and
upper division peer advisers.   The underlying
goal is to build relationships and create
experiences that promote the value of every
entering student and a small campus feeling
within the larger UW community .
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Three phases of transition Pre-matriculation
Advising and Orientation occurs during the
pre-matriculation phase and includes academic
goal setting, academic advising, and course
registration as well as an introduction to key
student services and common transitional
challenges. Efforts focus on encouraging students
to seek answers to questions as they arise and to
continue conversations with FYP staff and other
campus resources as necessary throughout the
transitional experience.
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Three phases of transition Pre-matriculation
Arrival
Upon arrival students experience Dawg Daze, a
series of academic, resource, and social events
that connect students to the campus community.
Dawg Daze goes beyond the introduction of topics
that is accomplished prior to matriculation, it
is designed to engage students and facilitate
connections between and among faculty, staff, and
continuing students.
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Three phases of transition Pre-matriculation
Arrival Matriculation
During the first year of matriculation, FYP
provides students with a series of academic
programs that promote and support continued
engagement in small, focused, relationship-buildin
g experiences. Freshmen Interest Groups (FIGs),
Transfer and Returning Interest Groups (TRIGs),
and Freshmen Seminars utilize a more academic
environment to facilitate relationships between
transitioning students and faculty,
administrators, or peer leaders.
Students who arrive in Winter, Spring, or Summer
quarters participate in smaller transitional
programs, but there is no change in program goals
or content.
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2002 2003 Institutional Review
First Year Programs underwent a campus evaluation
in 2002 and 2003 as a result of perceptions that
planning and implementation of transitional
programming was too centralized and did not
reflect broader institutional goals.   There
were several changes that resulted from this
evaluation

1. Creation of the New Student Enrollment and
   Orientation Fee (NSEOF) which funds a broad range
   of transitional and academic success programs for
   students
2. Greater collaboration and support with regard to
   transitional efforts between the Office of
   Undergraduate Education (OUE), the Division of
   Student Affairs, and the Office of Minority
   Affairs.
3. Creation of Faculty Connections - a large-scale,
   multifaceted effort to bring entering students
   together with UW faculty
4. Expansion and centralization of Dawg Daze Welcome
   Week programming
5. Greater emphasis on academic planning throughout
   transitional programming including expansion of
   the Center for Learning and Undergraduate
   Enrichment (CLUE)

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Evaluation Consequences New Student
Enrollment and Confirmation Fee

• Establishment of the NSEOF meant that
  transitional services would be provided to all
  entering students without regard to financial
  ability, unlike the previous fee for service
  programming
• Fees become eligible for payment through
  financial aid funding.

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Evaluation Consequences Divisional
Relationships

• Greater interaction between the Office of
  Undergraduate Education (OUE), the Division of
  Student Affairs (SA), and the Office of Minority
  Affairs (OMA) throughout campus transitional
  efforts
• Dawg Daze incorporates programming that had
  been individually promoted individually by OUE,
  SA, and OMA.
• NSEOF contributions to Fall Fling events
  (sponsored by SA) and OMA Welcome Daze events.

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Evaluation Consequences Emphasis On
Faculty-Student Interaction

• Creation of Faculty Connections, a program
  that kicks off the college experience by
  brining together campus faculty with small groups
  of entering students. Conversations focus on the
  UW academic experience and academic success.
• Creation of Husky Adventures interactive,
  small, off-campus daytrips for students hosted by
  campus faculty and staff. Trip themes are a
  personal pursuit of the host. While the stated
  goal is simply an enjoyable day trip, the more
  valued and subtle consequence is the breaking
  down of students perceptions of faculty they
  see that instructors are responsive, interesting,
  and approachable.

• Support for a Faculty Liaison with FYP to
  generate campus interest in Faculty Connections
  programs, and to help facilitate faculty-student
  programming.

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Evaluation Consequences Emphasis On Academic
Resources

• Creation of Advising and Orientation program
  that incorporates a greater focus on academics
• Fiscal support to OMA and the Gateway Center
  for additional advising staff
• Expansion of the Center for Learning and
  Undergraduate Enrichment (CLUE), a free, late
  night, multidisciplinary study center designed to
  provide supplementary educational opportunities
  for and enhance the academic achievement of all
  UW undergraduates. approachable.

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Evaluation Consequences Dawg Daze

• Institutional coordination of programs for
  students as they arrive to begin classes.
• Programming precedes commencement of classes
  and continues several days into the quarter
  bridging the arrival experience for new students.
  The expansion of Dawg Daze coincided with the
  movement of the first day of classes from Monday
  to Wednesday to incorporate transitional
  programming.
• Infusion of significant funding to broaden the
  scope of events.
• Events fall into daily themes (involvement,
  academics, exploring, etc.) to promote the scope
  of events offered.

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Strengths of the Undergraduate Experience In
Terms Of Transitional Programming

• A well-designed, comprehensive, institutional
  approach to student transition
• A successful effort to create connections
  between entering students and the people and
  resources that they need to reach their full
  potential
• Balance between the academic, co-curricular,
  and personal integration into the UW community

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Future Endeavors In Terms Of Transitional
Programming

• To continue to strengthen relationships across
  departments and divisions to create a seamless
  transition for entering students.
• To create a set of positive institutional
  traditions that mark the beginning of the college
  experience and communicate to entering students
  that they are included in the UW academic
  community
• To further develop the FIG and TRIG programs
  so that high levels of peer leader interaction is
  maintained while incorporating greater academic
  content and institutional involvement.

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191 Mary Gates Hall [phone] http//depts.wa
shington.edu/fyp