University Studies Component Form: Freshman Seminar
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Freshman Seminar
Justification for a required Freshman Experience course is derived from the first goal set forth in the UNCW
Strategic Plan to “Create the most powerful learning experience possible for our student” and objective five,
to “Improve experiences for students during initial entry into campus life and at critical junctures in their
education.” These courses help students achieve success from their first semester forward by:
•Providing a small class environment conducive to students forming a sense of belonging to an academic
cohort;
•Ensuring students receive instruction in transitional issues such as accessing university resources, skills
necessary for communicating at the college level, study skills required in higher education, and personal
health and wellness;
•Providing a learning experience in which students can develop their skills in critical thinking, academic
discourse and information literacy within a course specifically designed to meet their academic transitional
needs.
The small class size, content and personal attention from instructors committed to involvement in the
Freshman Experience concept enhance the likelihood that students will enjoy a successful transition to the
intellectual and cultural life on campus.
Brief Statement of Rationale for Course's Inclusion in Freshman Seminar
University Studies 101 helps students achieve success from their first semester
forward by: providing a small class environment conducive to students forming a
sense of belonging to an academic cohort; ensuring students receive instruction in
transitional issues such as accessing campus resources, study strategies,
communication skills, and self-management; providing a learning experience in which
students can develop their skills in critical thinking, academic discourse and
information literacy.
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, and list these
Common SLOs along with course-specific SLOs in the model course syllabus (to be attached). For each
Common SLO, list the course SLOs that address the common SLO, describe the opportunities which will be
provided for students to learn the outcome (readings, class discussion and/or activities, applied projects), and
list the means of assessment (exams, papers, projects, quizzes, etc.) that will be used to determine the level of
student understanding.
FS 1. Demonstrate the ability to identify, locate and use reference sources and materials necessary for
success in a higher education experience.
Course SLO(s) to Address FS1
Students will demonstrate the ability to identify and locate library resources essential
for the answering of basic college-level research questions. Students will also
demonstrate the ability to evaluate the applicability and reliability of such resources.
Students will demonstrate the ability to use internet searches and UNCW
technologies.
Students will demonstrate the ability to use and understand college level texts.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
- Students will attend an information literacy presentation by the library staff. During
this presentation students will be directed in accessing databases and search engines
used in order to answer specific research questions.
- Students will read course information that pertains to utilizing library and research
resources.
- Students will complete a semester project requiring a minimum of two academic
sources, properly cited.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
- Students will complete a short research assignment during library presentation. This
assignment requires students to effectively search and evaluate sources related to a
research question.
- Final course project will include a formal paper with properly cited sources.
- Graded course assignments evaluating student's ability to understand college-level
texts.
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FS 2. Participate in discussion of real-life issues as informed, critical members of the group.
Course SLO(s) to Address FS2
- Students will demonstrate an awareness of and a greater willingness to consider a
wide range of ideas, attitudes, biases, and behaviors regarding cultural, racial, ethnic,
and global issues.
-Students will engage in informed discussion on topics relevant to college transitions.
Students demonstrate an understanding of health and wellness issues and risks
relevant to university populations.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
- Engage students in the common reading experience through activities such as:
reading, discussion, values continuum, related research
- Students will attend at least one campus event associated with the common reading
program and one multi-cultural, cultural arts or academic lecture event
Readings and discussions on topics tied to diversity, wellness, and current events.
- Students will complete personal assessments such as: Type Focus; VIA Strengths
(Seligman)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
- Graded writing assignments such as: self-reflection paper examining a belief system
pertaining to race, class, gender, ethnicity
- Graded reflection paper on one of the events attended: common reading event,
multi-cultural event, academic lectures
- Graded quizzes and reflection papers on diversity and wellness.
- Graded reflection paper discussing results of personal assessment including the
adaptations needed to work with individuals with complimentary or different traits.
Graded class discussion and participation.
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FS 3. Demonstrate ability to identify and apply academic strategies for analyzing, synthesizing, and
critically evaluating information from all courses.
Course SLO(s) to Address FS3
- Students will demonstrate skills and knowledge in: time management, study
strategies, working effectively in groups.
- Students will identify and use their individual learning style in their approach to
academic material.
- Students will demonstrate the ability to apply material covered in UNI to other
academic courses and topics.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
- readings on strategic learning and critical thinking .
- A variety of methods of study will be covered such as: the Cornell note-taking
system, textbook annotation and reading strategies, master calendar/ planner, exam
preparation
- Students will review generalized templates regarding the stages of cognitive
development and apply these models in evaluating readings from various disciplines
( i.e. Bloom's taxonomy).
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
- Students will submit planners and master schedule for review
- methods of note-taking and text annotation will be discussed within small groups
--quiz on the Strategic Learning and Critical Thinking chapters.
-- graded reflective papers/journals on applying concepts to other courses.
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FS 4. Compose purposeful, reflective, written responses related to transitional issues.
Course SLO(s) to Address FS4
- Students will demonstrate the ability to apply personal awareness to the evaluation
and navigation of transitional issues.
- Students will identify and apply personal goals, values and skills in transitioning to
college
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
- Required weekly journal entry focusing on transitional theme
- Semester project reflecting on some aspect of the first year experience
- Participation in class discussions and activities such as: transition issues, goal
setting, values continuum, personal mission statement.
- Textbook readings: Making the Transition and Motivation and Goal Setting
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
- Graded weekly journals focusing on transitional topics
- Semester group project including a creative group produced product, group oral
presentation, individual graded paper
- Quizzes
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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