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History of the Freshman Course

History of the Freshman Course. Q uality E nhancement P lan Action Item 1. LART 1000. Liberal Arts in University Life Piloted Fall, 2003 3 hour course Optional (183 students enrolled) Purpose: to promote appreciation for the liberal arts. Fall, 2004. LART 1000 – 1 hour

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History of the Freshman Course

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  1. History of the Freshman Course Quality Enhancement Plan Action Item 1

  2. LART 1000 Liberal Arts in University Life • Piloted Fall, 2003 • 3 hour course • Optional (183 students enrolled) Purpose: to promote appreciation for the liberal arts.

  3. Fall, 2004 • LART 1000 – 1 hour • Mandatory for all students who enter with fewer than 12 hours • Included in requirements for all baccalaureate degree programs • Purpose: assist students in making the transition from high school to university expectations

  4. Retention Impact • APSU 1000—Full-Time Students • 85% who were enrolled returned for spring; • 59.1% who were not enrolled returned for spring • 17.3% earned a GPA of 3.5 or above • APSU 1000—Part-Time Students • 71.3% of those enrolled returned • 21.4% of those not enrolled returned

  5. Content • Knowledge of campus—location of classes and services provided • Common syllabus and text (created by freshman course committee) • Retained focus on liberal arts: Allegory of the Cave, Cultural events • Incorporated student success topics, LILT, academic advising, journal writing • Each section met two days each week

  6. Fall, 2005 APSU 1000 Space issues forced reduction to one day each week • Freshman Orientation added—APSU began meeting during 3-day orientation • Greater focus on student success • Differentiated sections (Hand Village Learning Communities, Honors sections)

  7. 2006-2008 • More discipline specific sections • Special sections for conditionally admitted students • Less reliance on outside text • More involvement of full-time faculty

  8. Freshman Course Committee Recommendations • Require all first-time, full-time freshmen to pass a 1 credit hour course • Transfer the administration of the course to Academic Support (from provost’s office) • Provide annual training for all who teach the first-year course including those who taught it previously.

  9. Annually review the syllabus for the first-year course to determine whether it needs to be modify in light of student evaluations of the course. • Appoint a committee of faculty to monitor the quality of the first-hear course by assessing its effectiveness annually.

  10. Questions to be Answered • Direction of course—centralized or college-based • Involvement of full-time faculty • Content

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