Senate Bill No.: 0708-26
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Governance Council
Date:
May 6, 2008
UFSP101 IN THE FALL 2008 SEMESTER
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University Senate approve Option (i) described in the
attached rationale, which was unanimously recommended by the
Governance Council at its meeting on April 11, 2008.
2.
That this proposal be forwarded to the President for approval.
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RATIONALE
At the September 24, 2007 meeting of the University Senate, the question of whether UFSP
101 (University Seminar; 1 credit), which is a course within the Freshman Seminar Program
(i.e., component of the First Year Experience; FYE), should be offered in Fall 2008 was
referred to the Governance Council. The question was how this course, which is not
affiliated with any academic departments/colleges/schools in the University, should be
reviewed by the University Senate.
One view offered by the Vice Provost for Undergraduate Education, Sue Faerman, was that
Section 5 (Procedures for Faculty-Initiated Proposals) of the Undergraduate Policy Manual,
which dates from circa 1972, stipulated that such proposals should be reviewed by the
Interdisciplinary Studies Committee (IDS) of the Undergraduate Academic Council (UAC).
Subsequent to approval by the IDS, the course could then be offered. An alternative view
among some Senators during the September 24th Senate meeting was that the requirements
contained within the new Senate Charter (approved in November 2003) take precedence over
the 1972 legislation and that such proposals as this one (i.e., a program involving around a
third of the new freshman class) needed to be acted on by the full UAC and subsequently
reported to the Senate Executive Committee (SEC) by the UAC Chair. At that point, the
SEC could exercise its option to bring the proposal to the Senate for discussion, vote of
approval, and forwarding to the President for signing.
Discussions of these competing perspectives occurred at several meetings of the Governance
Council that ultimately led to a proposed amendment to the Senate Charter (Senate Bill 070825) for the creation of an Initial Review Committee for Academic Proposals (IRCAP) that
would review similar proposals prior to their arriving at the UAC.
During the Governance Council’s discussion of UFSP 101, concerns were raised about the
following characteristics of UFSP 101 in its current form: (a) grade inflation in Fall 2007 was
indicated by a grade-distribution where 82% of students received semester-grades of B+;
(b) some of the 629 students enrolled in UFSP 101 during Fall 2007 were reported to have
said that they were advised that the course was required; and (c) the absence of evidence that
students enrolled in UFSP 101 did better, as measured by average GPAs and retention rates,
than students who completed other courses in the FYE program (e.g., Project Renaissance;
UUNI 100; UFSP 100; and ECPY 120).
While these concerns noted above remain, the proposal by the Interim Provost, Susan
Phillips, for the creation of a First Year Experience Task Force to thoroughly evaluate the
‘crazy quilt’ of existing courses within the FYE program was regarded by the Governance
Council as being timely and well-considered. This FYE Task Force is currently scheduled to
begin its work during Summer 2008, and to report its recommendations by December 2008.
The Governance Council and the Interim Provost have worked closely to constitute that Task
Force. The Governance Council concluded that the Task Force’s recommendations would be
crucial to all future course-offerings in the FYE program.
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During its discussions, the Governance Council identified three possible options regarding
UFSP 101. Those options for FYE in Fall 2008 were the following:
(i)
(ii)
(iii)
UFSP 101 would be approved by the Senate for Fall 2008 only, if (a) the FYE
Task Force was judged to be a credible body that was likely to return important
recommendations to the Interim Provost on the University’s FYE program, and
(b) no students were told that the course is required. In addition, any subsequent
offerings of UFSP 101 (or its equivalent) beyond Fall 2008 would be subject to an
approval process consistent with the Senate Charter.
UFSP 101 would not be approved by the Senate for Fall 2008. The FYE courses
would consist of Project Renaissance, UFSP 100, UUNI 100, and ECPY 120.
Members of the full-time teaching faculty would be recruited to teach these
courses.
UFSP 101 would be approved by the Senate for Fall 2008 only, if S/U grading
was the sole grading system, and no students were told that the course is required.
In consultation with the Interim Provost, the Governance Council recommended that option
(i) be presented to the University Senate for discussion and a formal vote.
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Fall 2007
UUFSP 101: University Seminar
Section Number:
Instructor:
Phone:
Credit:
Day/time: Monday
Office:
Email:
1 credit
Office hour:
A-E graded
The University Seminar is designed to introduce first-year students to the University at Albany community and
to assist you in understanding the academic expectations, intellectual challenges, and personal opportunities
available to them as learners. University Seminar will explore transitions for a first-year student and the
special opportunities for success at the University at Albany. Through this class, students will:
1. Understand the nature of a University community and the need to balance individual and community
interests
2. Understand academic expectations of the University and the opportunities for education in a research
university
3. Identify academic behaviors and learning strategies essential to their success, including tools for time
management and study skills, etc. as well as an understanding of University requirements and
procedures
4. Reflect on personal, academic and career goals and develop a preliminary plan to achieve those goals
5. Discuss common concerns and contemporary issues and controversial topics. A special emphasis will
be placed on a discussion of diversity, civility, tolerance, and community.
6. Understand common pitfalls that interfere with student success and academic achievement
7. Learn about resources of the University (e.g., Academic Support Services, University Libraries,
Counseling Center)
8. Learn how to use course software, MyUAlbany, and University email.
9. Become aware of and engage in University community activities and learning opportunities beyond
the classroom
10. Establish a more personal connection with other first-year students and instructor in a small-class
setting
Course Policies
Attendance: Attendance is expected in every class. In the event of an emergency, students should contact the
instructor via email BEFORE the class explaining the absence. Students are expected to complete the
assignments whether they attend class or not.
Assignments: Assignments are expected to be completed and turned in on the due date. There will be a .5 point
penalty for a late submission; 1 full point for each week that an assignment is late. Assignments should be
typed, proofread carefully for errors, and should observe all the conventions of college writing. Students are
expected to complete their own assignments, and the instructor may ask students for further information on any
assignment turned in.
Textbook: There is no text book for this course. Selected readings are required and will be posted on Web-CT,
the University’s on-line course management system. Instructions for accessing Web-CT will be provided
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Grading Basis: The course is graded A-E. Students will be graded based on participation in class and
completion of the assignments. All readings and assignments can be found on WebCT Grades will be
assigned as follows:
Classroom participation (Possible points: 36 -- 3 points per class x 12 classes).
Evaluation criteria:
 3= attends and high quality of participation in class discussion - 2= attends with average participation
 1= attends and participates occasionally or once
 0 = did not attend class
Written assignments (Possible points: 24 -- 3 points per assignment x 8 written assignments)
Evaluation criteria:
 3 = Fully completes assignment, high quality of effort, care and thought reflected. Paper is generally
free of errors of written expression such as spelling, grammar, punctuation, sentence structure, diction,
etc.
 2 = Completes assignment, average effort, care and thought reflected. Some errors of written
expression such as spelling, grammar, punctuation, sentence structure, diction, etc. may be present, but
do not distract from the message
 1 = Completes the assignment, minimal effort, care and thought reflected. Errors of written expression
such as spelling, grammar, punctuation, sentence structure, diction, etc. may be extensive and so
distract from the message of the paper
 0 = Did not complete assignment
Final assignment 3-5 pages (500-750 words) (Possible points: 12 )
 12 = Fully completes assignment, high quality of effort, care and thought reflected. Paper is generally
free of errors of written expression such as spelling, grammar, punctuation, sentence structure, diction,
etc.
 8 = Completes assignment, average effort, care and thought reflected. Some errors of written
expression such as spelling, grammar, punctuation, sentence structure, diction, etc. may be present, but
do not distract from the message
 4 = Completes the assignment, minimal effort, care and thought reflected. Errors of written expression
such as spelling, grammar, punctuation, sentence structure, diction, etc. may be extensive and so
distract from the message of the paper
 0 = Did not complete assignment
Final Grades: Grades will be assigned as follows:
Grades
Total Points possible
Grade
A
AB+
B
BC+
C
CD+
D
DE
75
Minimum points
66
62
58
54
50
48
44
40
38
34
30
<30
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Course Schedule
Theme 1: The University As A Community
Aug. 27
Session 1
Welcome to the University at Albany community
Sept. 3
Sept. 10
No class
Session 2
How Does the University Work?
Assignment due
UA 25 Questions. Complete a question (assigned to you by your instructor)
and come to class prepared to inform you classmates of what you learned. .
Hand in a one-page typed report answering the questions on the worksheet.
(see assignment sheet)
Read and come to class prepared to discuss the article.
Sept. 17
Session 3
Living in a University Community: Balancing Individual Interests and
Community Interests (The Paradox Of Community )
Assignment due:
The assignment for the this class will be e-mailed to students’ University email
account (your netid@albany.edu)
Print out a copy of the email you receive containing the assignment and
submit it along with your completed assignment. (Your University email
address must be evident on the email.)
Theme 2: The Community of Scholars
Sept. 24
Session 4
What It Means To Be a Committed Student (Part 1): Making the Most of
Your Time and Setting Priorities
Assignment due: 1) Keep a weekly time log for the week prior to this class,
including all your activities. Account for every hour. At those times when
you are studying, note the course. Note not only your academic obligations
but ALL your anticipated obligations. 2) Using all your syllabi, fill out the
semester planner according to the instructions on the assignment. Bring both
to class.
Oct. 1
Session 5
Understanding University Expectations: Using the Library and its Online
Resources for Research
Presentation by University Libraries staff member on using the libraries online
resources (Researching 101), followed by a brief walking tour of the library.
Meet in the Cobb Room, in the basement of the University’s Main Library on
the Podium.
Assignment due two week after Library session: Choose a topic that you
would like to know more about (or have to research for another class). Find
two sources from the Minerva database and one source from another of the
Library’s online database. Locate them in the Library. Provide the title,
author, publication date, call number and describe the location of these
sources in the University Library. Your instructor can provide topics if you
need them.
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Oct. 8
Session 6
What It Means to be a Committed Student (Part 2): Understanding and
Meeting Faculty Expectations
Assignment due 1) Read the essay “The Difference Between High School
and College” and the two case studies: “Nightmare!” and “What is This
Guy Talking About?” Write a 200 word typed reflection paper, reacting
to these two pieces. Consider the following questions: Have you found the
University different from high school in faculty lecture style, assignments,
feedback, ability to approach and ask question, etc.? Give 2 examples from
your own experiences here at the University at Albany, compared to your high
school experience, describing what you see as the academic expectations of
University faculty that are different from your experience in high school?
Analyze the problem in each case studies, describing what you see as the
student’s difficulty.
Additional
Assignment
Over the next two weeks, schedule an appointment with your UFSP 101
instructor. ) Complete the on-line learning styles questionnaire at:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
3. Print out your results and print out the pages explaining the learning
styles at http://www.ncsu.edu/felder-public/ILSdir.styles.htm
4. Using these guides, complete the following:




I am more/much more of an (active or reflective) learner and this means that I
should apply the following strategies to be successful academically:
___________________________________________________
I am more/much more of a (sensing or intuitive) learner and this means that I
should apply the following strategies to be successful academically:
________________________________________________
I am more/much more of a (visual or verbal) learner and this means that I
should apply the following strategies to be successful academically:
__________________________________________________
I am more/much more of a (sequential or global) learner and this means that I
should apply the following strategies to be successful academically:
For this meeting, bring the following three things:
1) your learning styles results and answers to #3 above;
2) your notes from another class or a textbook from a class and review with
your instructor your approach to notetaking or studying a textbook; and
3) a question or comment you could make to a faculty member in another
class.
Oct. 15
Session 7
Why not cheat?
Assignment due
1.
Review UAlbany’s Standards of Academic Integrity
2.
Read the case studies and prepare a written analysis of each
situation. What should the student do? How could the student have
avoided the situation?
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Oct. 22
Session 8
Taking Stock: How Well Are You Doing This Semester?
Assignment due: Log on to MyUAlbany, print out your degree audit and bring
it to class; also go to the Advisement Services Center webpage and click on
the MAPs link. Print out the MAP (Major Academic Pathway) four-year or
MAPs you are currently following). Go to the Advisement Center’s
“Advisortrac” system and make an appointment with your advisor if you have
not already done so.
Theme 3: The University As A Path to the Future
Oct. 29
Session 9
Finding Your Path: Understanding Yourself
Career Assessment and Planning workshop conducted by a staff member from
the University’s Career Development Center. Note class meeting location
may be different for this class.
Assignment due:
Take the PinPoint assessment on one of the computers in the Information
Commons. (Your instructor will have specific directions.) This will take
about one hour. Print out results (two pages) to bring to class.
● Write a one-page reflection paper about the results. Which elements
surprised you and why? Which elements were consistent with your
preliminary plans for college. Do these results cause you to consider any new
directions or help you identify directions that you may pursue?
Nov. 5
Session 10
Creating Your Path: Enriching Your Academic Experience
Assignment due: Visit the Career Development Center website
(www.albany.edu/cdc) and follow the links for three possible majors of
interest to you on the “What Can I Do With a Major In…Page” under the
“Career and Major Exploration” menu item. Briefly describe the following
for the three choices:
 What is the major field?
 What three of the skill and abilities required best match your skills and
why?
 Choose one of the possible careers for each major field and follow the
link to the U.S. Labor Dept. Bureau of Labor Statistics’ Occupational
Outlook Handbook (www.bls.gov/oco/) and describe the following: what
types of work are performed in these jobs; what is the occupational
outlook; what most interests you about this type of work.
 For one of the major fields you’ve chosen visit the relevant departments’
website. Describe what you learned about the department or the major
that may be of interest to you. (You could also interview a faculty
member in the department.)
(Do not cut and paste. Answer these questions in your own words.)
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Nov. 12
Session 11
Higher Education: Understanding Your Investment in Yourself
Assignment due:
1) Go to My Financial Aid and My Student Account on MyUAlbany and print
out your information about your financial aid and your semester charges and
bring it to class. .
2) Using the information you heard during session 10,, explore two different
options beyond your major and minor for enhancing your experiences as an
undergraduate. At least one of these should be academic (research,
internship, study abroad) and one co-curricular (community service, campus
leadership, and/or club membership). For example, you might explore
internship options on the web. You could attend a student group meeting. Or
describe an activity you are currently engaged in and how it is contributing to
your personal development. Write 100 word essay describing these two
options, and how they would fit into your plan.
Final assignment due soon. Begin thinking about your final paper and
consider working on it before the Thanksgiving break. .
NO CLASSES THANKSGIVING WEEK
Nov. 26
Session 12
The Sprint to the Finish Line:
No Assignment due
Dec. 3
Session 13
Looking Back, Looking Forward
Final assignment due: Choose from the assignments below.
In addition, come to class prepared to give a 1 minute presentation on your
final assignment paper. Please see the “Tips for Presentations” handout and
prepare accordingly.
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University Seminar
Final Assignment – Choose one of the following and write a 3-5 pages typed double spaced paper .
1) “Begin With the End in Mind” Some students begin college with an exact idea of where they are going
next and how college will get them there. In this assignment you will imagine yourself four years from now
and describe your academic journey. Include the following in your essay:
-- What did you major in and why? What was your minor (if needed)? Complete the four-year MAP
grid for your years. How did your academic study help prepare you for your next step (job, graduate school,
etc.)
-- Describe your internships, study abroad, and research activities. (Be specific. Find accurate
information on a real or possible internship or study abroad program to describe).
--What extracurricular activities did you participate in and why? What role did other members of the
University community (e.g., friends, mentors, employers) play in your social and personal development?
-- What was your grade point average (are you graduating with honors?)?
-- What obstacles or challenges did you face along your path that threatened to derail your plans? How
did you overcome them?
-- Where will you go from here?
2) If I Were You: Provide advice to next year’s freshman class on how to survive their first semester at the
University at Albany. Your essay should contain at least four specific pieces of advice describe both the
opportunities that are available to them and the mistakes they should avoid making. Support your advice by
providing real examples from your own experience and from your observations of others. Some topics to
consider include the following: making the transition, academic success; major, minor and career ideas;
community and conflicts; challenges and opportunities, independence priorities; temptations; missed
opportunities; tension between home and University life.
3) Looking Forward, Looking Back: Compare yourself today to the person you were the day you arrived at
the University in August. What were your initial expectations, attitudes, and beliefs about what and how you
would do at the University at Albany and how have those changed over the semester? What will you do next
semester and beyond as a result of what you have experienced this semester? Are you on the same path now,
or has your path changed? Some topics to consider include the following: making the transition, academic
success; major, minor and career ideas; community and conflicts; challenges and opportunities, independence
priorities; temptations; missed opportunities; tension between home and University life.