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FYS Student Perceptions

“It's a great opportunity to get to know a professor at their finest. These are subjects that they are passionate about and love teaching.  You'll really get to see their best side.  Also it helps students to realize that professors are real people: You can talk to them.”

FYS Survey responses from previous years have indicated that the majority of students by far greatly appreciate their FYS experience, especially because of the opportunity to learn more about their instructors’ areas of expertise and because of the genuine interest that instructors show in helping their students learn.  Many students also report that they highly value the opportunity to meet other students who share their interest in the FYS topic. 

To learn more about student perceptions of the FYS experience, you can view a summary of 2012 FYS Survey Responses and slides from a presentation on What Students Value Most in a First-Year Seminar on the Assessment website.

 

FYS Instructor Observations

In April 2012, a group of FYS instructors met to discuss their experiences of what went well in their seminars and what they might do differently in future seminars. What follows is a list of hints and tips gleaned from instructors who attended that meeting.

  • The experience of many instructors has been that first-year students do not know how to read or study intensely or efficiently. Keeping this in mind, instructors should gauge course work on the "two hours of study for one hour of credit" model.
  • In a one semester hour First-Year Seminar, the outside assignments should be based on how much a student can prepare if the student devotes two hours to the task. This may be as little as 15 pages of material per week or may be substantially more depending on the materials and the particular ability of the students.
  • Instructors should introduce students to the appropriate methods of reading, writing, and studying the materials of the course.

 

Writing Assignments

Ideas from past FYS instructors for appropriate writing assignments:

  • Simple, regular writing assignments are preferred.  Not all writing needs to be graded, although regular instructor feedback is important
  • Simple small writings due at the end of each class (not more than 1-2 paragraphs) that establish attendance and show what was learned or discussed that day
  • Small-group oral presentations that are equivalent to a final exam
  • Short (1-2 page) papers that are due every-other-week; regular and immediate feedback from instructors to students
  • In-class writings (approximately 1-2 paragraphs) that are passed from one student- or group of students- to another, who add to the piece; these writings can then be shared with the class.
  • Cartooning or drawing simple figures with dialogue boxes; can be observations, analyses, critiques, reflections  
  • Assignments that help students to develop analytical skills, which can then be used during an in-class mock board meeting or committee  meeting
  • Teams of students prepare an issues list (possibly with annotated resources) or brief proposals related to community issues; students submit to community or governmental group
  • Create an ethical flow chart or similar writing that can be used by a mock organ donor selection committee (idea can formatted to fit different course topics)
  • Writings that are similar to a lab report, showing observations, hypothesis identification
  • Some topics and disciplines lend themselves more to other forms of communication, such as student presentations. Regardless of the form, communication is an important skill to be developed through First-Year Seminars.
  • Concept Maps may be effective options to help students organize and communicate their critical thinking.

How much writing should students be asked to complete outside of class?

  • Approximately 1 page/week
  • Keep in mind the 2:1 ratio- two hours of work out-of-class for each hour in class.
  • Although they can be assigned, students tend to become more frustrated with longer high-stakes writing assignments; shorter low-stakes writing with feedback (not necessarily graded)  is valued more by students

 

Reading Assignments

Reading assignments should be appropriate for students who are new to the academic study of the topic.  Readings generally do not include articles from academic journals, unless there is additional guidance and coaching on how to work with this type of material (see below).

 Ideas from past FYS instructors for appropriate reading assignments:

  • Assign a few journal articles but keep in mind that most students will not have previous experience with this type of reading material; focus mainly on the overview and summary sections.
  • Assign short readings or articles with a progressive level of difficulty; help students learn how to manage challenging reading assignments. 
  • Assign books or articles written by leading authors in the field, but written for lay audiences.
  • See the ITS-Teaching, Learning & Technology web site for ideas about how to help students read more effectively.