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First Year Seminar Courses

First Year Seminar Courses. Rich Veit Judy Nye Laura Jannone. Why a New First-Year Seminar. First-year seminars are offered at more than 95% of American colleges and universities They have a significant impact on retention rates They led to more meaningful student-faculty interactions

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First Year Seminar Courses

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  1. First Year Seminar Courses Rich Veit Judy Nye Laura Jannone

  2. Why a New First-Year Seminar • First-year seminars are offered at more than 95% of American colleges and universities • They have a significant impact on retention rates • They led to more meaningful student-faculty interactions • They lead to better student performance and higher grades • They lead to more student engagement

  3. Then One-Credit Experience Optional Course Focus on Transition to College Now Three-Credit Experience Required Course Focus on Academic Content, Transition to College, and Ethics The First-Year Seminar: Then and Now

  4. Rationale for the Course • Address the Ethics Learning Goal • Address the Transition to College • Encourage Meaningful Contact with Faculty • Socialize Students into Academic Culture • Share Your Passion About Your Discipline

  5. Our Hopes • Challenging Courses on Interesting Courses • Courses that are Clearly Different than High School Courses • Courses Taught by Engaging and Caring Faculty

  6. FYS Outcomes • The First Year Seminar’s primary purposes are to stimulate our students’ academic curiosity and serve as a foundation for their transition into the intellectual life of the university. This course will allow professors to engage students in scholarly inquiry founded within the faculty member’s interests and expertise but not necessarily limited by disciplinary boundaries nor content requirements. Similar to the model currently used for perspectives courses, faculty will have the opportunity to teach a variety of academic topics while addressing important issues for first-year students. Thus, each First Year Seminar will address a common set of three components: Academic, Ethics, and Transition.

  7. Outcomes for the Academic Component of the First Year Seminar • Students will demonstrate critical thinking as they actively engage in course material. • Students will be able to seek out, evaluate and integrate information from multiple sources based on a course topic.

  8. Outcomes for the Ethics Component of the First Year Seminar • Students will demonstrate awareness of ethical debates pertaining to the course topic. • Students will demonstrate awareness of ethical considerations of academic life.

  9. Outcomes for the Transition Component of the First Year Seminar • Students will articulate and evaluate their experience with college resources (such as but not necessarily limited to one academic and one non academic resource). • Students will demonstrate strategies for improving academic skills (such as but not necessarily limited to time management, stress management, and study skills). • Students will demonstrate an understanding of academic culture and its norms, values, and practices, including the differences between college and high school intellectual activity and work.

  10. General Resources • Freshman Seminar: Info, Resources, Skills, & Training (FIRST) • First Year at Monmouth Resource Library

  11. Resources for Transitions • Instructor Training in May • “How is College Different from High School?” • Guest Speaker Database

  12. Resources for Ethics and Critical Thinking • Online Resources • Print Resources

  13. Web Seminars • Offered every semester • Next Month: • April 2: E-learning Study Skills: Keeping yourself and your students ahead of the curve! • April 7: Fired Up or Burned Out? Teaching Strategies to Help First-Year Seminar Instructors Rekindle Their Enthusiasm

  14. Peer Advisors • Assist you with your class and help your students adjust to campus life • Sophomores, juniors, seniors who have taken the course or are active leaders on campus • Assist a variety of ways; it's up to you and your Peer Advisor to find how you will best complement one another • Recommend a student or select from a pool of qualified students

  15. Peer Advisors • Liaison between students and professor • Role model for students • Teaching assistant • Paid hourly

  16. Approval ProcessFaculty Activities • Feb 2009 -Working groups begin to receive syllabi for their review to see of courses meet the approved learning outcomes, working group recommendations to be sent GEOC • May 2009- New & revised syllabi presented @ Undergraduate Studies Committee by academic departments following the approval by GEOC • Nov 2009- course schedule for summer 2010, fall 2010 & spring 2011 completed

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