91¶ÌÊÓƵ

• Mission Statement

  The First Year Experience (FYE) department at 91¶ÌÊÓƵ assists incoming students in making a successful and responsible transition to the university environment. The department is committed to helping students maximize their potential for academic success by providing them with a solid foundation of knowledge and skills that promote life-long learning. 

  
  To accomplish its mission, First Year Experience provides students with valuable information in the FYE 1105 “Foundations of College Success” course. Topics include: the purpose of higher education, goal setting, time management, study and test taking skills, communication, critical thinking, stress management, academic advisement, career and major exploration, using campus resources, and understanding student responsibilities.

  
  FYE shares the values and themes of 91¶ÌÊÓƵ’s Mission and Strategic Plan by welcoming and valuing all students, collaborating with campus and community partners to make resources known to our students, and creating a classroom environment (in person, online, or virtual) that is engaging, challenging, and supportive.

  
  In addition, the FYE Peer Mentoring Program is a critical factor to the overall success of the department and the students participating in FYE 1105. We strive to assign a peer mentor to each FYE 1105: Foundations of College Success course. FYE Peer Mentors assist students in the classroom by fostering a sense of belonging and serving as a valuable resource to both students and instructors. In addition to their fieldwork in the FYE 1105 classrooms, FYE Peer Mentors attend an upper-division course UNIV 3170 “FYE Peer Mentoring and Leadership Seminar.”

• Student Learning Outcomes
  • Certificate (Not Applicable)
     
  • Associate Degree (Not Applicable)
     
  • Bachelor Degree (Not Applicable)
     

  FYE 1105 “Foundations of College Success”
  Learning Outcomes
  After completing this course, students will be able to:
  1.    Purpose of Education: Articulate the value of a college education for themselves, their community, and society. Identify and apply behaviors and mindsets that support college success.
  2.    Campus Resources: Demonstrate the ability to identify and use campus resources in support of academic and personal success.
  3.    Goal Setting: Implement the mechanics of goal setting using the SMART goal framework.
  4.    Time Management: Apply a variety of time management strategies to support short- and long-term goals.
  5.    Note Taking: Utilize a variety of note taking strategies to engage with academic content inside and outside the classroom.
  6.    Reading Strategies: Apply active reading strategies (e.g., annotation) to support comprehension of and engagement with a range of academic texts.
  7.    Test Preparation/Test Taking: Utilize test preparation and test taking strategies to succeed at a range of test types.
  8.    Critical Thinking: Analyze information using critical thinking strategies to engage ideas actively and deeply.
  9.    Communication: Effectively communicate with a range of audiences using college-level writing and presentation skills.
  10.    Stress Management: Identify personal stressors, stress symptoms, and self-regulation strategies to maintain wellness and resilience. 
  11.    Learning Strategies: Apply a range of learning strategies to support individual and collaborative efforts toward knowledge construction and problem-solving.
  12.    Academic Advisement: Utilize academic advisement resources to develop an academic plan for degree completion.
  13.    Career/Major Exploration: Identify potential majors and careers suited to individual values and interests using career/major exploration strategies and resources.
  14.    Health and Wellness (optional): Identify effective strategies to maintain personal health and wellness.
  15.    Money Management (optional): Demonstrate sound financial planning in support of short- and long-term goals. 
  16.    Information Literacy (optional): Construct accurate knowledge using information literacy skills to evaluate and synthesize sources.
  17.    Diversity (optional): Critically examine multiple perspectives through civil discourse.
  18.    Service Learning (optional): Apply learning in meaningful ways to new settings and complex problems for the benefit of individuals and society. 

  UNIV 3170 “FYE Peer Mentor Leadership Seminar”
  Learning Outcomes
  As a result of this course, students will:
  1.    Communication: Apply effective communication skills with students and FYE 1105 instructors.
  2.    Facilitation: Facilitate effective lessons based on specific FYE 1105 course topics.
  3.    Leadership: Apply effective leadership skills for use in their FYE 1105 fieldwork experience and beyond.
  4.    Mentoring Challenges: Identify strategies to deal with challenges associated with the role of Peer Mentor.
  5.    Personal Development: Articulate their personal development resulting from the Peer Mentor experience.
   

• Curriculum Grid

• Program and Contact Information

  The First Year Experience (FYE) program consists of two courses:

  • FYE 1105 “Foundations of College Success”
  • This course assists incoming students in making a successful transition to college. Topics include the purpose of higher education, goal setting, time management, study and test taking skills, critical thinking, stress management, academic advisement, career and major exploration, using campus resources, and understanding student responsibilities.
  • An extensive FYE 1105 (formerly EDUC 1105) course review was completed by a task force during summer 2009 through which the eleven required course topics were honed to include learning outcomes for each unit (see attachment). For this assessment period, we have chosen to focus on three areas: stress management, learning strategies, and academic advisement.
  • UNIV 3170 “Peer Mentor Leadership Seminar”
  • In this two-credit hour seminar course, FYE Peer Mentors are taught to effectively help Foundations of College Success (FYE 1105) students in making a successful transition to college. FYE Peer Mentor requirements are available at www.weber.edu/fye. Enrollment is limited to FYE Peer Mentors. The course may be repeated once for two more credits and additionally for zero credits. 

  First Year Experience Website

  Contact Information:
  First Year Experience
  91¶ÌÊÓƵ
  3885 West Campus Dr. Dept 1104
  Ogden, UT 84408-1104
  Student Services Center, Rm 140
  (801) 626-6752
   

• Assessment Plan

  FYE 1105 “Foundations of College Success”

  • The FYE assessment plan for the upcoming baseline year is to gather data from each FYE 1105 “Foundations of College Success” sections for three of the department’s learning objectives (purpose of education, communication, and campus resources) for a minimum of two years and then compare data. If it is determined that one or more areas are consistently being met and that no curricular or pedagogical changes need to be made, then the area(s) will be replaced with additional learning objectives. Artifacts will be collected from each course section by using Portfolium. This is the first year that we are using this type of collection method. In the past we have compared data by utilizing Chi Tester. 

   

  UNIV 3170 “FYE Peer Mentor Leadership Seminar”

  • Artifacts will be collected from each section of UNIV 3170 “FYE Peer Mentor Leadership Seminar” for two of the department’s learning objectives (communication and facilitation) for a minimum of two years and then data will be compared. If it is determined that one or both areas are consistently being met and that no curricular or pedagogical changes need to be made, then the area(s) will be replaced with additional learning objectives. Artifacts will be collected from each student in the section. Artifact samples come from individual assignments, end-of-semester mentor portfolios, and instructor rubrics of presentations and overall performance. 
• Assessment Report Submissions
  
  
  
  
  

• Program Review

  
   

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.