First-Year Seminar (FYS) is an introductory class offered to first-year students to help them acclimate to the college environment, develop effective strategies for studying, and learn techniques that will allow them to swiftly complete small assignments and sizable research projects. In 2014, approximately 80 percent of universities offered FYS, and students who took the course, on average, were less likely to transfer to another school and more likely to receive higher grades. The class allows students to learn more information about the college, select courses that are related to their majors and/or minors, effectively utilize resources while they are studying, cooperate with other students to complete projects, and appreciate the benefits of taking a particular course. FYS also enriches the experiences of first-year students by helping them find organizations of interest, understand university policies, and pursue hobbies while attending the college. At some colleges, students who have already taken a FYS course volunteer to become mentors who provide assistance to first-year students while they are taking the class. Analysis has shown that a high percentage of new enrollees indicated that mentors had a very positive impact on their overall experiences. Moreover, at many colleges and universities, there were increases in the retention rate.
First Year Seminar courses provide first year and transfer students the opportunity to learn problem-based research skills in a course that revolves around a common, broad topic.
What is a First Year Seminar Course? The first year seminar courses are special courses for first year students to enhance their academic and social integration into college. FYS provides an introduction to the nature of higher education and a general orientation to the functions and resources of the university. The course is designed to help first year students adjust to the …
The First-Year Seminar Program offers first-year students small-sized classes taught by some of Yale's most distinguished faculty members. Covering a wide range of subjects, these seminars are designed specifically with first years in mind to provide them with the opportunity to work closely with faculty members and peers.
The First-Year Seminar program was created to strengthen a culture of close intellectual contact between teachers and students in the pre-major years. The program, which includes over seventy-five seminars annually, offers students the chance to …
Approximately seventy-five first-year seminars are offered each year across dozens of departments. Some provide an introduction to a particular field of study, while others take an interdisciplinary approach to a selected topic.
Students may apply online for first-year seminars; applications are typically due a few days before the start of the term.
The primary distinction between first-year seminars and other courses is that first-year seminar enrollment is limited to eighteen first-year students who are admitted through a centralized online application process (most seminars have fewer than fifteen students) and most first-year seminars meet for two 75-minute sessions each week.
The first year of college is commonly a time of profound transition.
Although lecture courses have an important place in the undergraduate curriculum—and may be the most effective way to teach material in certain subjects—small classes with ample opportunities for discussion provide a valuable complement to lectures, especially in the first year when students often enroll in several introductory lecture courses.
Students apply for admission to a seminar before each term through an online application process. Because interest is greater than spaces available, students are admitted through a computerized lottery. Faculty receive a roster of admitted students before the first day of class.
Yes, funding is available through a designated gift to the program for course enhancements, which can support field trips, guest speakers, course materials, refreshments, etc.
Faculty who are interested in proposing a first-year seminar should discuss their plans with the appropriate director of undergraduate studies to confirm that the proposed course supports the curricular needs of the department or program.
LC students take several classes together in their first fall and spring semesters, including a first-year seminar (FYS) – a course that focuses on improving critical academic skills, making campus connections, and transitioning to college.
A learning community is the easiest way to learn about all the resources and policies you need to know at Auburn and to get involved on campus. Through your participation in a learning community, you not only make friends but also learn about other opportunities to get involved.
Success Strategies is a one-credit hour graded course that helps students fine-tune their academic and personal skills. Students will learn about note-taking and study strategies; reading, writing, and presentation skills; memory and test-taking tips; and career opportunities.
Students selecting a TFYS will be enrolled in only an FYS course with the indicated theme. This course is 1-2 credit hours with 20 students and allows the flexibility for students to customize the rest of their class schedule around the FYS course.
Learning Communities. LC cohorts are composed of 20 students who share a common interest or major. Students are co-enrolled in an FYS and two to four additional courses (usually Core Curriculum courses).
RLCs provide students with a residentially-based small group experience that enriches their in-class instruction and provides focused out-of-class activities. RLC members will live together in Aubie Hall (Village neighborhood) and are co-enrolled in a First Year Seminar and two or three additional classes. Each RLC accommodates up to 20 students per cohort. Students will need to complete the Housing Application and then the RLC Application.
First-Year Seminar (FYS) is an introductory class offered to first-year students to help them acclimate to the college environment, develop effective strategies for studying, and learn techniques that will allow them to swiftly complete small assignments and sizable research projects. In 2014, approximately 80 percent of universities offered FYS, and students who took the course, on average, were less likely to transfer to another school and more likely to receive higher grades. The class allows students to learn more information about the college, select courses that are related to their majors and/or minors, effectively utilize resources while they are studying, cooperate with other students to complete projects, and appreciate the benefits of taking a particular course. FYS also enriches the experiences of first-year students by helping them find organizations of interest, understand university policies, and pursue hobbies while attending the college. At some colleges, students who have already taken a FYS course volunteer to become mentors who provide assistance to first-year students while they are taking the class. Analysis has shown that a high percentage of new enrollees indicated that mentors had a very positive impact on their overall experiences. Moreover, at many colleges and universities, there were increases in the retention rate.
These students can offer information about the tests and homework of a particular class, and they might provide detailed explanations of the professor’s style of teaching.
Student mentors who have already taken certain language classes can also assist students by letting them borrow some of the materials that were used for the course . An involved student mentor can even practice the language with the first-year student before a test.