This document outlines a proposed redesign of a first-year seminar course at West Virginia University. It analyzes three existing course models and identifies gaps. The needs assessment found that current courses may not fully help students transition to college, explore majors, or learn about campus resources. The proposed redesigned course aims to address these gaps by taking a more comprehensive approach and allowing for customization based on student characteristics.

1. 12/8/2015
Revamping
First-Year
Seminar
An Instructional Design
Model
Ali Kowalski Anderson
WEST VIRGINIA UNIVERSITY
EDP 640

2. 1
Table of Contents
1. Executive Summary 2
2. Project Intent Statement 3
3. Needs Assessment 4
3.1. Content Summary 4
3.2. Learner Profile 6
3.3. Instructor Profile 7
3.4 Constraints 7
3.5. Context Analysis 8
3.6. Technology & Media 9
3.7. Needs Assessment Summary 9
3.8. NA Appendix I: Project Goals 10
4. Instructional Sequence & Teaching/Assessment/Media Plan 11
5. Prototype 14
6. Program Evaluation 17
7. References 18

3. 2
1. Executive Summary
Tens of thousandsoffreshman will step footon a college campuseach fall. Many will be travelingmany
miles to moveto their new home. They will be surroundedby strangersand expected to become an adult
almostovernight. They will be given challenges, in the classroomandin life. How dothese thousandsof
freshmanprepare for this change?How doesthe university help them adjustonce they’reon campus?
These are just a few of the challenges tothink aboutwhen designinga course targeted at college
freshmen to help themadjust totheir new life. When you’rehired to a job youreceive new hire training.
University orientationcoursesare just that – a semester-long“new hire” training. The schoolsneed to
teach the studentsabouttheir new environmentandthe resources available to them.
How can this be done when studentscomefrom such diverse backgroundsandhavedifferent
aspirations?The key is flexibility. This course has been designedin a way toallow instructorsto customize
the course in a way that bestfits their learners. Some may be customizedby intended major, some may
be specific for internationalor transfer students. Whateverthe case, this coursewill help freshmen better
adjustto their new life and new home, while learning all they need tosucceed thisfirst year andfor many
years tocome.

4. 3
2. Project Intent Statement
Project title
RevampingFirst-YearSeminar
Instructional problem/need
Many studentscometo college overwhelmed. They may be in a new city or state, living ontheir own,
facing studentloandebt, undecided ontheir major, or have many questionsabouttheircampus.
University orientationcoursesare supposedtohelp combatthosefears, however many are viewed as a
waste of time andare nothelping studentstransitiontocollege the way they need to. Gaps exist in the
current course designwhere studentsare not receiving a balance of informationthatbenefits their
college success andcareer planning.
Learners
First-timefreshman studentsandtransfer studentswithless than29 credit hours.
Learning outcomes
Feel more “at home”on their campus, learn aboutthe institution’sresources, effectively chosea major,
learn to write a resume and plana career, create a timeline to graduation, findways to get involved
outsideof the classroom, beknowledgeable on studentloans, learn aboutthe library resources, and
improveskills in the areas of studying, teamwork, communication,leadership, andself-management.
Instructional event
One (1) credit course tobe takenfirst semesterat WVU. Coursewill consistof in class and out-of-class
activities and speakers.
Who would read the project document to provide additional feedback?
Previouscourse instructorsfromthe university and variousdepartments, previousstudentswhohave
takenthis course, administrationin financial aid, studentservices, career services, the library, and more.
Motivation for project
There is a need for college graduates, yetmany studentsare notgiven the adequate resourcesor
knowledge abouttransitioningintocollege or selecting the bestmajor for them. College is expensive, but
if youutilize the resourcesavailable youcan get the best bangfor yourbuck. This course is a great way to
inform studentsof the resourcesavailable tothem andguide them to successfor years tocome.
Other details
I am focusingon the overall goals of this course andhow to tailor it for different departments. Additional
informationwould help improvethe course for international, “at-risk”, transfer, commuter, andother
uniquetypesof students. I couldn’tbeginto list all of thesespecial cases butthe realization that each
groupsbringstheir own set of needs andchallenges is important.

5. 4
3. Needs Assessment
3.1 Content Summary
Many studentscometo college with little realization of howdemandingcollege is. They may be told
abouttheir future responsibilities as a student, butthey do notunderstandthereality untilthey are on
campusliving the life. Studentshavebeen quotedsaying“The expectations are so much greater in terms
of paper contentand workload[than] in high school,”and“I realized [that] university is a really
independentlearning process andI foundso many thingsI don’tknow,”(Browning& Sheffield, 2008).
First year seminar coursesare popularin many universities, servingas a way to transitionstudentsinto
college from high school. Studiesshowthe importance of this typeof course (Browning& Sheffield, 2008;
Klatt & Ray, 2014), butwithso muchvariation between topics covered howcan we tell if studentsare
really getting the mostout of the seminar? Courses haveutilizing reflective journal writing (Everett,
2013), writingand argumentationskills(Biron, Han, Welsh, & Fox, 2013), andhands-onprojects(Hehong
et al., 2012). Thiswide variety of topicsand techniqueshaveall individually shownto be successful, but
how would they work in collaborationwith each other?
My goal is to design a comprehensivefirst-year seminarcourse that showsstudentstheresources
available to themand providesadditionalopportunitiestolearn abouttheir field of study andtheir new
homefor the next few years.
Course Examples
To help create my class model, I referenced three first-year seminar coursedesigns: the 2010 Adventure
WV trip and course combination, the2015 first-yearseminarat WVU, andthe 2015 first-yearseminar for
engineering students.
Adventure WV Orientation Trip
The Adventure coursewas brokendowninto two main components:thephysical trip andthe post-trip
meetings andreflections. According tothe syllabus(Corio & Schwartz, 2010)andpersonalrecall, here
were the skills andobjectives of thiscourse:
 Goals of the trip (5-8 daysin the wilderness):
o Connectionwith other students, bothfreshmenandupperclassmen
o Leadership
o Teamwork
o Community service
o Trust
o Communication
o Self-confidence
o Decision makingskills
o Wilderness skills
o Journalandreflections
 Topics for in-personmeetings
o Loan calculator: learn what yourinterest rates look like
o GPA calculator: learn the impact of a bad grade
o Goal letter and post-tripreflections
o Community servicetrip
o Informationsecurity awareness modules

6. 5
o Wellness modules
The Adventure WV trips usedto countas the first-year seminar course. They havesince been changedto
countingfor a general elective course. WhenI first startedat WVU, my Adventuretrip was my orientation
credit. From personalexperience, I can say this course was very unique. It taughtme a lot aboutWest
Virginia’s culture and I became close friends with the people on my trip, easing my transitionontoa
campuswhere I previously only knewtwo people. However, there were gaps in the overall delivery of the
typical first-year seminarcontent. I did notget the chance to explore majors andwas not madeaware of
the variousstudentgroupsandresources oncampus. As a result, I changedmy major later in my college
career and didnot get involvedin studentorganizationsuntilmy sophomoreyear.
Current First-Year Seminar
The current first-year seminar coursesare assignedbasedof yourresidence hall. Commutersandathletes
register for separate sections. According to the WVUe191 syllabus(Drumm, Cespedes, &Evans, 2015),
the following are learning objectives for the first-year seminar:
 Understandtheimportanceof higher education
 Gain academic skills
 Gain self-managementskills
 Gain critical thinkingskills
 Career planning
 Major/career exploration
 Diversity/inclusion/globalperspective
 Financial literacy
 Studentsupportsystemsandresources
Thoughthese goalsreflect a positivetransitioninto college, they are very broad. How can youencourage
career planningand major explorationwhen the sections are divided by residence hall? Meaning, there
are likely a variety of majorsin each section andan instructorwho is not equippedto answer questions
from each of thosefields. I have met many upperclassmenwhoare still unsure of their major and
graduatewithout a career plan.
Current Engineering-Specific First-Year Seminar
According to the Engineering 199 course website (Byrd, 2013), thefollowing are topics covered during
the first-year seminarfor engineers:
 Departmentvisits from faculty members
 Resume writing
 Engineering Ethics
 Breakdownof grades and howthey affect your GPA
 Expectationsfor college
 Expectationsfor the future
Additionally, studentsare required to complete/attendthe following:
 Study lab hours:Completeat least two hoursof studyingindesignatedstudy labs acrosscampus
to help studentsrealize the importance of studyingincollege.
 Outof class experiences: attend at least three lectures or meetings outsideof class to further
youreducationand learn more aboutthe university
 EngineerFest attendance:visit at least five studentorganizationstolearn more abouthow to get
involvedoutsideof the classroom

7. 6
 Career fair attendance:attendthe engineering career fair and talk tocompanies about future
jobs andinternship opportunities
This course doesa goodjob at tailoring the contentspecifically to engineers andencouraging studentsto
learn aboutthe different engineering disciplines. It also encouragesstudentstoget involvedin student
organizationsandprepare a resume early on for the potential of landing aninternship. However, little
informationis given on studentresourcesoutside of the college of engineering. I have noticed many
studentsin the engineering departmentfeel isolated to the engineering campusandhave little
interaction with studentsin othermajors.
Outline of Content
Pulling from each of the three samplecourses, below is a comprehensivelist of key learning objectives for
my first-year seminar design:
 Teamwork, communication, andleadership skills
 Self-managementskills
 Major andCareer exploration
 College planning(courses per semester, timeline to graduation)
 Career planning, creating a resume
 Involvementoutsidetheclassroom
 Study techniques
 Loan repayment
 Calculating yourGPA, the importanceof attendanceandgrades
 Studentsupportsystemsandresources
It is importantfor studentstolearn abouttheir campus, their career andmajor options, andhow their
choices today affect their future. By demonstratingto studentswhy these objectives are key andallowing
them toimprove their skills by being engaged in relevant activities inside and outof the classroom, I
believe the studentswill be successfulfor years tocome.
3.2 Learner Profiles
The learners for this course will be first time freshmanand transfer studentswithless than29 credit
hours. West Virginia University hasa mix of studentsfromacross the globe with varyingbackgrounds.
Somestudentscome to college with many credits from AP courses or duel enrollment. Some may be the
first in their family to attendcollege. Abouthalf the studentsare from West Virginia and half are from
other statesor outsidethe US. WVU is also split fairly evenly for gender (WVU facts, 2015). Lessthan16%
of enrolled studentsidentified with a race other thanwhite (West Virginia University, 2015).
That being said, the backgroundofthe learners for this course will be highly diverse. Ideally, this course
would be brokendownby departmentor college to groupstudentswithsimilar intereststogether. This
will help studentsidentify with each other better and meet future classmates. It will also minimize the
separationstudentsfeel because of their varyingbackgroundsandinsteadtie themtogether usingtheir
common field of study and use their unique backgroundstotheiradvantage.
Overall, first time freshman are scared and overwhelmed. Many haveleft their homesandmovedaway
from their parents for the first time. They were not likely held responsibleor challenged in highschool
the way they will be in college. Many will notknowtheir way aroundcampusor knowother studentswho
can act as guides andmentorsfor them. Thoughstudentscompletean orientation, this one-day event

8. 7
does notadequately portray the numberof resources available to students. Thus, studentsoftenfind
themselveslost after their first few daysor weeks oncampus. Many will have questionsthey donot know
who to ask, or are scared to ask.
It is importanttokeep in mindthatstudentsshouldbe held accountablefor their actionsand be given
responsibilitiesas they are now adults. However, it shouldalso be recognized thatthey are new to college
andadulthood, andthusneed guidancein order tosucceed.
3.3 Instructor Profiles
Ideally, this course wouldbe influenced by many leaders acrosscampus. A central instructorwould be key
for consistency and grading, butexposure to variousrepresentativesacrosstheir departmentandthe
campuswould aide to the students’ success.
The main professorcould be an upperclassmen, graduatestudent, orprofessor. The benefits of a younger
instructorare thatthe studentsmay feel more relatable to themand the instructorcan more accurately
recall what it was like to be in their students’ shoes. However, youngerinstructorsdonothave the
teaching andfield experience more seasonedinstructorsbringto the table. Due to the volumeof sections
thatwill be needed to makethis course accessible to all required to take it, it will likely be morefeasible
for upperclassmenand graduatestudentstoteach it. A selective processshouldbe used tohire these
instructors, includinginterviews, reference letters, andteaching a mock-class. Instructorsshouldbe
personable, knowledgeable, dependable, well-organized, adaptable, and engaging.
Additional instructorsmay only be used for one course period, butshouldbe just as knowledgeable and
engaging. These speakers include a librarian, financial aid representative, departmentchairs, student
leaders, andmore. The goal of inviting additionalspeakersinto this classroomis to increases the
students’ knowledgeof these importantareas suchas research using library databases, loanrepayment,
career options, andstudentorganizations. Themaininstructor may be able to touchon each of these
items, butthey are likely not experts in all of these critical areas.
3.4 Constraints
Todays’ worldrelies ontechnology. Everythingfromcalendars to communicationis throughelectronic
devices. Thoughthismakesinformation much more accessible, it also makesus heavily dependentonthe
internet. Whenpower outages or server crasheshappen, our entire day feel interrupted. We cannot
access email, websites, or online storage systems. Shortoftypinga paper, ourcomputersbecome
useless. Thus, for any course to be successful in the 21st
century, one mustalwaysbe preparedfor the
worse when it comesto technology. Yes, it allows for easier communicationanddatasharing at any time
or location. Yes, it eases our daily tasks. Yes, it is importanttostay upto date with new technologiesto
stay ahead in business. Butfor us to completely rely onthe internet is toforget the importanceof face-
to-face communicationandpersonalinteraction. This coursewill aim to find a balance between
introducingandutilizing current and emerging technologiesto help studentssucceed, while also forcing
studentstotalk to new people and work in groupstosolve problemsandlearn together.
Additional constraintsincludescheduling conflicts between speakersandthe diverse backgroundsof
students. Withonly 16 weeks in a semester andonly meeting once per week in the classroom, scheduling
as many speakersas I’dlike andcovering importantmaterial in an engagingfashion will take
coordination. Inaddition, accommodatingthecourse tofit the needs of all who are enrolled will also be a

9. 8
challenge. Requiring out-of-classassignmentsandbreakingthesections downby departmentshouldhelp
combatsome of thosechallenges.
3.5 Context Analysis
Physical factors Use Factors
Instructional environment Instructional Environment
Facilities Patterns for Use
Ensure there are an adequate number of classrooms for the
recommended class size. Explore course venues outside of
the classroom (outdoor areas, library, various campus
facilities, etc.).
Multiple sections of this course should be available for both the fall
and spring semesters. Seminar courses should be no more than 50
people. Groups should meet in person once per week with
additional assignments outside of class.
Equipment Reasons of Use
Students will need access to a computer and internet outside
of class. Instructor will need access to a computer, internet,
and projector during class.
First time freshman or transfer students with less than 29 credit
hours will be required to take this course to graduate.
Instructional Lifespan Student Characteristics
Keep materials up to date with current events and cultural
styles. Update materials to work with current technologies.
Include current technological uses.
New to the university, possibly new to the state. Likely that students
have high levels of anxiety. Will have many unanswered questions
that they are scared to ask or don't know who to ask.
Instructor Characteristics
A single section will have multiple speakers. Instructor should enjoy
working with students and have a friendly and welcoming
demeanor. Seasoned professors as well as recent
graduates/upperclassmen.
Support Environment Support Environment
Site Distribution Production services
Integration of multiple venues around campus - tours of labs,
buildings, student resources, the library, etc. (Not all of these
will be used. Different facilities for different
majors/departments.)
Programs used include Microsoft Word, PowerPoint, and Excel.
University provided programs such as Gmail, eCampus, and Mix will
also be used.
Management and Coordination Storage and Delivery Systems
Coordination of various department heads as guest speakers.
Coordination of facility managers for various visits and guest
speakers.
DropBox and Google Drive will be introduced for student’s personal
use. Ecampus will be demonstrated for course use.
Seasons and Climate Support Resources
Orientation courses taught in the fall will have an easier time
meeting at different venues early on because the weather is
nicer. Spring courses might have a harder time since the early
months of the semester are cold and snowing. Any outdoor
activities will be timed accordingly for the two semesters.
Additional resources may be introduced at the professor’s
digression. These resources will likely update over time. Examples
include: Chegg, Schedulizer, RateMyProfessor, LinkedIn, etc.

10. 9

11. 10
3.6 Technology& Media
Type Potential Issues
Computers ◦ Compatibility between PC and Mac
◦ Issues connecting to internet
◦ In-classroom computers are at the control of WVU (maintenance/repairs)
◦ Updates
Projectors ◦ Problems connecting to computer
◦ Lighting issues in classroom
◦ In classroom projectors are at the control of WVU (maintenance/repairs)
Wireless Internet ◦ At the control of WVU (server overload/crash, cannot connect)
◦ Plan ahead by carrying materials on flash drive
Microsoft Office Products ◦ Compatibility between PC and Mac
◦ Compatibility between versions
Google products (gmail,drive, etc) ◦ Compatibility between PC and Mac
◦ Updates
Mix ◦ Compatibility between PC and Mac
◦ Hours of operation
eCampus ◦ Compatibility between PC and Mac
3.7 Needs Assessment Summary
To complete this NeedsAssessment, I researched the current WVU studentpopulationaswell as current
andpast first-yearseminar courses offered at the university. Next, I read literature on first-yearseminar
studiesexamining different levels of effectiveness.
Fromthis assessment, I learned more aboutthe diversity of WVU studentsandthe variety of resources
available to us. This changedmy view of an orientationcourse from being stagnateto dynamic. Flexibility
is a mustto accommodatefor the different typesof studentsandtheir interests. Thoughthere will be
commonneedsfor new students, suchas loanrepaymentand studentservices, there will also be more
discipline-specific areas to address topicslike major andcareer choices. Last, I learned aboutthe current
research on first-year seminarcourses andhow thosefindings can be tied tomy course design.
Comparingthe three previously mentionedfirst-yearseminar courses, I analyzed the benefits and
drawbacksof each to create a more compressivecoursethat can be adaptedfor different departments. I
also examined findingsfrom other studieson first-year seminars. These results will allow me to better
design a first-year seminaraddressingthe needs of today’scollege studentsandpreparing themfor their
remaining time at the university.

12. 11
3.8 NA Appendix I
Project Goals
1. Complete the redesign of a first-year seminarcourse for WVU studentsin different departments.
2. Continueresearch on first-year seminarcourses to better meet the needs of today’sstudents.
What is been studiedalready andis effective? What dostudentswantto gain out of their
seminar?How can we bestdeliver the content?
3. Create a course thatis adaptablefor changesin culture, technology, andstudents’ interests.
What is popularandnecessary today may notbe for next years’ class.
4. Further evaluatethe needs of diverse groupsof studentsto ensurethe course is effective to all
who take it. Forexample, commuterstudentsandinternational studentseachhave their own
uniqueset of resources they shouldbe made aware of, but it would be inefficient tospendtime
talkingabouteach set of individualresources for a large group. Thusit is importantto evaluate
how coursesshouldbe divided andhow to bestget importantinformationoutto the students.

13. 12
4. Instructional Sequence & Teaching/Assessment/Media Plan
Time
Period
Instructional
Activity
Project Goal Media &
Technology
Rationale behind sequence Teaching-Assessment
(filled out in DA5)
Week
1
Goals, into to
online tools
2-what do
students want
to gain?
Mix, blackboard,
google, ecampus,
Need to identify goals early on to
reference them later in the semester and
throughout college career
Learn these sites early on to become
familiar and not miss assignments, emails,
etc.
Students’ self-
assessment of goals they
create for themselves for
the first semester
At-home modules for
online activities to
extend learning and
navigation of these sites
Week
2
Study Skills
and Learning
Centers
3,4-research
new methods,
this may vary by
field
TouTube, Khan
Academy
Week 4 is usually the start of exams so this
gets students thinking about studying
before the first exam and while the
learning centers are not crowded
Online placement
assessment before class
to see what exactly
needs to be covered and
where students currently
stand
Week
3
Resume 4-this may vary
by field
Microsoft word,
formatting
features
Career fair is usually in Sept./Feb. so they
need to start working on their resume
before then
No formal assessment,
but students will be
completing their resume
at home this week
Week
4
Resume
workshop/
Group work
activity
4-this may vary
by field
Microsoft word,
editing features
Allow students to work in pairs to review
each other’s resume. Good focus on group
work and importance of resumes. This
ensures they are clean and ready for the
career fair.
Peer review of another
student’s resume. Grade
will be on students effort
on their resume and
quality of the review
Week
5
Outside the
classroom
4-this may vary
by field
Twitter, Facebook,
WVU websites
Show students the importance of student
orgs, volunteering, sports, etc. Creates a
“well-rounded” student. Good for relieving
stress, meeting people, resume builder.
Self-evaluation of
benefits for three
organizations. These
should be on orgs that
interest student to
promote them following
up with the org contact
Week
6
Choosing a
major/dept.
visit
4-this may vary
by field
Exploring
websites on dif
majors and
careers/companie
s
Start bringing in department haeds,
professors, and upperclassmen in their
field for students to ask questions & hear
about career opportunities before they
schedule for their next semester of classes
Interest/personality
evaluation before first
dept. visit.
Self-reflection and
additional research after
visit to further explore
careers in that field and
if it’s right for you.
Week
7
Choosing a
major/dept.
visit
4-this may vary
by field
Exploring
websites on dif
majors and
careers/companie
s
Again, another chance for students to
learn about possible majors and careers
before they have to schedule classes
Self-reflection and
additional research after
visit to further explore
careers in that field and
if it’s right for you.
Week
8
Choosing
courses/path
to graduation
4-this may vary
by field
Degreeworks Students begin meeting with their advisor
around this time. They need to come
prepared with questions, course options,
Degreeworks module
after class for additional
learning of the program

14. 13
and a possible career choice. This helps the
advisor guide the student
Notes about selection of GES courses
Week
9
Student
resources
2-what aren’t
they learning
now that they
need? What do
we keep?
WVU websites Expose students to the resource they have
available on campus. Maybe they’re
struggling in class, are homesick, or have
other serious concerns. The initial shock of
college may be over and students have
completed more assignment, so problems
need to be addressed
Research 3 resources on
campus learning about
their role and how they
could help you in the
future
Week
10
Self-
management
2-what aren’t
they learning
now that they
need? What do
we keep?
Google calendar
and tasks
As the semester winds down, students
should realize they need to be on top of
themselves – turning in assignments on
time, allowing enough time to complete
projects and study, etc. Before finals and
end of semester projects begin, this is a
good time to review these best-practices.
Diagnostics text so
students know where
their strengths and
weaknesses are when it
comes to self-
management
Week
11
Loan
calculator
Excel As students head home for thanksgiving or
spring break, they can learn more about
their loans and discuss this with parents.
Possibly create an early repayment
schedule. If grades are suffering this is a
wake up call for those who might lose
academic scholarships. Also helpful to
analyze before the next semester refund
checks are distributed
Formative assessment -
homework where
students calculate their
loans and interest for
their expected college
career
Week
12
Teamwork,
communicatio
n, and
leadership
2-what do they
need to know?
4-this may vary
by field
Google drive and
email
The last few topics are ones that are not as
time sensitive, but definitely need to be
covered. This is a time to reflect on their
current skills and see how they can
improve them for any final projects of for
future semesters
Self-test showing where
on a team you excel and
where you could
improve, in-class
teamwork assignment
(like a teambuilding
exercise) that
emphasizes
communication
Week
13
GPA Calculator 2-make sure
they find this
effective
Excel Students likely have a better grasp on their
grade at this point. Most assignments
besides the final will be turned in so
students can see where they stand with
their GPA and how important finals will be
Formative assessment
like the loan calculator.
This will show students
the effect of a bad grade.
Week
14
Diversity 3-new diverse
traits may come
into play over
the years
Expose students to diversity in college and
workplace. Not only diversity with race and
gender (visible traits), but also in how
students learn and work together. This is
important for students to recognize for
their college and professional career (not
as time sensitive which is why is it towards
the end)
Pre and post assessment
to see how inclusive
students think they are.
After a lesson or speaker
students will take a post
test or write a reflective
piece to compare before
and after
Week
15
Ethics 4-this may vary
by field
Also important for students’ college and
professional career. Ethics is important in
all fields and students need to see how
their current actions can impact them for
Case study – take ethics
case for your field and
investigate the issues,

15. 14
the future (not as time sensitive which is
why is it towards the end)
how the problem should
have been handled, etc.
Teaching Model-Strategy Strategy purpose
Teaching procedure
How is assessment used in this teaching
strategy?
Self-explore College is about “finding yourself”.
Basically I mean that students need
guidance, but they need to figure things
out on their own. Allowing them time
to complete assignments with flexibility
to look into topics of interest to them
should keep them engaged and
informed.
Self-evaluation, categorical tests that
show placement into certain categories
or interests, self-reflection assignments
or papers
Tutorials Allows students to see then do. Teacher
explains the topic, walking students
though the basics, then allows them to
explore in more depth. Also allows
students to work together to learn
more and help each other
At-home formative assessments
Though submitted individually since it is
not facilitated students could work
together.
“What I though I Knew” vs.
“What I actually know”
Show students where their gaps are in
understandings. This is helpful for them
to know themselves better, fill those
gaps with new learning, and reevaluate
themselves
Pre/Post tests
Case Studies Allows students to see real-world
experiences and problems, then come
up with a way to fix or improve the
outcome. Shows students how to and
not to do something with the chance to
recognize mistakes and fix them
The case study is the assessment,
usually includes a formal paper
summarizing the case, problems, and
suggested outcomes.

16. 15
5. Prototype
First Year Seminar Syllabus
WVU 101:FirstYear Seminar
1 Credit
(Term andyear)
Instructor'sname:
Office location:
Office hours:
PhoneNumber:
Email Address:
(Graduate Assistantinformation, if applicable)
Prerequisites
None
Description
The purposeof this course is to providefreshman studentsatWest Virginia University withinformation
andtools for makinga successfultransitionfrom high school tocollege. Youwill be introducedto the
many resources available at WVU andbe providedwith opportunitiestoexplore yourperspective field of
study, orselect one if youare currently undecided. This of this course as 15 mini-seminars, eachone
describing in detail how to maneuverthroughcollege andprepare for the professionalworld.
Course Topics
Throughoutthiscourse, youwill learn aboutthe following:
 Teamwork, communication, andleadershipskills
 Self-managementskills
 Major andCareer exploration
 College planning
 Career planningand creating a resume
 Involvementoutsidetheclassroom
 Study techniques
 Loan repayment
 Calculating yourGPA
 Studentsupportsystemsandresources
Required Student Resources
Notextbooksare required for thiscourse. Necessary materials will be available oneCampusor provided
to youin class. Duringthis class studentswill be exposedto a variety of university affiliated websites,
including MIX, eCampus, Degreeworks, andBlackboard. Thesesites are all compatible for Windows and
Mac. Studentswill also be required to complete assignmentsusingMicrosoftproductswhich are available
for studentsat a discountedprice. Thoughnotrequired, many studentorganizationshavesocial media
sites youcan follow thoughTwitter and Facebook.

17. 16
Course Schedule/Outline/Calendar of Events
Providestudentswith a tentativeprojected outlineof significant eventsthat occur throughoutthe
semester, including assignments, projects, examinations, field trips, guestspeakers, etc. Forexample:
Week Topic Assignment
1 Course Goals; Introduction to online tools Goal assessment; online tutorials
2 Study Skills and Learning Centers Visit learning center; online assessment
3 Resume Writing – Part I Complete first draft of a resume
4 Resume Writing – Part II Resume peer review
5 Extracurricular Involvement Student Organization Fair
6 Choosing a Major – Part I
Department visit; personal research
and reflection
7 Choosing a Major – Part II
Department visit; personal research
and reflection
8 Path to Graduation
Degreeworks tutorial; selection of
courses; build schedule
9 Student Resources Research assignment
10 Self-Management Strengths/Weaknesses diagnostic
11 Student Loan Repayment Calculation of interest & loan repay
12 Teamwork, Communication, and Leadership In-class teamwork assignment
13 GPA Calculation In-class assignment: calculate GPA
14 Diversity Pre/Post assessment on inclusion
15 Ethics Case Study
Evaluation Procedures and Grading Criteria
Studentswill be required to complete varioushomework assignmentsthroughoutthesemester, totaling
40% of the overall course grade. Attendance will be takenby completingan in-classassignment, totaling
30% of the overall course grade. Studentswill also be required to log a minimumof two (2) hourseach
week in any learning center oncampus, andcomplete 5 out of class experiences (see section below).
Each of these will be worth 15% of the overall course grade. See grade breakdownbelow.
Homework 40% of final grade A = > 90%
Attendance/Participation 30% of final grade B = 80 to < 90%
Study LabHours 15% of final grade C = 70 to < 80%
Outof ClassExperiences 15% of final grade D = 60 to < 70%
Total: 100% F = < 60%
Attendance Statement
During each class period, youwill havean assignmentto complete in class. This will be the record of your
attendance. If youdon’tdo the assignmentandturnit in at the end of class, youwill notbe given credit
for attendance. Each class is worth 2% for a total of 30% ofyour overall grade.
If youmiss a class, the class presentationmaterials will be on the class website. Yourhomework
assignmentwill be emailed toyouduring class times. You will be expected to haveyourhomework for the
next class even if youmiss class.
If youare unableto attend class dueto illness, death in the family, athletic commitment, orother reason,
notify the instructorby email of yourreason for missingclass. All University excused absenceswill be
permitted. Special considerationwill be given for non-university excusedabsenceswith a validreason.
Youare still responsiblefor homework for the class youmissed.

18. 17
Study Labs and Out of Class Experiences
Youwill be required to log a minimumof two (2) hoursin any on-campuslearningcenter each week,
startingwith Week 1. Each week is worth 2% for a totalof 15% of youroverall course grade. You may
work onany class work including projects, homework, studying, orreading. Inthe rare eventthat you
have noschool work for a given week, youwill still be required to complete the 2 hours. Learningcenter
employeeshave the ability to cancel yourhoursfor non-schoolrelatedwork suchas surfing the web,
online shopping, andsocial media. Use thistime toyourbenefit!
Studentsare required to complete 3 Outof Class Experiences (OCE), each worth 5% for a total of 15% of
youroverall course grade. OCE’swill be postedon eCampusunder“course content”. Additional
university, department, andstudentorganizationeventsnot listed onthis site may be countedfor OCE
credit with prior approval. Withinone week of the eventstudentsare required to complete the OCE form
andsubmitto their professor. Formsmust be signedby the presenter or hostof the event for credit.
Submissionsreceivedlater thanone week after the event will not be counted. All OCE’smustbe
completed before the last week of the semester for time tograde.
WVU’s Social Justice/Disability Statement
West Virginia University iscommitted tosocial justice. Our University doesnotdiscriminate onthe basis
of race, sex, age, disability, veteranstatus, religion, sexual orientation, color or nationalorigin. The
instructorof this course concurswith thatcommitmentandexpects to maintaina positivelearning
environmentbaseduponopencommunication, mutualrespect, and non‐discrimination. Any suggestion
as to how tofurther such a positiveand openenvironmentin this class will be appreciated and given
seriousconsideration. If youare a person with a disability and anticipate needing any type of
accommodationinorder to participate in this class, please advisethe instructorand makeappropriate
arrangementswith Disability Services (293‐6700).
Academic Honesty and Integrity
The integrity of the classes offered by any academic institutionsolidifies the foundationofits missionand
cannotbe sacrificed toexpediency, ignorance, or blatant fraud. Therefore, the instructorwill enforce
rigorousstandardsof academic integrity in all aspectsand assignmentsofthis course. Forthe detailed
policy of West Virginia University regardingthe definitions of acts considered tofall underacademic
dishonesty andpossibleensuingsanctions, please see the StudentConductCodeat
http://studentlife.wvu.edu/studentconductcode.html. Shouldyouhaveany questionsaboutpossibly
improperresearch citationsor references, or any otheractivity thatmay be interpreted as an attemptat
academic dishonesty, pleasesee the instructorbefore the assignmentis due to discussthe
matter. (Statementapprovedby the WVU Faculty Senate on February 2, 2008;modifiedMay 15,
2008).

19. 18
6. Program Evaluation
WHAT are you evaluating? WHO is
evaluating?
WHEN is the eval.
conducted?
HOW is evaluation conducted?
Effectiveness criteria:
Did the students meet the goals they set at the
beginning of the semester?
Instructor End of semester Analysis of goals, grades, self-growth.
Observation and conversation during
semester
Did this course:
 Help you choose your major?
 Help you in picking classes and a plan for
graduation
 Introduce you to the necessary student
resources and organizations on campus?
 Teach you about teamwork, self-
management, communication, leadership,
diversity, and ethics?
Students End of semester In-class survey of the course
Do you feel you could calculate you GPA and loan
repayment on your own in the future?
Students End of Semester In-class survey of the course
Did these teachings benefit you? How? Students End of semester Online self-evaluation of student’s learning
Was the material up-to-date and relevant for
today’s time?
Students and
Instructors
End of semester In-class survey for students, self-reflection
and observation for instructors
Have you identified any new topics you would
like covered? Is there anything you would like to
see changed for the second half of the semester?
Students Mid-semester Online survey, impromptu way for
instructors to gather feedback to make
changes to the second half of the course
Appeal criteria:
Did the learners like the course? Students End of semester In-class survey of the course
Were certain topics greatly appreciated? Students End of semester In-class survey of the course
Were certain topics a waste of time or not valued? Students End of semester In-class survey of the course
Did the learner feel the material was well
organized and timely?
Students End of semester In-class survey of the course
Did the instructor feel the students enjoyed the
material and teachings?
Instructor End of semester Self-reflection, observation
Efficiency criteria:
Now that you’ve taken this course, if it was not
required, would you recommend incoming
freshman to take it?
Students End of Semester In-class survey of the course
How did you value the out-of-class activities? Did
they add to the course?
Students and
Instructors
End of semester In class survey for students, self-reflection
and observation for instructors
Was each topic given the necessary amount of
time in and out of class?
Students and
Instructors
End of semester In class survey for students, self-reflection
and observation for instructors

20. 19

21. 20
7. References
Browning, C., Sheffield, S. L. (2008)Practice makesperfect? University students’ responsestoafirst-year
transitioncourse. Collected Essayson Learning and Teaching, 122-127
Byrd, J. (2013). Welcometo Engineering 199. Retrievedfrom http://www2.cemr.wvu.edu/~eng199/
Corio, G. , Schwartz, F. (2010). AdventureWV Syllabus[Class handout]. The WVU MountaineerAdventure
Program& The Davis College of Agriculture, WVU, Morgantown, WV. Retrieved from
http://adventurewv.wvu.edu/r/download/67683
Drumm, C., Cespedes, V., Evans, K. (2015). WVUe191B:Firstyearseminar [Class handout]. TRIOStudent
SupportServices, WVU, Morgantown, WV. Retrieved from
http://sss.wvu.edu/r/download/196422
Everett, M. C. (2013). Reflective journal writing andthe first-year experience. InternationalJournalof
Teaching and Learning HigherEducation, 25(2)213-222.
Gulnur, G., Han, A., Welsh, A., Fox, J. (2013). Impactoffirst-year seminar in science onstudentwriting
andargumentation. JournalofCollegeScienceTeaching, 43(1)82-91
Hehong, F., Zhifang, D., Guohua, H., Wang Qilong, S. J., Meng, Z., Yongming, T. (2012). An engineering
introductory seminarcourse for first-year college students. IEEEInternationalConferenceon
Teaching, Assessment,and LearningforEngineering. H1B18-21.
Klatt, J., Ray, R. (2014). Studentacademicoutcomesafter completing a first-yearseminar. NACTA Journal.
288-292.
West Virginia University. (2015). Retrievedfrom http://www.forbes.com/colleges/west-virginia-
university/
WVU Facts. (2015, September, 29). Retrievedfrom https://about.wvu.edu/wvu-facts