Informational Program Launch March 22,2013 ... - Stockton College

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Informational Program Launch March 22,2013 ... - Stockton College

Informational Program LaunchMarch 22,2013FRST Institute Mentors: Frank Cerreto, GT Lenard, Shelly Meyers


Welcome• Introductions• Opening Remarks


Session Overview• Icebreaker• FRST Program Description• Goals• Curricular Changes• Faculty Changes and Initiatives• Connections with Other Programs• Advising First-year Students• Summary and Brainstorming Session on Potential Problems• Dinner


Icebreaker• Write your answers to these two questions on a white indexcard:• What is the first memory that comes to mind when you thinkabout your experience choosing and registering for first semesterclasses?• What challenges did you face during that experience?• Discuss your responses in your table group, and then selectthe most interesting memory and the most commonchallenges• Each table recorder then writes the members’ selections toshare with the entire group.


Icebreaker Discussion• Memories• Challenges


Session Goal• Provide enough information toenough people so that we canchange the registrationexperience from thisto this


Primary Purpose of FRST• Develop a program to improve the academic experience forfirst-year students at Stockton by developing a coherent,comprehensive, intentional program.


Overview of FRST Program• Reconstitute/reorganize existing programs for first-yearstudents• Add a few new elements• Coordinate new and existing programs


Specific Goals1. Address individual needs of students2. Provide common educational experiences3. Offer a sustained, year-long academic experience, buildingconnections between first semester and second semester aswell as 1000-level and 2000-level courses4. Increase and improve student-student and student-facultyinteraction5. Increase student expectations and engagement


Specific Goals (cont.)6. Increase student time engaged in learning on campus7. Improve students’ skills in critical thinking, writing,quantitative reasoning, oral communication, and informationliteracy8. Assist students in investigating and selecting majors andgaining access to them9. Enhance connections between curricular and co-curricularactivities


Curricular Changes• Establish a FRST acronym• Label other courses that are particularly appropriate for firstyearstudents (F--1 st year student appropriate)• Offer large enrollment courses specifically designed for firstyearstudents (model lecturers)• Offer a few follow-up courses for second semester students• Continue and expand linkages between LLCs and freshmanseminars


Curricular Changes (cont.)• Expand LLCs (or LCs) for first-year students, possibly tied tohigh enrollment majors• Offer first-year students web-based, “University 101”freshman seminar modules• Add (or move) some co-curricular activities to the secondsemester• Assign students taking first-year courses to their instructorsas their preceptors


Major Curricular Changes(cont.)• Label other courses that are particularly appropriate for firstyearstudents (F--1 st year student appropriate)• Program and G Courses• May be open only to first-year students (or save seats)• Instructors complete a brief form indicating how this coursewould meet distributed F-designated course objectives• Reviewed by the FRST Program Coordinator and the FreshmanSeminar Advisory Council• Help students and preceptors identify appropriate courses• Provide a more meaningful label than the 1000 level


Summary of Courses for FirstyearStudents• FRST-acronym courses• G-acronym Freshman Seminars (GXX 10XX)• F-designated courses (F-1 st year student appropriate)• Will be searchable on Banner, but many will be hidden for preregistration


Faculty• The Basic Studies (BASK) Program faculty is now the FirstyearStudies (FRST) Program faculty• Primary responsibility for FRST-acronym courses• Summer institute on teaching students in first-year courses• Three mentors develop and offer a summer institute• Up to 15 committed participants (CPs) share ideas and developplans to tailor courses (F-designated) to the needs of first-yearstudents• Room for two more applicants!!!


2013 Institute CPs andProposed Courses: 13FAcronym/Number Title Instructor / SchoolPSYC 1100 Introduction to Psychology Michael Frank / SOBLMARS 2101Introduction to Marine Richard Hager / NAMSBiologyBIOL 1200 Cells and Molecules Ron Hutchison / NAMSPHIL 1100 Introduction to Philosophy Rodger Jackson /ARHUECON 1200POLS 2170Introduction toMacroeconomicsIntroduction to InternationalRelationsEllen Mutari / SOBLTina Zappile / SOBL


2013 Institute CPs andProposed Courses: 14SAcronym/Number Title Instructor / SchoolGEN 1245Multi-Cultural Children’s Susan Cydis / EDUCLiteratureECON 1120 Economics of Social Welfare Deb Figart / EDUCPSYC 1100 Introduction to Psychology Michael Frank / SOBLEDUC2241Educating Children with Special Priti Haria/EDUCNeedsBIOL 1400 Biodiversity and Evolution Ron Hutchison / NAMSECON 1400Introduction to Microeconomics Melaku Lakew / SOBLCRIM 1100 Introduction to Criminal Justice Rick Mulvihill / SOBLGSS 2XXX Economic Inequality Ellen Mutari / SOBLMATH 1100 Precalculus Mathematics Judith Vogel NAMSPOLS 2170GAH 2363Introduction to InternationalRelationsPuerto Rico: Society andCultures in the CaribbeanTina Zappile / SOBLArnaldo Cordero-Román /ARHU


Program Organization• FRST Program Coordinator (Frank Cerreto)• FRST Writing Coordinator (Emari DiGiorgio)• FRST Mathematics Coordinator (Wondi Geremew)• FRST Institute Mentors (Frank Cerreto, GT Lenard, ShellyMeyers)


Connections with the FirstyearExperience• Common Reading (Seminars; other “F”courses?)• Welcome Week• Convocation• S.O.A.R Reunion• FYE Council• Additional Programming, especially forSpring Term• Living Learning Communities


Connections with theFreshman Seminar Program• Intent of the freshman seminars• Course numberings• FRST1002• GXX 10XX• Support of goals of first-year studies• Classes limited to freshmen• Classes specifically designed with freshmen in mind• Classes that may or may not include "orientation"features• Classes that share common academic goals--crit.reading, writing, speaking/listening; info literacy


Advising First-year Students• Initial advising session is during Orientation in late June• As before, this is a collaboration among faculty and staffpreceptors, deans, assistant deans, and Orientation Leaders• FRST presentation will be part of Orientation training• Course choice hierarchy remains largely as before:• Required FRST courses, if any• Freshman Seminar• Course in intended major• Other FRST or GENS courses as appropriate• Interest course• W1 and/or Q1 is desirable as part of above


Advising First-year Students,Round 2• We assign first-year students to preceptors who are teachingone of their first-semester courses, if possible• All preceptors of first-year students should seek to havestudents engage in FRST/First-year activities• Also should look carefully at FRST offerings for assistingstudents to build their second and third semester schedules• Note: CAPP is currently being amended to include FRSTcourses as appropriate in all GENS areas, so both students andpreceptors should see where they are allowed.• Example: FRST 2120 (Rhetoric and Composition) will be usedin the same way as GEN 1120 on CAPP


FRST Program Summary• Brings together existing and new programs to serve theacademic needs of first-year students• High benefit/cost ratio• Limited to academic concerns


Reflection Session• Generate a list of questions and problems that may occurduring pre-registration and/or summer orientation. Writethese on the blue index card.• Discussion


• Questions?• Let’s Eat!

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