A First-Year Interest Group (FIG) is a cluster of three interrelated classes in which a small group of students (usually no more than 20) enroll together. The classes can be built around a very general or a very specific topic or theme. Each FIG cluster includes a small "synthesizing" course that actively integrates and synthesizes the material from the other two courses in the FIG. FIGs are offered only in the fall semester; research indicates students have their feet on the ground, have made friends and become acclimated, and do not feel the need for this type of program in their second semester.

Most FIGs are connected to specific residence halls or residential "neighborhoods" (such as Lakeshore or Southeast). One potential benefit of residence-hall based FIGs is the greater opportunity for fostering a true learning community among students. Out-of-class activities for FIG students may be facilitated by the FIG director or coordinator, or by residence hall liaisons, with or without the direct participation of the FIG faculty.

Plan 2008, the university's blueprint for enhancing campus diversity, recommended that the campus consider developing freshman seminars to enhance retention and diversity education for all students. L&S was asked to undertake a study to determine which model of freshman seminar should be developed. Two faculty/staff committees were formed to explore possibilities, and FIGs was the recommended outcome.

FIGs have operated for over a decade at a number of institutions, including the Universities of Washington, Oregon, Hawaii at Manoa, Missouri at Columbia, Indiana-Bloomington, and Michigan-Ann Arbor. All of these campuses report that FIGs have a substantial impact on improving freshman achievement and retention. Our own annual assessments confirm that FIGs have a positive impact on student achievement. Faculty who have taught FIGs comment on the high levels of engagement and participation in class, and they frequently remark on the fact that their FIGs students almost never miss class. FIGs students often form study groups, enhancing their academic experience. The GPA's for each FIGs cohort are substantially higher than the GPA's of the peer groups, even though their academic profiles (average ACT scores, average class rank, etc.) are virtually identical.

FIGs faculty have the opportunity to develop a new and exciting small, interdisciplinary course, to work with committee faculty colleagues and staff, to teach interested and engaged students, and to be part of a high-profile program. In addition, faculty FIG leaders receive a stipend of $1,500.00.

A FIG leader's responsibility entails scanning the first-year curriculum outside one's own academic department to find two other courses that can be integrated with the main course. Ideally, one of the courses in the FIG should meet the ethnic studies requirement or have some significant content related to diversity, although this is not an absolute requirement. All courses in a FIG should fulfill breadth requirements or general education requirements. The FIG director can be of assistance to faculty in locating appropriate linking courses. The FIG leaders should discuss their FIG concepts with the other two instructors and discuss ways to integrate content from their courses into the main "synthesizing" course.

Assessment of the pilot program indicates that students in the residentially based FIGs were more satisfied with their experience than were students in the non-residential FIG. There are many advantages to having a FIG connected to a residence hall. Students who live and study together build strong academic and social communities. University Housing also offers class space, computer resources, study skills workshops, tutoring, and informal dining opportunities in the residence hall. Most FIGs, therefore, are connected to "residential neighborhoods": Lakeshore, Southeast, and Private Halls. However, occasionally a FIG is targeted to a specific hall, at the request of the faculty member. Some FIGs, those carrying Honors credit, for example, are not connected to specific halls or neighborhoods, but are open to all new freshmen regardless of where they may be living.

Yes, UW-Madison's FIGs program is integrated and academically and intellectually challenging because the academic profile of our entering first-year students is very strong (average 3.7 high school GPA; 60% graduate in the top 10% of their high school class). Without academic integration, this program will not be as attractive to our students, nor would our faculty find it as intellectually satisfying.