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)?
- 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?
- 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?