FYLI Development Questions

Socializing students for excellence

  • To what degree does your course explicitly address critical practices such as time management and study skills?
  • In what ways does your course offer a realistic understanding of the commitment (time, effort) that is needed to succeed?
  • Does your course address how to access class materials, class linked academic support, or other academic support programs such as Supplemental Instruction (SI)?
  • Challenging and rigorous work: Within the first two weeks of class, in what ways does your course require that students invest effort?
  • Challenging and rigorous work: In general, how does your course maximize student time on task?
  • How does your course develop the experiences that students need to succeed in more complex tasks, assignments, or analyses (i.e., scaffolding students up from a novice to an experienced learner)?

Design 

  • How does your course actively engage students? 
  • Giving each student the best chance to succeed and setting up the expectations for success:  In what ways does your course require attendance and/or participation?  (FYLI courses must have mechanisms in place to capture data about attendance and performance starting in the first two weeks of the course and continuing throughout the term.) 
  • In what ways does your course use lectures strategically, if at all? 
  • Clear expectations:  To what degree does your course use rubrics effectively, such as providing them in advance and explaining them to students? 
  • Early and often: In what ways does your course offer early and formative feedback? 
  • Formative feedback: Does your course employ frequent low-stakes assessment? 
  • How does your course deploy GPS? (For example, how frequently and how early in the term?) 
  • In what ways are you following through on early warning signs, providing feedback, or communicating other important information to students through GPS? 
  • In what ways do you bridge the current interests and conceptions that shape how students approach the discipline? 
  • How does your course take into account students’ diverse cultural backgrounds? 
  • In what ways does your course assess the critical skills and/or knowledge students have when they enter the course? 
  • What degree does your course effectively utilize student learning outside of the classroom (co-curricular learning experiences)?\ 
  • In what ways does your course promote social interactions among students? 

Coordination 

  • If your course has multiple sections, please describe . . .
    • the coordination scheme.
    • how communication as a team is accomplished for those involved in delivering the course.
    • how consistency in course outcomes or objectives is accomplished. 
  • Are course learning outcomes clear and consistent across sections? How do they align with learning activities and assessments in the course?
  • To what degree does the coordination scheme allow coordinators to take advantage of meaningful, actionable data about student engagement, achievement, and progress in the course?