Fisher’s Vision Statement

1. The Learning Circle Presents“Fisher Reads”A Common Reading Experience Designed Primarily for Sophomores and Transfer Students to Advance Student Success after the First Year Fisher’s Vision Statement By the end of the decade, we will be a widely recognized college in the Northeast Region that enriches student character and deepens intellectual inquiry to prepare men and women for success in a complex and diverse global community. Adopted, June 2012 by the Board of Trustees

2. Fun Facts to Know and TellFisher Student Enrollments • Typically, Fisher enrolls 900 new undergraduates annually: 550 are first-time students, 350 are transfer students (100 arrive in the spring). • Of the first-time students, approximately 18% leave Fisher within the first year and an additional 7% leave Fisher by the end of their second year. • Of the full-time transfer students, approximately 15% leave Fisher within the first year and an additional 5% leave Fisher by the end of their second year.

3. Why we need “Fisher Reads”Addressing Our Vulnerable Populations Sophomoresand Transfer Students are vulnerable populations that have different needs and challenges that lead to “The Sophomore Slump” or “The Lost Year.” • Difficulty in making the transition to major • Additional help in skill building • Guidance in selecting majors and making good career choices • Overcoming a sense of isolation The Slump—particularly in relation to skill levels—is part of a “snowball effect” that stems from incoming student readiness for college.

4. Why we need “Fisher Reads”Incoming Student Readiness Incoming Students have Weak Reading, Writing, and Critical Thinking Skills • In 2011, only 43% of students taking the SAT posted a score high enough to indicate they were ready to succeed in college. • The 2011, SAT critical reading and writing scores were the lowest ever recorded: 497 and 489 on a200-800scale. • At Fisher: Offull-time first year students 25%scored at or below 480 in reading and460in writing; 25% scored at or above 580 in reading and560in writing.

5. Qualtrics Survey Results76 Faculty Responses • 61% of faculty teaching content-area courses rated all students’ critical reading skills as either fair or poor • 66% of transfer students are rated as either fair or poor • 70% of new majors are rated as either fair or poor AND • 83% of faculty view critical reading skills as either extremely or very important to student success • 69% of faculty agreed that scholarly books (as opposed to articles) add value to student research • 51% of faculty assign 40 or more pages of reading per week; 28% assign60 or more pages per week BUT • 21% of faculty do not encourage students to use one or more books in research assignments (Lavery Library check-out of books is declining every year) • 72% of faculty spend either no time or less than 10 minutes per week discussing critical reading strategies with students • 35% of faculty do not discuss when it’s appropriate to use a book or other scholarly sources for research assignments

6. Why we need “Fisher Reads”General Conclusions • We need to focus more attention on sophomores and transfer students • Students’ critical reading skills need serious improvement • Faculty value reading and assign a good amount of it in their classes • BUT faculty need to devote more time to teaching students how to read critically and how to use classic or foundational texts in their research assignments The Learning Circle proposes “Fisher Reads” a pilot program that will: • Raise the value and profile of classic or foundational texts in the classroom and in research assignments • Improve undergraduate critical reading and research skills • Contribute to faculty development • Improve retention of sophomore and transfer students

7. “Fisher Reads” In a Nutshell Participating faculty select a classic or foundational text that introduces a central theme for learning, and then collaborate on in-class and extracurricular activities for the semester.   The program provides sophomores and transfer students with opportunities to improve their skills and foundational knowledge while engaging in a focused exploration of themselves and their places in the world through a common reading experience.

8. “Fisher Reads” Five Program Models Faculty are encouraged to use Blackboard or other web-based software as the common platform between courses, and E-Book to reduce student book costs and increase student and faculty IL/IT capabilities. Option A—Within Majors Participating faculty select a text guided by the question, “What classic or foundational text should every _____ major read?” (e.g., Augustine’s Confessions for a required course for Philosophy or Religious Studies Majors) Option B—Core within One Perspective “What classic or foundational text should every student within this Core perspective read?” (e.g., Augustine’s Confessions between P2 courses)

9. “Fisher Reads” Program Models Option C—Interdisciplinary: Core within Multiple Perspectives“What classic or foundational text offers multiple opportunities for interdisciplinary study?” (e.g., Augustine’s Confessions for P1, P2, P3, CC courses) Option D—Interdisciplinary: Majors and Core“What classic or foundational text in another discipline or Core perspective would complement and enrich our own curriculum?” (e.g., Augustine’s Confessions in a Psychology curriculum) Option E--Interdisciplinary: Majors and Core“What classic or foundational text in another discipline or Core perspective would complement and enrich our understanding of and participation in this annual event?” (e.g., Augustine’s Confessionsfor Fisher’s Philosophy Day) Fall Test Case, Option B: Tim Madigan/Linda MacCammon, Billy Budd in P2 courses

10. The Challenges of “Fisher Reads” Common Reading Programs present a number of challenges for faculty, staff, and students: • Time Requirements • Planning and Logistics • Text Selection • Coordination of Classes • Enhancing Skill Sets through Reading • Developing Effective Assignments and Extracurricular Events • Use of Technology • Assessment The Learning Circle Summer 2013 Workshop: for all interested faculty who want to teach “Fisher Reads” courses next fall or sometime in the future.

11. Pilot Error? “Fisher Reads” is a pilot program that is experimental in nature. Interested faculty should consult with the appropriate offices and departments as they plan their collaborative courses. The Learning Circle Handout details what should be done in terms of initial planning, spring registration for Fall, 2013 courses, and the summer workshop.

12. Interested? Please Contact Learning Circle Members Kate Ross: kross@sjfc.edu Marianne Simmons: msimmons@sjfc.edu Kathleen Sigler: ksigler@sjfc.edu Jim Bowman: jbowman@sjfc.edu Linda MacCammon: lmaccammon@sjfc.edu All Learning Circle Resources Are Available Upon Request

13. Thanks for Coming!Questions?

14. Retention NumbersFisher’s Office of Institutional Research 87 First Year Full-Time Students Transfer Students

15. Why we need “Fisher Reads”Current and Future Realities • Accountability in Colleges: government officials, policy makers and researchers, business leaders, and parents are pushing for a deeper inquiry into college effectiveness and student success. • The National Initiative for K-12 Common Core (greater emphasis on career and college readiness) See: http://www.corestandards.org/the-standards Fisher’s Vision Statement By the end of the decade, we will be a widely recognized college in the Northeast Region that enriches student character and deepens intellectual inquiry to prepare men and women for success in a complex and diverse global community. (adopted by The Board of Trustees, June 2012)

16. Why do we need “Fisher Reads”?Overall Graduation RatesDirect Peer Institutions, 2011 Integrated Postsecondary Education Data System (IPEDS) College Navigator: http://nces.ed.gov/ipeds/ Tracks the progress of students who began their studies as full-time, first-time degree- or certificate-seeking students to see if they complete a degree within 150% of "normal time" (i.e., 6 years, tracking students who began in fall, 2005). Grad % Undergrad Enrollment Marist College 80 5,442 Nazareth College 74 2,172 Sienna College 74 3,292 St. John Fisher College 73 2,871 Le Moyne College 72 2,871 John Carroll University 71 3,001 Assumption College 67 2,303 Canisius College 67 3,385 Niagara University 65 3,279 College of Saint Rose 63 2.931 Saint Bonaventure University 63 1,958 Alfred University 60 1,953

17. “Fisher Reads”Summer Workshop for Training and Planning Common Reading Programs: Going Beyond the Book by Jodi Levine Laufgraben Workshop Topics • Selecting the Right Course and the Right Book • Teaching Reading and Writing Skills with a Common Text • Selecting Central Themes, Forms of Textual Analysis, and Skill Development • Integrating Common Reading with Core, Majors, School Mandates, and National Initiatives • Coordinating Syllabi, Class Times, Assignments, and Events • Developing Common Assignments and Collaborative Grading • Using Blackboard and/or web-based software, E-books, and Library Resources for Common Reading Courses • Developing Activities Outside the Classroom • Selecting Appropriate Forms of Assessment • Planning, Review, and Testing of Common Reading Models

18. The Challenges of “Fisher Reads” Common Reading Programs present a number of challenges for faculty, staff, and students: • Time requirements • Developing and communicating clearly defined goals and outcomes • Consistent and adequate planning and logistical coordination among all participants • Committed participation of faculty, staff, and students • Selecting the right course and the right book (i.e., relevant and intellectually challenging) • Teaching a common text among different courses and disciplines • Developing effective assignments for a common reading experience • Getting students to read the text • Developing out of class activities that reach a broad audience beyond the classroom • Effective use of technology for teaching and promotion of program events • Selecting effective assessment instruments To address these challenges, the Learning Circle will offer a Summer 2013 Workshop for all interested faculty who want to teach “Fisher Reads” next fall or sometime in the future.

19. Why do we need “Fisher Reads”?Fisher’s Stated Intentions and Strategic Plan Vision Statement: By the end of the decade, we will be a widely recognized college in the Northeast Region that enriches student character and deepens intellectual inquiry to prepare men and women for success in a complex and diverse global community. (adopted by The Board of Trustees, June 2012) Concise Mission Statement: St. John Fisher College is a collaborative community dedicated to teaching, learning, and scholarship in a student-centered educational environment. The College is guided by its liberal arts tradition and its Catholic heritage, as expressed in the motto of its founders, the Basilian Fathers: “teach me goodness, discipline, and knowledge.” Fisher engages individuals in lives of intellectual inquiry, professional integrity, and civic responsibility, where diversity and service to others are valued and practiced. (adopted by The Board of Trustees, June 2012) The Strategic Plan Goal 1: Program Development and Curriculum Renewal The College will strengthen its commitment to liberal arts and professional programs through purposeful curriculum renewal and innovative program development and delivery. Goal 2: Cultivating Student Success Through Academic Enrichment The College will expand and build on activities that intentionally integrate academic work, experiential learning, student life, and career development. Goal 3: Knowing Our World and Each Other The College will develop new and enhance existing efforts to be an inclusive campus for faculty, staff, students, alumni, and the wider community.