Guidelines:

1. Regardless of topic, the course should be based upon close reading of texts, a range of writing about that reading experience, and a significant focus on the contexts of both the texts and the readers (e.g., social, historical, political, economic, etc.);
2. In each seminar, a variety of pedagogical approaches should provide a balanced use of the following: lectures; discussions in which students critically and respectfully convey and engage with different positions and perspectives; and presentations in which students learn to effectively express themselves orally, organize and support arguments, and articulate them clearly;
3. Writing assignments should require students to demonstrate competence in vocabulary, grammar, and syntax; to construct a cogent thesis and develop it through textual support; to evidence coherent organization and clear written expression; and to evidence basic research and information literacy skills through the use of primary and secondary sources and appropriate documentation. At least some of the writing assignments will allow students to submit multiple drafts in order to receive repeated feedback.
4. Reading assignments should train students in comprehension, analysis, reflection and critique. Reading is integral to the freshman seminar course structure, but what is considered “reading intensive” varies by discipline and will thus be evaluated by departmental representatives.
5. Courses should be structured to facilitate and assess writing and reading through a combination of assignments such as: summary reports, reaction or position papers, directed analysis, individual presentations, discussions, quizzes, exams, research papers, etc.  
6. Academic reading and writing skills will be reinforced through the concurrent ENG 101 requirement. During training and/or preparation sessions, seminar instructors will learn about what ENG 101 covers and will receive an overview of ENG 101’s content and course objectives.
7. Instructors are encouraged to integrate learning opportunities provided by external units (Library, Information Technology Services, Academic Learning Center, Writing Center, Experience Committee, Student Affairs, etc.), which will be expected to contribute to a learning environment where there is synergy between various modes of skills acquisition, different academic experiences, and the freshman seminars. Instructors are strongly encouraged to integrate into class assignments the learning opportunities offered through “Albright Academic Experience” (by requiring a summary and reaction paper for each experience event) and to consider developing Experience events of their own.  

Learning outcomes:

            Students will be able to

1. interpret texts and determine central ideas and supporting evidence; demonstrated via summaries and paraphrases
2. connect ideas that appear in separate texts and develop conclusions based on those texts; demonstrated via analytical theses generated in formal compositions
3. define the relation between texts and their social contexts; demonstrated via the development of thesis in formal compositions
4. explain and defend their conclusions; demonstrated via formal and informal oral presentations
5. write in grammatically correct and syntactically sophisticated ways; demonstrated  via formal compositions
6. use research tools and strategies appropriate to the discipline of the course; demonstrated via research-related assignments.

2- FIRST YEAR SEMINAR LOGISTICS AND TIMETABLE

Faculty members who commit to developing a first year seminar course will be engaged not only in developing a course, but in helping to shape the first-year general education program. This endeavor will have a wide-ranging impact on incoming Albright students, who will begin their college experience with a different kind of introduction to intellectual inquiry. 

Courses proposed as Freshman Seminars will initially be reviewed and selected by GEAC and forwarded to the Curriculum Committee for approval. (GEAC recommends that in the future the faculty should designate a Program Coordinator or Committee with divisional faculty representatives to coordinate the development and selection of freshmen seminar courses, as well as maintaining course resources and guidelines).  Any full-time and experienced Albright instructor may propose a class designed to meet the Freshman Seminar profile.

Faculty who choose to participate in the course development process will be expected to attend a series of faculty workshops; these meetings will promote exchange of ideas among those creating FYS courses and provide professional development on topics related to seminar development (for example, writing, information literacy, and advisement).  Approximately eight faculty workshops are anticipated over the two semesters.  It is also expected that participating faculty will commit to teaching their seminar course a second time within the next 2-3 academic years.

Faculty participants will earn a stipend of $1500 for their efforts, payable half in the fall semester and half in the spring.  Following is the proposed 2008-2009 timetable for the new first year seminar:

3- Guidelines for Freshman Seminar Proposals

Preliminary Proposal:
            Indicate your interest by sending a general, preliminary course description to Joe Thomas (jthomas@alb.edu) by August 15, 2008.

The official course proposal, which follows below, is due to GEAC by February 2, 2009.

Identification of the course:
Title and brief catalog description

Extended Course Description:
Description of the content and topics to be covered.  If you have a syllabus, please include it.  If not, please indicate the approximate amount of the course to be devoted to the various topics.  At a minimum, the proposal should include a tentative schedule of topics and readings.

Questions particular to the Freshman Seminar:
            These seminars are reading intensive; combining lecture and discussion; cultivating written and oral communication; teaching research skills, information literacy, study skills; introducing the liberal arts and the Albright Academic Experience.  Please address how your seminar will meet the goals and the objectives of the Freshman seminar.

1. Reading: How will your students be trained in reading comprehension, analysis, reflection and critique?  Suggestions: include a variety of texts, both primary and secondary sources; include exercises in close reading; assign book and article reviews.

1. Writing: How will your students demonstrate competence in vocabulary, grammar, and syntax; in constructing a cogent thesis and developing it through textual support?  Suggestions: require a variety of writing assignments, including short reflection papers and longer research papers; require a reading journal where the student keeps his or her notes on the reading; require multiple drafts; work closely with the writing center.

1. Oral Communication: How will your students cultivate good skills in oral communication?  Suggestions: assign an oral presentation, individual and/or group; encourage discussion in class; have students lead class discussion.

1. Research and Information Literacy: How will your students learn the appropriate use of primary and secondary sources, how to do academic research, and how to document appropriately such research?  How will such instruction be integrated into the class as a whole?  Suggestions: spend a class period in the library or invite one of the librarians to present to the class; have the student turn in a bibliography as a first step in the paper-writing process; have a “scavenger hunt” where they have to answer questions based on research in the library.

1. Liberal Arts: How will the student learn about the liberal arts, the disciplines within the liberal arts as well as the permeable boundaries between disciplines?  Suggestion: have professors from different disciplines visit class to discuss your topic from other perspectives; organize an Experience Event that discusses the liberal arts; include an assignment where the student researches and writes an essay on the liberal arts.

1. Albright Academic Experience: How will the student be introduced to the “Albright Academic Experience” and how will Experience events be integrated into the course?  Suggestions: require attendance at Experience Events; join with other instructors to organize Experience Events that connect to your topics; require a two-page written reflection paper on the Experience Event.

Library and Resource Needs:
Before submitting your proposal, please consult with the library liaison to your department.  S/he will comment on the library's ability to provide additional resources and will sign the form.  (The comments of the librarian will enable you to plan realistically and will be considered by the committee as informational rather than as prescriptive.)

Does the course entail new library and/or technological resources?

Comments of library liaison:

Signature of library liaison:                                                                            
Other Needs:
Does the course require a particular kind of classroom or special equipment?  Please describe any special needs.

Relationship of the Course to the Departmental Program and/or to the Overall Curriculum
Before sending your proposal to the Curriculum Committee, please take it to your department, which will discuss budgetary and staffing implications as well as the place of the course in the departmental curriculum.

The Department of                                                       has discussed this proposal with regard to appropriateness in the departmental program and to staffing and budget implications and we recommend its approval.

                                                            , Chairperson