Proposed Philosophy Statement

Ball State University

Date Posted: July 25, 2007

Ball State University is confident in the mission it has always embraced—to provide an excellent undergraduate experience in and out of the classroom, and to establish that excellence in the freshman year. To provide innovative, comprehensive programs, an institution must make serious decisions about resources, must take bold risks in program design, and must be willing to refine those programs as assessment and evaluation data would suggest. That commitment is the basis for Ball State University’s first-year experience, which is grounded in these core beliefs:

University matriculation actually begins well before the first semester of enrollment, from the point of inquiry through admission, admitted student programs, freshman orientation, and Welcome Week. The various offices that coordinate these activities have a responsibility to collaborate with each other in creating a seamless pre-enrollment experience with consistent messages about first-year expectations and opportunities.

The University Core Curriculum serves as the common academic requirement for all Ball State students. Faculty teaching core courses should have access to the pedagogical resources and faculty development opportunities needed to ensure the highest quality classroom experience for first-year students.

In addition to specific course content, the University has a responsibility to provide first-year students with instruction on social responsibility, community engagement, and respect for diverse experiences, cultures, and opinions. This instruction can be equally reflected within the curriculum and as part of out-of-class, first-year activities.

The common theme for the first year is transition: from high school to college classrooms, from “home” to a new community, from general education to a specific discipline, from limited freedom to greater independence and individual responsibility. The University is obligated to provide academic support and co-curricular opportunities essential in helping students move through typical transition points during the first year.

As the nature of each freshman class changes in light of demographics and enrollment patterns, the University’s first-year experience requires consistent assessment as the basis for changes to existing programs and for the development of new activities.