First Year Experience

Course Syllabus

 

Designator:    FYE 101          Title:  First Year Experience                      Credit:     1(1-0)

 

 


I.                   Bulletin Description

 

Provides an understanding of the university environment, value of learning, career guidance and student responsibilities.

 

II.                Prerequisites

 

None

 

III.             Rationale for Course Level

 

This course is intended primarily for new freshmen and transfer students.  The content of the course is appropriate for freshmen and for other undergraduate students in their first year at CMU.

 

IV.              Textbooks and other Materials

 

Option 1:  Course pack of assigned readings

or

Option 2:  Ellis, David, Becoming a Master Student, 9th Concise Edition, Boston: Houghton Mifflin, 2000.

or

Option 3:  Gardner, J.N. & Jewler, A. J., Your College Experience Strategies for Success, 4th Concise Media Edition, Belmont, CA: Wadsworth, 2001.

 

and

 

Central Michigan University Bulletin (Current year)

CMU Planner

CMU Career Guide

 

V.                 Special Requirements for the Course

 

Students will be expected to attend several events on campus, take a university employee to lunch, and to keep a time log.  (These activities will not involve additional costs to the students.)

 

VI.              General Methodology

 

Lecture/discussion, group activities and discussion, experiential activities such as participation in campus events, and taking a university employee to lunch.  The instructor will be encouraged to use appropriate technology such as BlackBoard.com to assist teaching in the class.  The class size will be limited to 25 students per section, which will allow for student participation and discussion.

 

VII.           Course Objectives

 

After completion of this course:

 

1.                  Students will be able to state why they are in college and be able to articulate their college goals. 

2.                  Students will be able to explain the value of a liberal arts foundation for their education, the general education requirements that exist at CMU, and the value of these requirements.

3.                  Students will be able to describe individual, cultural, and ethnic differences and describe positive consequences of these differences.

4.                  Students will exhibit higher levels of academic skills to increase their success at CMU such as time management and accessing information from the web and library.

5.                  Students will be able to express what is expected of students to be successful at CMU.

6.                  Students will be able to identify problem behaviors that interfere with student success and be less likely to engage in these activities; and develop habits that lead to success.

7.                  Students will have greater knowledge of a specific university faculty or staff.

8.                  Students will know about the range of university events that are available to students.

 

VIII.         Course Outline

 

This course will meet twice a week for 50 minutes for the first eight weeks of the semester.  This course will be offered both in the fall and spring semesters.

 

 

 

 

 

Week

Content

Objective

Classroom Activity

 

 

 

 

1

University Environment

Establish safe, open classroom environment; create sense of community; introduce university environment and educational expectations.

Welcome and Introductions; Introduce course expectations/syllabus; Discuss university environment; educational expectations; Estimate a time log.

2

Value of Learning, Higher Education and Diversity

Introduce concept of liberal education, lifelong learning, mastering academic disciplines.  Initiate educational values of diverse university environment.

Discuss Dean’s Reading I; Discuss Academic Integrity/Dishonesty (Plagiarism); Discuss Diversity Issues; Assign time management log.

3

University Learning Foundations

Define academic success; Identify and discuss application of learning styles and strategies.  Discuss General Education; components, requirements, purpose and value.

Discuss Dean’s Reading II; Review Time Log – specific discussion of note taking, listening, studying test/exams, class attendance; conduct learning styles inventory.

4

Decision Management:  Alcohol, Drug Use, Wellness and Personal Conduct

Introduce positive decision-making strategy; discuss barriers to academic success

Discuss Dean’s Reading III; emphasizing civility, social responsibility; Exercise-case scenario using  Student Rights and Responsibilities.

*    Readings for each unit are listed separately under heading "Assigned Readings".

 
 
5

Offices, Services and Groups:  Who's Who on Campus

Explore the student-faculty-staff connection; familiarize students with campus resources

Discuss Dean’s Reading IV; Conduct problem solving exercises using CMU Bulletin, calendar, web page.

6

World of Information and Research

Introduce basic skills for information literacy; introduce librarians and library services

Discuss Dean’s Reading V; Demonstrate on-line resources; define plagiarism; discuss scholarly information.

7

Decision Management:  Academic and Career Guidance

Introduce academic and career decision making strategies; Review advising resources; Introduce career

resources

Discuss Dean’s Reading VI; Present Academic Orientation II; Conduct career exercise (Values Sort); Discuss career decision-making model and options for assistance.

8

Conclusion

Solidify student learning and commitment; Process course experience

Discuss Dean’s Reading VII; Review value of higher education; Discuss Mission Statement, write personal mission statement reflecting where they were when they arrived, where they are now, and where they want to go.

 

Assigned Readings;

 

            Faculty and/or staff teaching the course may wish to choose from the  assigned readings or to add additional readings.

 

Unit 1:

a.       Course Pack -

In Class:

Mitchell, Thomas N.  “From Plato to the Internet”, Change  (March/April) 1999, 17-22.

 

Central Michigan Bulletin 2000-2001, Mission Statement, pp. 6-9

 

Out of Class:

CMU Planner:  CMU History, p. 4

 

CMU Planner:  Co-Curricular Activities, p. 39-56

 

Internet address:  my.cmich.edu (includes university calendar)

 

Dean's Reading**

 

 

**  Deans at the university will be asked to provide a recommended reading, or to provide their own contribution to be read by the students in this course.

or

a.       Text one - None.

or

b.      Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 1 "College Makes the Difference: Strategies for Success" p. 3-8.

Chapter 1 "College Makes the Difference: Liberal Education and Quality

of Life" p. 12-13.

 

Unit 2:

a.       Course Pack -

In Class:

Cronon, William “Only Connect”, Liberal Education  (Winter) 1999, 6-13.

 

Dean’s reading- Shapiro op-ed in Saginaw News “Liberal Arts Education Valuable”

 

Smith, Daryl "How Diversity Influences Learning", Liberal Education (Spring) 1997, 43-47.

 

Minnich, Elizabeth K. "Liberal Learning and the Arts of Connection for the New Academy", American Commitments.

 

Omi, Michael and Winant, Harold.  “Racial Formations” Chapter 1 in The Social Construction of Race, Class, Gender, and Sexuality, 13-22.

or

b.      Text one - Becoming a Master Student by Dave Ellis (2000, 9th Concise

Edition),

Chapter 2 "Time", p. 28-63.

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 12 "Diversity: Celebrating Differences in Culture, Age, Gender,            and Abilities" p. 187-200.

 

Unit 3:

a.       Course Pack -

Watson, David L. and Stockert, Nancy A. "Ensuring Teaching and Learning Effectiveness" The NEA Higher Education Journal, 91-104.

 

CMU Bulletin - General Academic Information, p. 57-60

 

CMU Bulletin - Academic Policies and Procedures, p. 67-75

 

**  Deans at the university will be asked to provide a recommended reading, or to provide their own contribution to be read by the students in this course.

CMU Bulletin - General Education, p. 102-109

 

Dean's Reading**

or

b.      Text one - Becoming a Master Student by Dave Ellis (2000, 9th Concise

Edition),

Chapter 1 "First Step", 1-27

Chapter 3 "Memory", p. 64-83

Chapter 7 "Thinking", p. 162-195

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 2 "Time Management: Foundation of Academic Success"

p. 21-34.

Chapter 3 "Active Learning: The Student-Teacher Connection" p. 37-50.

Chapter 4 "Learning Styles: Discovering How You Learn Best" p. 51-64.

Chapter 5 "Critical Thinking and Writing: Developing Core Tools"

p. 65-76.

Chapter 6 "Classes: Listening, Note Taking, and Participating" p. 79-92.

Chapter 7 "Reading: Getting the Most Out of Your Assignments"

p. 93-105.

Chapter 8 "Making the Grade: Tests, Memory, and Presentations"

p. 107-128.

 

Unit 4:

a.       Course Pack -

Rapaport, Ross J. "Lessons in Living for College Students" Michigan Journal of College Student Development (Spring) 1999, Vol. 3, No. 1

 

CMU Planner:  Code of Student Rights, Responsibilities and Disciplinary Procedures, p. 75-88

 

Faculty member selects from a list of readings on specific problem issues.

 

Dean's Reading**

or

b.      Text one - Becoming a Master Student by Dave Ellis (2000, 9th Concise

Edition),

Chapter 6 "Tests", p. 134-161

Chapter 8 "Diversity", p. 196-235

Chapter 9 "Money and Health", p. 236-263

 

 

 

**  Deans at the university will be asked to provide a recommended reading, or to provide their own contribution to be read by the students in this course.

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 13 "Stress Management: Coping with Tension, Campus Safety,

and Money Issues" p. 203-222.

Chapter 14 "Alcohol, Other Drugs and Sexuality: Making Healthy

Choices" p. 223-244.

Chapter 11 "Relationships: Friends, Family, and Campus Involvement"

p. 173-186.

 

Unit 5:

a.       Course Pack -

CMU Planner:  History of Central Michigan University, p. 4

 

CMU Planner:  Academic Information, p. 17-38

 

CMU Planner:  Who Do I Call About…? p. 63-74

 

Dean's Reading**

or

b.      Text one - None.

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 3 "Active Learning: Student-Teacher Connection" p. 37-50.

Chapter 13 "Stress Management:  Coping with Tension, Campus Safety,

and Money Issues" p. 204-216.

 

Unit 6:

a.       Course Pack -

Rothenberg, David, "How the Web destroys student research papers" Education Digest (February) 1998, v63n6, p. 59-61.

 

Heller, Scott, "A Professor's Campaign Against Plagiarism" Chronicle of Higher Education.

 

Dean's Reading**

or

b.      Text one - Becoming a Master Student by Dave Ellis (2000, 9th Concise

Edition),

Chapter 4 "Reading", p. 84-109

Chapter 5 "Notes", p. 110-133

 

 

**  Deans at the university will be asked to provide a recommended reading, or to provide their own contribution to be read by the students in this course.

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 9 "Research: Your Campus Library and Computer Resources"

p. 129-150.

 

Unit 7:

a.       Course Pack -

Central Michigan University Career Guide provided by Career Services, to assist individuals in recognizing career development a life-long process and to develop decision-making and job search skills

 

CMU Bulletin:  Self Help worksheet (inside back cover)

 

Web Site:  my.cmich.edu

 

Web Site:  CMU Colleges & Departments

Web Site:  OASIS

 

Web Site:  CMU Academic Support Web Pages

 

Articles

 

Dean's Reading**

or

b.      Text one - Becoming a Master Student by Dave Ellis (2000, 9th Concise

Edition),

Chapter 10 "What Next?", p. 264-295.

or

c.       Text two - Gardner and Jewler's Your College Experience Strategies for Success,

Chapter 10 "Courses and Careers: Utilizing Academic Advisors and Other

Resources" p. 154-157.

 

Out-of-Class Activities (See Appendix A)

 

                        Take a University Guest to Lunch

                        Time Log

Attending Events 

Journal

 

 

 

 

 

**  Deans at the university will be asked to provide a recommended reading, or to provide their own contribution to be read by the students in this course.

IX.              Student Evaluation

Grading -

D =      Time Log (weekly)

            Minimum 2 events plus write-up assignment

 

C =      Time Log (weekly)

            Take a CMU guest to lunch and write-up assignment

            2 events plus write-up assignment

            2 journal entries plus write-up assignment

Acceptable level of class participation in discussions *

 

B =      Time Log (weekly)

            Take a CMU guest to lunch and write-up assignment

            3 events plus write-up assignment

            3 journal entries plus write-up assignment

Acceptable level of class participation in discussions *

 

A =      Time Log (weekly)

            Take a CMU guest to lunch and write-up assignment

            4 events plus write-up assignment

            4 journal entries plus write-up assignment

Acceptable level of class participation in discussions *

 

Each part must be completed to a satisfactory level to be determined by the instructor.  An opportunity will be given to students to rewrite unsatisfactory submissions.

 

(+) or (-) at each grade level will be based on class participation and the quality of submitted assignments beyond the acceptable level, which will be determined by the instructor.

 

Journal entries will be e-mailed to the instructor incorporating the use of technology into the course. 

 

* Instructor will give assessment of student's level of participation

throughout the course.

 

Quality – Journals are assessed satisfactory or unsatisfactory. 

Guidelines:

1-2 pages double-spaced

10-12 pt. font

 

Attendance - The attendance policy is as follows.

 

In order to maintain the intent and academic quality of the course,

·        One excused or unexcused absence will not affect the student's grade.

·        Two unexcused absences will lower the level of grade by 1/3 of a grade, e.g. from a C+ to a C.

·        Three unexcused absences will lower the level of grade by one full grade, e.g. from a C to a D.

·        Four unexcused absences will lower the level of grade by 1-1/3, e.g. from a C+ to a D.

·        Five unexcused absences will result in a failing grade.

Excused absences beyond the first will be evaluated by the instructor and may or may not affect the student's grade at the discretion of the instructor.

 

X.                 Bibliography

 

First Year Experience Courses

 

Davis, B.O. (1992). Freshman seminar: A broad spectrum of effectiveness. Journal of the Freshman Year Experience, 4(1), 79-94.

 

Davis-Underwood, M. & Lee, J.  (1994).  An evaluation of the University of North Carolina at Charlotte Freshman Seminar.  Journal of College Student Development, 35(6), 491-92.

 

Fidler, P.P., & Godwin, M.A. (1994). Retaining African American students through the freshman seminar. Journal of Developmental Education, 17(3), 34-36,38,40.

 

Gardner, John N. (1986). The freshman year experience.  College and University, 61(4), 261-74.

 

Hoff, M.P. et al. (1996). The first five years of freshman seminars at Dalton College: student success and retention. Journal of the Freshman Year Experience and Students in Transition, 8(2), 33-42.

 

Hyers, A.D. & Joslin, M.N. (1998). The first year seminar as a predictor of academic achievement and persistence.  Journal of the Freshman Year Experience and Students in Transition, 10(1), 7-30.

 

Maisto, A.A., & Tammi, M.W.  (1991). The effect of a content-based freshman seminar on academic and social integration.  Journal of the freshman Year Experience, 3(2), 29-47.

 

Raymond, L. & Napoli, A.R. (1998).  An examination of the impact of a freshman seminar course on student academic outcomes.  Journal of Applied Research in the Community college, 6(1), 27-34.

 

Sanders, L., & Burton, J.D. (1996). From retention to satisfaction: new outcomes for assessing the freshman experience. Research in Higher Education, 37(5), 555-67.

 

Shanley, M.G., & Witten, Charles H.  University 101 Freshman Seminar Course: A longitudinal Study of Persistence, Retention, and Graduation Rates. NASPA Journal, 27(4), 344-52.

 

Simmons, G. et al. (1995).  The effects of a freshman seminar on at-risk under-, over- and low achievers. NACADA Journal, 15(1), 8-14.

 

Upcraft, M.L. & Gardner, J.N. (1989). The Freshman Year Experience: Helping Students Survive and Succeed in College.  San Francisco: Jossey-Bass.

 

Blackhurst, A.E. (1995). The relationship between gender and student outcomes in a freshman orientation course.  Journal of the Freshman Year Experience, 7(2), 63-80.

 

 

University Environment

 

Bogue, E. Grady and Aper, Jeffery.  “Student Life and Development” Chapter 7 in Exploring the Heritage of American Higher Education, Oryx Press, 2000

 

 

Liberal Arts Education

 

Schneider, Carol G. and Shoenberg, Robert "Contemporary Understandings of Liberal Education", Liberal Education (Spring) 1998, 32-41.

 

"American Pluralism and the College Curriculum—Higher Education in a Diverse Democracy", American Commitments.

 

Freedman, James O., "Idealism & Liberal Education", Liberal Education (Spring) 1997, 37-41.

 

"Critical Thinking: Basic Theory & Instructional Structures" Foundation for Critical Thinking, 1999.

 

 

Diversity Issues

 

Smith, Daryl G. et al. "Diversity Works: The Emerging Picture of How Students Benefit—An Executive Summary", Featured Monograph, Internet address: www.aacu-edu.org/Publications/featuredmono.

 

Appel, Morgan, Cartwright, David, Smith, Daryl G., and Wolf, Lisa E. "The Impact of Diversity on Students—A Preliminary Review of the Research Literature", American Commitments.

 

"The Drama of Diversity and Democracy—Higher Education and American Commitments", American Commitments.

 

 

Health and Behavior Issues

 

Brochure "Watch out for Date Rape Drugs" Michigan Department of Community Health

 

Listing from CMU Health Services of Alcohol & Other Drugs Websites

 

Internet address:  www.factsontap/yourbody/BALandU.htm "Blood Alcohol Level and You: by Numbers"

 

Information Sheet "Top Ten Myths About Alcohol" National Institute on Alcohol Abuse and Alcoholism, National Institutes of Health

 

Information Sheet "Booze Truths" Health Advocacy Services

 

"Counselor's Corner" by Ross J. Rapaport, Professor of Counseling, Counseling Center

 

Information Sheet "Special K (Ketamine)", Central Michigan University Health Services

 

Information Sheet "Frequently Asked Questions about Preventing Alcohol, Tobacco, and Other Drug Problems", Center for Substance Abuse Prevention, Michigan Resource Center

 

Information Sheet "General Questions", Michigan Substance Abuse & Traffic Safety, Information Center

 

Information Sheet "The Facts on Youths and Impaired Driving" Michigan Resource Center

 

Information Sheet "Marijuana Fact Sheet"

 

Information "What do you know about…Marijuana" Circle of Health Partnership

 

Minelli, Mark J. "Beyond Beer Goggles: Interactive Teaching Methods for Alcohol, Other Drugs and AIDS Prevention" Second Edition, Stipes Publishing L.L.C., Champaign, IL

 

 

Instructional Technique

 

Aldridge, M. (1989).  Student Questioning: a case for freshman academic empowerment.  Research & Teaching in Developmental Education, 5(2), 17-24.

 

Blackhurst, A. & Pearson, F. (1996).  Student and instructor perceptions: emphasis on cognitive and affective goals in a freshman seminar by faculty and student affairs professionals. NASPA Journal, 34(1), 57-66.

 

Bruss, K.S. (1996).  Using the case method to promote freshman seminar goals. Journal of College Student Development, 37(1), 98-100.

 

Evenbeck, S., & Williams, G. (1998). Learning Communities: an instructional team approach.  Metropolitan Universities,35-46. [student mentors]

 

Friday, R.A.  (1990). Faculty training: from group process to collaborative learning. Journal of the Freshman Year Experience, 2(1), 49-67.

 

Gardner, J.N. (1980). University 101: A concept for improving university teaching and learning.  Paper presented at annual Meeting of the American Personnel and Guidance Association (1980).  (ED192706)

 

Gardner J.N., & Barefoot, B. (1991).  Reflections on the Freshman Year: An interview with David Riesman. Journal of the Freshman Year Experience, 3(2), 7-28. [faculty role]

 

Reynolds, K.C., & Nunn, C.E. (1998).  Engaging freshmen in classroom discussion: Interaction and the instructor techniques that encourage it. Journal of the First-Year Experience and Students in Transition, 10(2), 7-24.

 

 

Learning Strategies

 

Andrews, J., et al. (1996).  The teaching and learning transaction in higher education: A study of excellent professors and their students. Teaching in Higher Education, 1(1), 81-103.

 

Haught, P.A., Hill, L.A., Walls, R.T., & Nardi, A.H. (1998).  Improved Learning and Study Strategies Inventory (LASSI) and academic performance: The impact of feedback on freshmen. Journal of the First-Year Experience and Students in Transition, 10(2), 25-40.

 

Moody, R. (1993).  Motivation, learning strategies, and personality.  Journal of the Freshman Year Experience, 5(1), 37-75.

 

Nelson, B. et al. (1993).  Effects of Learning Style Intervention on college students’ retention and achievement. Journal of College Student Development, 34(5), 364-69.

 

Norton, L.S., & Crowley, C.M. (1995).  Can students be helped to learn how to learn? An evaluation of an Approaches to Learning program for first year degree students. Higher Education, 29(3), 307-28.

 

Payne, E.M. (1995). High risk student’s study plans. Research and Teaching in Developmental Education, 11(2), 5-12.

 

Prus, J. et al. (1995). The Learning and Study Strategies Inventory (LASSI) as a predictor of First Year College Academic Success.  Journal of the Freshman Year Experience, 7(2), 7-26.

 

 

Library Instruction

 

Dabbour, K.S. (1997). Applying active learning methods to the design of library instruction for a freshman seminar. College and Research Libraries, 58(4), 299-308.

 

Gardner, J.N., Decker, D., & McNairy, F.G. (1986). Taking the library to freshmen students via the freshman seminar concept.  Advances in library administration and organization, 6.

 

Geffert, B., & Christensen, B. (1998).  Things they carry: attitudes toward, opinions about, and knowledge of libraries and research among incoming college students. Reference and User Services Quarterly, 37(3), 279-89.

 

Jacobson, T.E., & Mark, B.L. (1995). Teaching in the information age: active learning techniques to empower students.  Reference Librarian, 51/52, 105-20.

 

Kunkel, L.R., Weaver, S.M., & Cook, K.N.  (1996) What do they know?: an assessment of undergraduate library skills. Journal of Academic Librarianship, 22, 430-4.

 

Parks, J., & Hendrix, D.  (1996).  Integrating Library Instruction into the curriculum through freshman symposium. RSR: Reference Services Review, 24(1), 65-71.

 

Ury, C.J., & King, Terry L. (1995).  Reinforcement of library orientation instruction for freshman seminar students. Research Strategies, 13(3), 153-64.

 

 

Factors Influencing Academic Success

 

Brown, D.M., & Christiansen, K.E. (1990). Coping with Loss: Emotional Acculturation in First-Semester Freshmen. Journal of the Freshman Year Experience, 2(1), 69-83.

 

Eison, J., &  Holtschlag, D. (1989) Time management difficulties: a self-asssessment and problem solving activity.   Journal Of the Freshman Year Experience, 1(1), 99-110.

 

Hyman R.E. (1995). Creating Campus Partnerships for Student Success. College and University, 71(2), 2-8.

 

Odell, P.M. (1996). Avenues to success in college: a non-credit eight-week freshman seminar.  Journal of the First Year Experience and Students in Transition, 8(2), 79-92.

 

Pickering, J.W. et al. (1992). The effect of non-cognitive factors on freshman academic performance and retention.  Journal of the Freshman Year Experience, 4(2),  7-30.

 

Richardson, S.M.  (1994). Identifying non-cognitive factors that influence success of academically under prepared freshmen.  Journal of the Freshman Year Experience, 6(2), 89-100

 

Thoms, D.L. (1995). Problem Behavior and Academic Achievement among first-semester college freshmen. Journal of college Student Development, 36(3), 280-88.

 

Trueman, M.,  &  Hartley, J. (1996).  A comparison between the time management skills and academic performance of mature and traditional entry university students.   Higher Education, 32(2),  199-215.

 

Young, R.B. et al. (1989) The Impact of Early Advising and Scheduling on Freshman Success.  Journal of College Student Development, 30(4), 309-12.

 

 

Academic Integrity

 

McCabe, D., Trevino, L.K. & Butterfield, K.D. ( ) Academic Integrity in Honor Code and Non-Honor Code Environments: A qualitative investigation.  Journal of Higher Education, 70(2), 211-34.

 

Peterson, L. (1988). Teaching Academic Integrity: opportunities in bibliographic instruction.  Research Strategies, 6(4), 168-76.

 

Sims, R.L. (1995). The severity of academic dishonesty: A comparison of faculty and student views.  Psychology in the Schools, 32(3), 233-38.

Helm, Edward, et al. (1998). Career Advising Issues for Entering African-American Students. Journal of the First-Year Experience & Students in Transition, 10(2), 77-88.

 

Orndorff, Robert M. (Jul-Aug 1996). A Comparative Study of Declared and Undeclared College Students on Career Uncertainty and Involvement in Career Development Activities.  Journal of Counseling & Development, 74(6), 632-39.

 

Hill, Mary D. (1995).  Freshman Counseling Interests. Journal of the Freshman Year Experience,