|
The First-Year Curricular Experience
(For more information about the entire survey project,
see “About This Survey” at the end of the instrument.)
Instructions to the Viewer: Select a question and click on Findings to view results.
A. Curriculum and Instruction
-
Which, if any, of the following offices or individuals has primary responsibility for oversight of the first-year curriculum? Findings
- In the following departments or units who teaches the majority of first-year non-developmental introductory classes? (Please click arrow and make a selection for each discipline.) Findings
- Do upper-level undergraduate students serve as co-teachers in any first-year classes in the following disciplines? (Please check all that apply.) Findings
- In the following disciplines, what is the most common section size of the first-year introductory classes at your institution? (Select one answer for each row in the following chart.) Findings
- At your institution, do all first-year students take any required course(s) in common? Findings
- Does your institution offer courses that are categorized as remedial/developmental? Findings
- Approximately what percentage of your first-year students is currently enrolled in at least one developmental/remedial course? Findings
- Has your institution evaluated success rates in regular introductory discipline courses for students who were required to complete a prerequisite developmental course in the same discipline? Findings
B. Course Policies and Structure
- At your institution, is there an institution-wide undergraduate attendance policy? Findings
- At your institution, is there a class attendance policy for first-year students that differs in any way from the institution-wide policy? Findings
- Does your institution mandate the collection and reporting of first-year mid-term grades to any of the following individuals? (Please check all that apply.) Findings
- Does your institution or any academic department therein offer any of the following? (Please check all that apply.) Special first-year seminar(s) or extended orientation class(es), First-year course(s) in residence halls, First-year course(s) taught on-line, First-year course(s) using other forms of distance education, First-year learning communities (linking of two or more courses across the curriculum so that a single student cohort is enrolled in all courses.), Service learning (inclusion of volunteer service in credit bearing first-year courses), Supplemental instruction in first-year courses (supplemental classes linked to high-risk courses and facilitated by an upper-level student), “Early-alert system” (system by which first-year students in academic difficulty are identified by faculty and referred for additional assistance) Findings
C. Academic Computing
- Are all first-year students required to have (lease or purchase) a computer of their own? Findings
- Which statement best describes your institution’s method of introducing new students to campus computing? Findings
- If your campus provides an introduction to computing, in what setting is this instruction provided (e.g., through library orientation, computer class, first-year seminar, non-credit workshops, etc.)? Findings
D. Major Selection and Academic Advising
- Check the statement that most closely corresponds with the requirements for entering first-year students at your institution: Findings
- Which best describes your advising for first-year students? Findings
- At your institution, are first-year student academic advisors most likely to be: Findings
- What proportion of first-year students at your institution is required to have face-to-face contact with an academic advisor? Findings
- Is your system of first-year academic advising regularly evaluated (as either a stand-alone activity or as part of your more comprehensive advising program)? Findings
- What is the level of first-year student satisfaction with academic advising on your campus? Findings
E. Faculty Issues
- On your campus, has there been within the past five years any faculty development initiative focused on teaching first-year students? Findings
- Within the past five years, have there been concerted efforts on your campus to increase the level of out-of-class interaction between faculty and first-year students? Findings
- Are incentives (e.g., extra pay, awards, workload adjustment, travel, etc.) provided to a faculty member for teaching any first-year class? Findings
- In general, at your institution, to what extent does teaching/advising first-year students affect the likelihood of tenure and/or promotion? Findings
F. Comprehensive Questions
- Does your campus offer any first-year course, program, activity, or structure – either curricular or co-curricular – that you believe to be exemplary, a “benchmark” program of its kind? If so, please name and describe. Findings
- What, in your opinion, is the most significant problem or difficulty at your institution that affects the academic success of first-year students? Findings
- In comparison to peer institutions, how would you rate your institution’s ongoing practice of outcomes assessment either directed at or inclusive of first-year students? Findings
About this Survey
This survey is one part of a larger national survey initiative designed to investigate the first college year in American higher education. A separate section of the survey investigates co-curricular programs, policies, and practices and is currently being forwarded to student affairs administrators for completion. (To view the companion survey on co-curricular programs, visit the Policy Center Web site: current_surveys.htm) This research project is funded by a grant from The Pew Charitable Trusts and is being administered by Betsy O. Barefoot, Randy L. Swing, and John N. Gardner at The Policy Center for the First Year of College, Brevard College, Brevard, NC. Survey results will be reported in aggregate and will not identify any individual respondent or any institution by name or city/state. Results will be reported by institutional type, size, and by accrediting region. A report of findings will be available on the Policy Center Web site by December 15, 2000. For more information about this survey or other activities of the Policy Center, please contact Betsy Barefoot (barefoot@fyfoundations.org).
|
