KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name FYP 5300 Fundamentals of Designing First-Year Programs and
Experiences/ Master’s of Science in First-Year Programs and Experiences (MS)_____________
Department First-Year Programs
Degree Title (if applicable) Master’s in First-Year Pedagogy and Practice (MS)
Proposed Effective Date Fall 2013
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Dr. David Thompson
Faculty Member
11/2/2010
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _FYP 5300_______________________
Course Title _ Fundamentals of Designing First-Year Programs and Experiences
Class Hours 3 ____Laboratory Hours____0___CreditHours____3____
Prerequisites FYP 5000 and FYP 5100 or permission of the FYP Graduate
Program Director
Description (or Proposed Degree Requirements)
In this course, students develop a program-level understanding of The First-Year
Experience® (FYE) initiatives with an emphasis on curriculum development and
course design. Students evaluate, critique, and discuss theoretical components of
integrative learning, active learning, and experiential learning as applied in
courses designed specifically for first-year students. Connections between courses
and other elements of FYE® initiatives are evaluated in terms of strategic purpose
and organizational structure.
III.
Justification
This course will provide students experience in applying the theory acquired in
prerequisite courses to the development of curriculum and course design that will
target the specific needs of first-year students.
IV.
Additional Information (for New Courses only)
Instructor: Graduate Faculty
Texts and Materials
Andrews, B., and Thoms, V. (2008). Using a virtual learning environment to develop
academic writing with first year dance students: Facing the challenge of writing
through digital images, Research in Dance Education, November, 9(3):277-292
Attard, K., and Armour, K.M. (2005). Learning to become a learning professional:
Reflections on one year of teaching, European Journal of Teacher Education, June,
28(2):195-207
Axmann, M., Fourie, W., and Papo, W.D. (2002). Adding Net value: The nature of online
education at a South African residential institution, Educational Media International,
September, 39(3/4):267-273
Barrett, T. (2010). The problem-based learning process as finding and being in flow,
Innovations in Education and Teaching International, May, 47(2):165-174
Chi, M.T.H. (2009). Active-Constructive-Interactive: A conceptual framework for
differentiating learning activities, Topics in Cognitive Science, January, 1(1):73-105
Chisholm, C.U., Harris, M.S.G., Northwood, D.O., and Johrendt, J.L. (2009). The
characterization of work-based learning by consideration of the theories of
experiential learning, European Journal of Education, September, 44(3):319-337
Doll, W.E. (2008). Complexity and the culture of curriculum, Educational Philosophy &
Theory, February, 40(1):190-212
Dyke, M. (2009). An enabling framework for reflexive learning: Experiential learning
and reflexivity in contemporary modernity, International Journal of Lifelong
Education, May/June, 28(3):289-310
Erickson, B.L., Peters, C.B., & Strommer, D.W. (2006). Teaching first-year college
students: Revised and expanded edition of Teaching College Freshmen. San
Francisco: Jossey-Bass.
Farquharson, K. (2007). Fostering friendships amongst a group of first-year university
students: The use of online learning software, Australian Journal of Emerging
Technologies and Society, 5(1):48-57
Fisher, D., Frey, N., and Lapp, D. (2010). Real-time teaching, Journal of Adolescent &
Adult Literacy, September, 54(1):57-60
Gabriel, M.A., and Kaufield, K.J. (2008). Reciprocal mentorship: An effective support
for online instructors, Mentoring & Tutoring: Partnership in Learning, August,
16(3):311-327
Gulati, S. (2008). Compulsory participation in online discussions: Is this constructivism
or normalization of learning?, Innovations in Education & Teaching International,
May, 45(2):183-192
Hay, D., Wells, H., and Kinchin, I. (2008). Quantitative and qualitative measures of
student learning at university level, Higher Education, August, 56(2):221-239
Herie, M. (2005). Theoretical perspectives in online pedagogy, Journal of Technology in
Human Services, 23(1/2):29-52
Hurd, S.N., Stein, R.F. (2004). Building and sustaining learning communities. New York:
John Wiley & Sons.
Inderbitzin, M., and Storrs, D.A. (2008). Mediating the conflict between transformative
pedagogy and bureaucratic practice, College Teaching, Winter, 56(1):47-52
Karimi, R., Arendt, C.S., Cawley, P., Buhler, A.V., Elbarbry, F., and Roberts, S.C.
(2010). Learning Bridge: Curricular integration of didactic and experiential
education, American Journal of Pharmaceutical Education, June, 74(2):1-8
Lardner, E., and Malnarich, G. (2008). A new era in learning community work: Why the
pedagogy of intentional integration matters, Change, July/August, 40(4):30-37
Laufgraben, J.L. (2006). Common reading programs: Going beyond the book
(Monograph No. 44). Columbia, SC: University of South Carolina, National
Resource Center for the First-Year Experience and Students in Transition.
Laufgraben, J. L., Shapiro, N. S., et al (2004). Sustaining and improving learning
communities. San Francisco: Jossey-Bass.
Looi, C-K, Seow, P, Zhang, B.H, So, H-J, Chen, W., and Wong, L-H (2010). Leveraging
mobile technology for seamless learning: A research agenda, British Journal of
Educational Technology, March, 41(2):154-169
Matveeva, A.V., and Milterb, R.G. (2010). An implementation of active learning:
Assessing the effectiveness of the team infomercial assignment, Innovations in
Education and Teaching International, May, 47(2):201-213
Mazer, J.P., Hunt, S.K., Kuznekoff, J.H., and Jeffrey, H. (2008). Revising general
education: Assessing a critical thinking instructional model in the basic
communication course, The Journal of General Education, January, 56(3-4):173-199
McKeen, R.L., and Fortune, J.C. (1987). Curriculum building: Start to finish, Education,
Winter, (108(2):220-227
Miettinen, R. (2000). The concept of experiential learning and John Dewey’s theory of
reflective thought and action, International Journal of Lifelong Education,
January/February, 19(1):54-72
Nutt, D., & Calderon, D. (2009). International perspectives on the first-year experience
in higher education (Monograph No. 52). Columbia, SC: University of South
Carolina, National Resource Center for the First-Year Experience and Students in
Transition.
Parsons, J.R., Seat, J.E., Bennert, R.M., Forrester, J.H., Gilliam, F.T, Klukken, P.G.,
Pionke, C.D., Raman, D.R., Scott, T.H., Schleter, W.R., Weber, F.E., and Yoder,
D.C. (2002). The Engage Program: Implementing and assessing a new First-Year
Experience at the University of Tennessee, Journal of Engineering Education,
91(4):441-446
Schwartz, M. (2006). For whom do we write the curriculum?, Journal of Curriculum
Studies, 38(4):449-457
Smith, D.E., and Mitry, D.J. (2008). Investigation of higher education: The real costs and
quality of online programs, Journal of Education for Business, January/February,
83(3):147-152
Stewart, B., Hutchins, H.M., Ezell, S., De Martino, D., and Bobba, A. (2010). Mitigating
challenges of using virtual reality in online courses: A case study, Innovations in
Education & Teaching International, February, 47(1):103-113
Yeganeh, B., and Kolb, D. (2009). Mindfulness and experiential learning, OD
Practitioner, Summer, 41(3):13-18
And recent articles, as assigned, from (1) academic journals, such as the Journal of the
First-Year Experience and Students in Transition and the Journal of Learning
Communities Research, and (2) recent conference papers from the national and
international conferences on the First-Year Experience and the National Learning
Communities Conferences.
Prerequisites: FYP 5000 and 5100 or permission of the FYP Graduate Program
Director
Objectives:
Upon completion of this course, students will be able to:





Explain practical applications of theories, concepts, and models of first-year
initiatives
Identify evidence of the application of theory in existing textbooks, syllabi,
and assignments of first-year seminars and learning communities
Demonstrate an understanding of integrative learning, active learning, and
experiential learning
Evaluate the strategic purpose and organizational structure of elements of
first-year initiatives beyond the first-year seminar and learning community,
such as a common reader, advising interventions, peer-to-peer mentoring, and
bridge programs.
Create a proposal for a first-year program designed for possible application at
a specific campus
Instructional Method:
This is a fully online course that will utilize discussions, analysis and critiques, and
written assignments to explore the readings and to put theory into practice.
Method of Evaluation
Weekly Discussion: Theories, concepts, and models
(10 points X 10 weeks)
Syllabus analysis and critique (20 points X 5)
Assignment analysis and critique (20 points X 5)
FYE Program Proposal: Working Draft
Final exam (comprehensive)
Grand Total
A = 450+
B = 400 - 449
C = 350 - 399
D = 300 - 349
F = below 299
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
existing
0
0
0
0
100
100
100
100
100
500
New Books
New Journals
Other (Specify)
existing KSU library resources
existing KSU library resources
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
FYP
5300
Fundamentals of Designing FY Prog
3-0-3
Fall 2013
Regular
NA
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII. Attach Syllabus – See attached.