Impact of FIGs on Faculty
FIGs have positive impacts on student performance, retention, and campus involvement. In addition, FIGs have had positive impacts on faculty who sometimes rediscover the joys of classroom teaching. A few faculty members have been awarded research grants based on work that began with their FIGs courses and students. Faculty who have taught FIGs have repeatedly commented that "FIGs students are not like regular UW-Madison students; they are much more engaged." They report that their FIGs students rarely if ever miss class; they are enthusiastic contributors in class discussions; and they usually perform better on exams and class assignments than other students.
A number of FIGs faculty have been able to develop collaborative relationships with instructors teaching the "linking classes" in their FIGs, and these individuals have described the opportunity to engage in interdisciplinary teaching as "unmatchable" and "the most memorable part of the experience."
Other benefits to faculty include
- Service to the department and the campus
- Contributing directly toward diversity and retention efforts
- The opportunity to teach a small class section
- The chance to develop a new course or a new approach to teaching an established course
- Collaborations with colleagues in other disciplines
What Faculty Have Said About FIGs
"It's been a good experience for me, and the FIG idea is one of those things that makes UW-Madison such a great school…I would definitely do it again." Mark Harrower, Geography
"After being retired for two years, I returned to campus to teach a FIG on serious mental illness to eighteen year-olds. These freshmen barely looked old enough to tie their shoelaces! What happened in the next fourteen weeks 'blew my mind.' Why? Because it was a profound learning experience for all concerned." Mona Wasow, Social Work
"Teaching a FIG has been the most positive experience I've had since I've been here at UW-Madison." Charles Hatcher, Consumer Economics
"The FIG program is a fabulous way to make interdisciplinary connections for both faculty and students. I gained new perspectives on my work, new colleagues and friends, and renewed commitment to help students synthesize their learning." Barbara Clayton, Theatre and Drama