Roles and Purposes Dimension – Potential Solutions
Shaded areas = newest suggestions (from our last meeting)
8.1 Purposes: To what degree does the campus effectively communicate to first-year
students its vision for the following purposes of higher education? (Reminder: we discussed
how the emphasis is on whether we communicate this information to first-year students – not
simply whether this information is available).
1.
Knowledge acquisition for personal growth
 Core courses are viewed as a check-list of courses to get through; they do not understand
the value/meaning of a liberal arts education or see the value of core courses contributing
to their personal growths:
o Create a personal story for liberal arts education: Peers, mentors, & faculty role
models:
 Expose students to engaging speakers from each part of the core to talk at
orientation about how to make core courses personally applicable
 Expose students to older students who found their major or changed their major
because a particular core course engaged them on a personal level
 Establish a coaching program from UNM alum graduates to coach/mentor
freshman
 For core courses taught by grad students or adjuncts, expose students to senior
faculty as guest speakers from the discipline area of the core course—hear first
hand what inspired the faculty member to choose their path of study
 Within core courses build a component for students to meet and/or interview
faculty from the core discipline being taught—either through attending office
hours or online “office hours” (or some place informal)
 Survey the students to see if they have questions about the applicability of the
core to their own lives
o Provide students with early engagement in research to discover UNM’s mission:
 Get students involved in research with faculty right from the start
 Bring back Freshman Research Quest and College Success Seminars
 Tie students to UNM in a personal way; use UNM archives as a source for student
research in areas of their personal interest

UNM does not effectively communicate the value of a liberal arts education and the
rationale of core courses contributing to the personal growth of the student:
o Use advisors and advisement sessions as one piece of the university articulation of the
value of liberal arts education toward personal growth; the role of core courses to
explore and expand pathways to selecting majors; perhaps a training module is need
for advisors in order to accomplish this?
o Provide a handout (not a check-list) that explains the meaning and value of a liberal
arts education that includes core courses; articulate why the university community as
a whole values a liberal arts education that nourishes a well rounded knowledge
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foundation. Could give some example of how some students end up changing their
majors as a result of taking certain core courses
o For those core courses in which the instructors are graduate students or part-time
instructors, have the regular faculty give a few guest lectures so that they can become
known and appear more approachable*
o Get engaging speakers from each part of the core to talk at orientation; to make the
core personally applicable*

Early contact with potential students:
o We could think about marketing our message with young kids, and use our access to
kids through campus sporting events, plays
o Have faculty go to high schools to allow young students to develop a connection with
UNM faculty*
o YouTube video could be created that explains the many things UNM has to offer
besides just a chance for a better job
o An App could be created for smart phones that highlights UNM’s potential to
influence personal growth, etc.
o “Ambassadors” could be created; namely, faculty, alumni, or students who visit high
schools (or meet with the high school tour groups that come to UNM) and deliver
several specific messages about the many things UNM offers (regarding personal
growth, etc) as well as the research possibilities (powerpoints could be supplied that
highlight different department’s research)
o Several current programs start contact with high school students and follow through
with them when they enter UNM. We should expand this to departments and
incorporate an ongoing evaluation so we know if these students actually come to
UNM and if they stay (Office of Institutional Research should have much of this
information already; we just need to have them give it to departments)
o Expand the dual credit program

Transition from high school to college:
o It is hard for students to transition from high school to college; to learn to master
personal problems/growth. Need to be shown how to apply this new knowledge*
o Need to find a way to increase the self-esteem and emotional stability of these young
students so that they are open to this information
o Website needs to be made easier to navigate
o Add more advisors so that they can spend more time with each student (which they
will need to do in order to be able to talk about some of these other issues)
o Orientation should have a unifying theme each year that carries across the different
presentations (e.g., responsibility, personal growth, citizenship, public service). Could
ask each presenter (from various groups) to tie in the theme; could make it prominent
in the brochures & electronic communications
o Incoming students may not realize that they need to take the initiative if they plan on
dropping classes or if they simply need help. Faculty should contact students in their
classes who have not turned in several assignments to see what they need
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o We need to identify specific questions to give the Office of Institutional Research so
that they can routinely give departments certain information (e.g., names/contact
information for our majors who don’t enroll one semester)
o Identify certain (relevant) courses that can assign upper-level undergraduates to work
with freshmen as part of their coursework (e.g., ethnographic research methods
courses); they could explore personal growth, etc

Commuter campus issues:
o We need to reach out to students & ask them what they need; we should do this in
places like bus stops, near DSH, etc.
o Since we largely have a commuter campus, we could schedule all the main freshmen
classes in one building
o Expand the current coaching/mentoring plan (that works with at-risk students to other
students as well
o Online mentoring could be introduced widely. It could involve online “office hours”
for faculty too
o Use social media outlets (Facebook, etc) to engage in discussions of UNM’s potential
contributions to personal growth, citizenship, public service, etc.
o Expand Freshmen Learning Communities and have them include these “themes”
(personal growth, etc)

Students perceive faculty as unavailable or unapproachable; must demystify the faculty
aura – people with passion:
o Have faculty go to high schools for young students to make early connections to
UNM faculty
o Have faculty as guest speakers in core courses that are taught by graduate students or
adjuncts so freshman have an earlier exposure to faculty and they are seen as more
approachable
o Hold office hours at some place less formal or add an online component to “office”
hours
o Have faculty from each of the core areas talk to students at orientation—to share their
story about discovering their field of study
o Teach/train faculty how to encourage students to bridge the course content to their
personal growth or how to make their education personally meaningful; invite
students to take course content and apply it to their own life
o From the top down, instill in faculty the importance of reaching out to freshmen in
tangible ways—mentorship, research clubs, local field trips, monthly department
gatherings
o Dept. chairs should frequently articulate the institutional value of faculty making
themselves available to students in tangible ways. Examples include establishing
interaction opportunities between faculty and students that instructors of core courses
can work into their syllabus (like departmental meet & greet sessions), designating
interview hours within established office hours, establishing blogs for students to ask
faculty questions related to their course assignment (“inquiring minds want to know”)
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o Instructors of core courses could take a webinar or receive some professional
development how to make the course content relevant to an 18 year old’s life

Faculty are unaware of the full range of student support services:
o Provide multiple mechanisms for faculty to gain knowledge of student support
services
o Have OSET develop a webinar training for faculty on student support services
o Create a “quick link” on UNM homepage just for “student support services” that
opens up a page that shows all of the services with a brief description what they offer
o Have faculty attend an annual college-wide meeting with representatives from various
support services give brief updates on the latest efforts being made to support
students
o Have chairs initiate department discussion on the role of faculty to “ignite”
engagement between faculty and students
o Start departmental blogs for faculty to utilize between faculty meetings to quickly
raise issues and collaboratively work through them and be able to refer back to
discussion threads
2. Learning to prepare students for future employment
 We are trying to close remedial gaps, & the perception of these students is very different
because their courses don’t count toward a degree
 There are 2 sets of students: freshman learning how to navigate through school, & other
students who know what they want to do & are going through the motions and not being
engaged
3. Learning for engaged citizenship
 Orientation:
o Give examples of how students’ involvement made a difference; how they got
changes they wanted
o Introduce a cohort atmosphere (“The Class of 2016….”)

Social media:
o Provide additional details about students’ voices influencing change
o Inform students about the process for having their voices heard
o Start an online discussion about what “citizenship at UNM” means
o Maintain a cohort (Class of 2016) atmosphere
o Provide links to different departments’ resources
o Call for volunteers for various worthy causes
o Text “campaign” messages to students
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o Create a video about citizenship; show 2 paths – one in which a student opted to
stay home and play videos, and one in which a student got involved in service
activities
o Make expectations about citizenship clear on the UNM website

Extracurricular activities:
o Have ASUNM host a Call-In Hour with President Frank monthly
o Organizations can take turns organizing a monthly activity that gives back to the
community (or to UNM)
o Have PSAs during athletic events that highlight a “good citizen of the week”
(could put up on screens too)

Faculty:
o Reward faculty for promoting citizenship
o The classroom needs to drive home the citizenship message (include it in
assignments)
o Add modules to core courses that teach about civil discourse/citizenship
o Emphasize the benefits of being able to list service on one’s CV
o Set up peer mentoring programs (students helping students)
4. Learning for serving the public good
 We focus more on individual advancement instead of the collective
 It is rare that we talk about justice, freedom, or equality
8.2 Motivation: To what degree does the institution intentionally provide opportunities for
first-year students to examine their personal motivation for pursuing higher education?

Orientation:
o At freshmen orientation everyone wants to take part, so information is given but
time limitations prevent one from working on motivation
o Disseminate information about majors, purpose of higher education, potential
careers both before and after orientation.
o Need to think about follow-up to orientation – making sure the vital information
given at orientation is repeated in various forums throughout the first year.
o Plant seeds of purpose at orientation – open the question up to the group “Why
are you here” and encourage exploration of that question during the first year and
provide guidance on where they can explore that question (e.g., career services,
explore a major fair, online utilities).
o Use social media (e.g., First Year Facebook group. twitter) to encourage
information sharing and getting the word out after orientation.

Explore a major fair
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o Get the word out (to students and faculty) about the Explore a Major Fair.
o Put the fair online – “Explore a Major” website as a central portal for learning
about majors, as well as other opportunities to learn about real-world careers.

Extracurricular activities:
o There are a variety of ways currently to be motivated. Personal conversations are
key and take place within community organizations, such as activity groups.
o “Emerging Lobo Leaders” – facilitate learning about shadowing programs,
internships, apprenticeships by creating a central website for community
engagement and internship opportunities that already exist at UNM.

Declaring a major:
o Connect students earlier with their major/degree plan (pre-admits? When they
indicate an intended major?) so that they can get special advisement from the
department
o Train advising centers (academic, career, etc.) to be focused on more than just
what courses do the students need to take. Rather, advising (or a subgroup of
advising) could be devoted to helping students explore career and future
motivations/dreams. Advising is currently somewhat punitive and de-motivating
(e.g., only see advisor to have a hold taken off account). Make advising a place
where students want to go by making advising useful for the bigger picture.
o LoboTracks is helpful, but does not provide “other options” (e.g., departmental
exceptions to or substitution for certain courses).

Coursework
o Expand access to the “Freshman Academic Choices” programs and potentially
require participation in small group freshman learning opportunities?
 Some students already know what they need to do to make choices for
their future, but other students might need to be told/required to
participate and shown how to make choices.
o Build roles/purposes dimension into first year courses – train faculty/grad students
who teach first year students to facilitate discussions and give assignments related
to the question “Why am I here?” For example, English 101 could have a writing
assignment related to that question. It is critical that faculty are trained in deeper
examination of purposes (for example, if a student writes “to get a job” then
instructor should explore more – why is it important to you to get a job, etc.)
o Shared book experience across first year courses – specifically select a book that
explores roles/purposes and then encourage multiple first year classes to use the
book in their classes.
o Enhance motivation to be prepared for college and getting involved/familiar with
UNM by requiring a short “pre-school” course (e.g., a course that students would
take prior to starting their first year – offered in person and online).

Faculty:
o Have “inspiring/engaging” faculty visit large freshmen classes and get the
students excited about research opportunities (Independent Study)
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o Put the best teachers in freshmen classes and give special “credit” to the faculty
who are willing to do this.
o Create advising groups or mentoring cohorts that are led by faculty.
o Train faculty/grad students in how to motivate first year students.
o Faculty who provide extra mentoring and inspire students could be given special
recognition in some way.
o Office hours can be for more than just class questions. Office hours can also be a
place for mentoring, building relationships, getting more involved, sharing
experiences and communicating values. Encourage faculty to communicate these
other purposes of office hours, provide greater accessibility to office hours, and
contact outside of office hours.
o More emphasis on importance of teaching by changing the culture for T&P
guidelines/requirements. Also, new faculty orientation can be a good place for
introducing the importance of teaching and informal mentoring of UNM students.
o What are great professors at UNM currently doing to motivate students? What
currently works to motivate and inspire students at UNM? Ask great professors
to instruct or share their experiences with other faculty and graduate student
teachers.
o Informal faculty lectures on motivation, experiences, purposes, and values.
8.3 Rationale: To what degree does the campus effectively communicate its rationale for
the following?
1. Required courses (e.g., core curriculum, distribution, & general education)
 Communicating the rationale for the core through advisors/other staff, and media:
o Start a campaign about the core
 Get student feedback
 Educate about the importance of the core
 The perspective of employment-driven education is OK, but we must
emphasize the importance of actualizing as an individual
 Have employers and alumni emphasize the importance of the core
o Make a video for core classes and put it on Lobo web
 Include presentations on what each core class has to offer (beyond mere
class descriptions)
o Require a certain amount of core credit hours the first academic year
 Communicating the rationale for the core through peers:
o Use peer mentoring
o Use best practices in peer mentoring
 Communicating the rationale for the core in the classroom:
o Sustain student outreach in the classroom
o Have certain faculty designated at freshmen faculty
o Offer incentives to faculty for teaching the core
 Have them integrate goals during these interactions (student-faculty;
faculty-faculty; student-student??)
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o Have faculty put a paragraph at the beginning of each core course syllabus that
gives a mission statement which emphasizes:
 Core as the foundation of student education
 Core as the fundamental tool for developing students into well-rounded
people, citizens, and academics
o Have faculty communicate this rationale with transparency the first class of
every core class

The lottery scholarship drives the courses; the gateway courses are overriding any
rationale for the core curriculum
2. Required competencies (e.g., library skills, computing, writing)
 Do we know what the competencies are? (e.g., library skills)
 Students are given a number and it is not explained why they have to take the courses
 There is a standard English assignment at the end of the semester; not sure if the rationale
for the competency is being made
 Going to the library and understanding the library and how to do research
 English 101 & 102 have been trying to this
 We do not connect all of these skills – it is fragmented
 FLC attempts to do this – it combines English with other core course to build skills
 Solution? It is important to discuss transferable skills; this is missing in the rationale;
namely, why you should have these competencies
3. Requirements for entry into majors
 General pre-emptive solutions to assist students sooner:
o Starting in high school expose students to sample college schedules & templates for
four year planning
o Provide more avenues for students to access departmental brochures including:
 put pdf versions of department brochures on line
 provide high school counselors and teachers with department brochures to
disseminate to high school students considering college and contemplating
majors
o Help incoming freshmen get to their major sooner because studies show students
are more likely to finish degrees in a timely manner when they have chosen a major
and get into the departmental community

Advisors as frontline communicators :
o Help students explore what a major and its career trajectory might look like (e.g.,
courses, sequence, prep for hard courses, range of career options within a particular
major)—providing multiple maps/plans to help the student build a four year
schedule
o Give students a handout for a pre-meeting checklist to get the most out of each
advisement session, including checking out career services (see UNM Career
Services link to http://www.nxtbook.com/ )
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o Provide online templates by major for course selection and building a four year plan
o Create an online interactive template for course/major planning on LoBo Tracks
o Give students more responsibility - like a check list (with instructions to come back
when they have done everything on the list)
o Train advisors to help students self-evaluate more accurately when they are
adequately prepared and ready to take challenging courses (as opposed to students
taking these courses just because it is the next course in the sequence to take, or
they have an “opening” in their schedule that needs to be filled)
o Have more communication between university advisors and department advisors
o Set up follow-up appointments with students before they leave the office so that
they make a personal commitment and the advisor demonstrates an investment in
advising

Departments providing information for majors:
o Produce a YouTube or video about the department, the major, and the career
possibilities
o Produce a visual aid like a map for major planning
o Produce a major template for students to plan out their four year course sequences
o Provide four year forecasts of course offerings, and if a class must be canceled the
department should accept course substitutions so as not to penalize the student

UNM institution PR communication:
o Spread the message that when someone graduates from UNM it really changes
their life; it is a huge, positive impact on their lives as well as their family and
their community
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