» First-Year Experience Program Goals
» Goals for Faculty Teaching in the First-Year Experience
» Syllabus and Other Requirements
» CETL Mini Grant Instructions
» CETL Library
Process by Which Faculty Can Get Involved
- Think about how you can be involved. Think about how existing coursework appropriate for first-year students might fit into a learning community. Also consider interesting topics, within and outside your discipline, about which you are passionate. These topics could be developed in a first-year seminar and linked to other relevant courses to form a learning community.
- Talk with your chair.
- Think about other courses (inside or outside your discipline) that could be linked to your course in a meaningful way.
- Approach those who teach these courses to determine whether they would be willing to work with you. Pick someone with whom you can work productively.
- With the other faculty members of your learning community, develop a theme that connects it. Quite often it is the topic of the first-year seminar that connects and “glues” together the courses.
- Contact Beth Odahlen or Laurie Geller of the CETL ASAP to let them know what you are considering doing.
- Complete and return the Agreement Letter to CETL. You cannot participate without this signed and completed form.
- Participate in the CETL workshops.
- Develop an engagement activity for your learning community. Work with Lisa Borden-King to develop and implement this activity.
- Select a common reading.
- Write syllabi for the three courses. Consult the FYE Syllabus Checklist to make sure you have included necessary FYE materials and policies on each syllabus.
- Complete the Goals Grid for your first-year learning community course and return to CETL.
- Work with the CETL and your chair to handle scheduling issues and any overload issues.
- Work with the library, the peer mentoring and tutoring coordinator Jessica Smestad, student affairs staff (Residence Life, Counseling, Disability Services, Career Services, Advising Coordinator, Student Success Center, etc.), and other relevant people and resources to support your first-year students and to enhance the learning community’s environment.
- Block out some time each week to meet with your group to discuss the progress of the learning community, student issues, teaching issues, and any other issues relevant to your learning community.