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The University of Tennessee

 

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Teaching in Alumni Auditorium

» first-Year Intervention (FYI)

Student success, persistence and graduation are vitally important to the campus. Research on first-year student retention supports early warning/intervention programs as high impact activities that positively affect student success.

 

You can do a great deal to make the University of Tennessee a better institution by providing feedback on student engagement and performance early in the term:

• Request to meet with students who are missing class, not completing homework or doing poorly on assignments, quizzes and exams. Personal contact with the instructor is the most impactful intervention!

• Participate in FYI by providing feedback on first-year students to the student and the Student Success Center via the web-based Blackboard interface or FYI Faculty Site link. SSC Academic Coaches and designated advisors/counselors will contact the student and help determine academic support needs.

Contact the SSC and provide the names and net ID's of students that you feel would benefit from academic support.

• Utilize the "Early Alert" function of your Blackboard course site that will automatically send emails to students who have not completed quizzes or designated assignments as specified by you.

• Refer students to the SSC web site and ask they make an appointment with an Academic Coach.

Please note: The FYI interventions fall under the "need to know" clause of FERPA, permitting the release of academic information by faculty/instructors to academic administrators, advisors, and counselors. A signed statement by the student permitting release of information for FYI purposes is NOT required. Visit http://ferpa.utk.edu/ for more information.

For student-athletes: The university is required to track student-athlete class attendance as dictated by the South Eastern Conference (SEC). Class attendance is linked to eligibility to participate in competition and is documented by the feedback provided by instructors. If you have student-athletes in your class, you will be asked to provide feedback four times during the term using the FYI system described above in the second bullet.

 

How the First-Year Intervention (FYI) System Works

If you choose to use the FYI system, the FYI faculty portal is open and ready for your input. You have two options:

1. For those who use Online@UT (Blackboard): You will find the FYI request at each of your class rosters. Beside each student's name needing an FYI evaluation, you will find a link to the form. If you need to designate a proxy, use the new FYI Faculty Site.

2. For those who do not use Online@UT (Blackboard): You will access the FYI faculty portal by visiting the new FYI Faculty Site.

 

Schedule for FYI Feedback Requests

Fall and Spring Semesters

• 4th week of the term» First-year students and all student-athletes
• 9th week of the term» Student-athletes only
• 12th week of the term» Student-athletes only
• 16th week of the term» Student-athletes only

Mini-Term

• 3rd week of the term» Student-athletes only

Summer Semester

• 3rd week of the term» Student-athletes only
• 8th week of the term» Student-athletes only
• 10th week of the term» Student-athletes only


As a professor or instructor, the role you play in student success is central to our efforts as we strive to become a better institution and provide a quality undergraduate experience for our students. The Student Success Center is a resource for you and for your students. If you have questions about First-Year Interventions or academic support in general, please contact us.

 

Purpose of early First-Year Interventions

• Provide students with feedback concerning their overall, comprehensive performance in courses, in a way that individual grades do not always convey;

• Provide students with suggestions and strategies for their improvement in individual courses (e.g. class attendance, completion of assignments, individual conference with instructor, etc.);

• Provide student performance data to administrators, academic advisors, and academic coaches who are monitoring students enrolled in specific programs;

• Provide administrators, academic advisors, and academic coaches the opportunity to help students access resources for academic success (tutoring, supplemental instruction, conference with instructor, time management, and study skills) and reposition them for academic success; and

• Enable the university to better identify and intervene with first-year and other designated students at an earlier point.

 

 

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