FYLI Development Questions

Socializing students for excellence

1. To what degree does your course explicitly address critical practices such as time management and study skills?

2. In what ways does your course offer a realistic understanding of the commitment (time, effort) that is needed to succeed?

3. Does your course address how to access class materials, class linked academic support, or other academic support programs such as Supplemental Instruction (SI)?

4. Challenging and rigorous work:  Within the first two weeks of class, in what ways does your course require that students invest effort?

5. Challenging and rigorous work:  In general, how does your course maximize student time on task?

6. 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 

7. How does your course actively engage students?

8. Giving 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.)

9. In what ways does your course use lectures strategically, if at all?

10. Clear expectations:  To what degree does your course use rubrics effectively, such as providing them in advance and explaining them to students?

11.  Early and often: In what ways does your course offer early and formative feedback?

12.  Formative feedback: Does your course employ frequent low-stakes assessments?

13.  How does your course deploy GPS? (For example, how frequently and how early in the term?)

14.  In what ways are you following through on early warning signs, providing feedback, or communicating other important information to students through GPS?  (FYLI courses must have mechanisms in place to identify students who might benefit from support services such as coaching and to refer them to these services.)

15.  In what ways do you bridge the current interests and conceptions that shape how students approach the discipline?

16.  How does your course take into account students’ diverse cultural backgrounds?

17.  In what ways does your course assess the critical skills and/or knowledge students have when they enter the course?

18.  What degree does your course effectively utilize student learning outside of the classroom (co-curricular learning experiences)?

19.  In what ways does your course promote social interactions among students?

Alignment and course coordination

20.  If your course is coordinated, please describe . . .

a. the coordination scheme.

b. how communication as a team is accomplished for those involved in delivering the course.

c. how consistency in course outcomes or objectives is accomplished.

21. Are course learning outcomes clear and consistent across sections? How do they align with learning activities and assessments in the course?

22. 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? (Support will be available to facilitate gathering this data.)