Goal One: Increase the ACT composite score for first-time-incollege (FTIC) direct from high school (DHS) freshmen from 19.2 in Fall 2004 to 20.1 in Fall 2007.

Goal Two: Increase overall new undergraduate first-time enrollment from 1434 in Fall 2006 to 1491 in Fall 2007.

Goal Three: Increase new FTIC DHS Missouri student enrollment from 807 in Fall 2004 to 851 in Fall 2007.

Goal Four: Increase new transfer student enrollment by from 286 in Fall 2004 to 345 in Fall 2007.

Goal Five: Increase the number of new students (freshmen) out-of-state enrollment from 115 in Fall 2004 to 127 in Fall 2007.

Goal Six: Increase the number of new full-time non-traditional/adult students from 55 in Fall 2004 to 66 in Fall 2007.

Goal Seven: Build inquiry pool from 10,000 in 2004 to 15,000 for Fall 2007.

Dimension One: Philosophy

• Gain formal campus-wide approval of the philosophy statement.

• Identify action items that specifically relate to goals of the Foundations of Excellence^® in the First College Year.

• Integrate the citizen-scholar model throughout the curriculum and co-curricular activities.

• Include the philosophy of the first year in orientation for new faculty and staff and in the training of new faculty mentors.

Dimension Two: Organization

• Identify a standing committee to monitor the needs of first-year students and to evaluate the effectiveness of Western approaches to meeting student needs.

• Continue the programming that has proven effective.

Dimension Three: Transitions

• Review admissions materials and include information about curricular and co-curricular expectations in those materials.

• Update website content to include more explicit information about expectations and the importance of being involved on campus.

• Develop a more intentional effort during orientation to provide information on the institutional mission, academic expectations and student life.

• Disseminate more timely information during the first year about fees and financial aid deadlines so students can better prepare for subsequent years.

Dimension Four: Faculty

• Initiate a faculty development program for part-time/adjunct faculty that includes an emphasis on positive outcomes for first-year students.

• Expand the use of the College Student Inventory (CSI) to all first-year students. Train advisors in the use of this instrument and in appropriate interventions based on results of the CSI.

• Develop a structure to recognize high levels of faculty interaction and positive outcomes with first-year students.

Dimension Five: All Students

• Evaluate and enhance the services offered to students who are undecided on a major.

• Create a Developmental Education Committee to continue assessing the needs of academically under-prepared students and to provide needed services.

• Continue to assess and refine the first-year advising system.

• Encourage all first-year students to enroll in the Freshman Seminar.

• Determine why successful students leave Western.

Dimension Six: Engagement

• Establish a consistent internal culture of engagement and a set of common practices for incorporating engagement into all first-level courses across academic departments.

• Identify a common set of institutional learning objectives for first-year students.

• Develop interdisciplinary, curricular service learning opportunities.

• Expand opportunities for student participation in service.

• Maintain a connection with students’ families beyond Family Day.

• Expand the discussion of the citizen-scholar model during student orientation.

Dimension Seven: Diversity

• Determine actions to encourage more students to participate in the variety of multicultural activities offered on campus.

• Expand the opportunities for students to participate in travel/study programs.

• Expand opportunities for students to work together and reflect on issues for the campus and the external community.

Dimension Eight: Roles and Purposes

• Expand the discussion of the citizen-scholar model during all student orientation programs.

• Ensure that all Western faculty members know what students hear and experience during orientation activities so it can be reinforced in courses.

• Expand the opportunities for students to participate in activities that prepare them for citizenship.

• Expand the opportunities for students to participate in activities that prepare them to serve the public good.

• Strengthen the Registration/Orientation program to more explicitly incorporate opportunities to discuss the roles and purpose of higher education.

• Consider mandatory attendance at the Registration/Orientation sessions.

• Strengthen training for freshman advisors regarding exploration of the roles and purposes of higher education.

Dimension Nine: Improvement

• Create an ad hoc committee to discuss and make recommendations for assessment of the cognitive and personal development of first-year students. This committee will report its findings and recommendations to the Deans’ Council.

• Expand the presentation of student outcomes and related data to academic units, the faculty, and the institution as a whole.