Category: FYE

css.php

FYE Template

From CUNY Academic Commons

Student Behaviors in: College Courses College Life

Community (city)

Involvement

S1

  • student involvement in the review of course goals and content
  • student self- assessment of course progress
  • student assessment of course effectiveness

S2

  • student engagement in college life and community, national and global issues as a result of course based activities such as service learning and research

SU

  • student utilization of physical spaces available for students to congregate for a variety of activities

S1

  • student engagement in ongoing faculty advising/mentoring

S2

  • student participation in the governance of student activities that includes fiscal responsibility for student sponsored activities

Second Year

  • student engagement with the community as a result of course based activities
  • student engagement in an active program of volunteerism organized by the college and the students
  • student involvement in k-12 public schools through a college coordinated mentorship program

Practice

S1

  • Intensive writing which includes time to edit and re-edit assignments.
  • Small class size.
  • Similar class offerings for day and night students.

SU

  • Spaces for students to meet.
  • Counseling from advisors with contemporary knowledge (current school policies, transfer school(s) requirements, etc.)
    S1
  • Extended library, essential services, and school hours to accommodate students learning and research needs.
  • Monitored and enforced productive library (research) environment.

S2

  • Attendance of off-site academic/professional conferences.
  • Internship(s) with firms (for the purposes of observing how/if classroom lessons are being implemented).
  • Volunteering at community schools and outreach centers to teach lessons learned in their classes.

Participation

Course descriptions and syllabi would reflect the following

SU

  • Individual responsibility for academic progress
  • Group projects
  • Individual and group presentations
  • Study groups/tutorials
  • Active participation in discussions
  • Providing and receiving feedback from peers
  • Expectation that students non-class time on schoolwork
  • student utilization of academic support services including peer tutoring, tutoring centers, faculty review sessions

S1

  • Help lead or facilitate class discussions
  • On-line forums

S2

  • Role plays
  • Co-writing papers with classmates       

Resources provided by the college to participate in college life

SU

Academic advising

  • FAFSA workshops
  • Tutoring / Learning center
  • Counseling services

S2

  • Career services

Opportunities provided by the college to participate in college life

SU

  • Creation of rituals and traditions
  • Physical space that promotes group interaction, networking

S1

  • CUNY wide events
  • Student leadership activities
  • Creation of student groups
  • Work-study

Ways in which students can experience resources on their own after they have been introduced to aspects of our community through course work and college life

SU

  • Using college sponsored passes and discounted tickets to attend events
  • Getting a library card
  • City wide events sponsored by CUNY

S2

  • Community service
  • Registering for regional newspapers

Sense of Belonging

SU

  • Learning community that promotes active membership of students and teachers alike, mutual responsibility

S1

  • Project-based learning that connects to students personal experience, interests, and goals
SU 

  • Shared rituals and habits that foster belonging or group identity
  • Orientation programs
  • Having a voice in governance

S1

  • student participation in a college and student organized activities including athletics, student government, and clubs 

S1

  • Professional Studies curriculum fosters connection to the community

S2

  • Programs that promote civic, public ethics and cultural engagement

Cooperation

SU

  • Co-construct a safe environment with students, creating norms
  • Team projects and presentations
  • Student discussion leaders
  • Class projects and exercises 
  • Partnerships for homework, accountability and mutual support
  • Foster “studio culture” of respect, caring, all for one and one for all
  • The main pattern for classes being work in groups or pairs

S1

  • Change partners
  • Seminars

SU

Traditions, rituals, games, celebrations and exercises

S1

  • Clubs, with mentors
  • Space, funding and administrative support for student activities 
  • Athletics – intramural and intercollegiate

S2

  • Publications, particularly organized by students

S1

  • Coursework organized around city concerns

S2

  • Invite people involved with city agencies or planning to make presentations
  • Internships and jobs
  • Volunteering,
  • Charitable student initiatives

Stamina

SU

  • Assume students have stamina
  • validate confusion as normal and a step towards understanding
  • provide partnerships, teams, assistance

S1

  • gradually increase the intensity and amount of schoolwork
  • emphasize that the work takes place over time–the Merlin Process

SU

  • Easily accessed support from peers, teachers, counselors, others
  • acknowledgement of effort and achievement
  • regular conversations about what is difficult, what isn’t
  • “We’re here for your success.”

S1

  • Counseling for academic and non-academic issues
  • understanding how to officially withdraw, if necessary 
  • Friday night inspirational movies–“The Karate Kid”; “Stand and Deliver”

S2

  • ownership of NCC–participation in rethinking, revising courses and structures

SU

  • City seminars about what is problematic for students

S1

  • Explicitly moving from the personal to the political in relation to NYC

S2

  • Fitting the NCC and student experience into the larger pictures of education, CUNY and the city

Self-Reflection

SU

  • Discussions and writing: learning from the past (what behaviors and activities have led to success, or lack of success)

S1

  • Reflective letters to teachers when assignments are due
  • Reflective letters to teachers after assignments are handed back, responding to teachers’ comments
  • One-minute reflection at the end of class periods
  • Conferences with teachers
  • Feedback from other students
  • End-of-semester self-assessment (to be handed in to teachers)

SU

  • Faculty-moderated discussions with students across the college
  • Meetings with advisors
  • Periodic questionnaires

S1

  • End-of-semester self-assessment / goals for the next semester (to be handed in to advisors) 

S2

  • E-portfolios

SU

  • Journal of goals and activities (cultural offerings around the city, civic responsibilities like voting, newspaper or online reading for current events, etc.)
  • Periodic questionnaires

Achievement

SU

  • Establish goals involving taking responsibility and communication with peers (e.g. students should get e-mail or phone numbers of classmates)
  • Create opportunities for early successes (e.g., explore the blocks around the school and report back to a small group) 

S1

  • Scaffolding instruction and expectations
  • Mark achievements such as attendance and participation in classes

SU

  • Checklist (in the style of the Brooklyn College Seek Program list) 
  • Development of personal and social skills (e.g. time management, learning to work in groups)

S1

  • Celebration of student achievement (college wide presentations)
  • Use of Group Workspace to structure goals and achievement (through meetings with faculty, advisors and peers)

S2

  • E-portfolios

S2

  • Work experience structured to make achievement evident
  • Acknowledge student achievement in venues beyond the college

FYE Wiki Pages

From CUNY Academic Commons

Dear Committee:

This is a collection of possible frameworks for your consideration. Please spend time reviewing the frameworks and adding your comments or suggestions. To begin, click on one of the links belows (e.g. Framework 1). Once you have selected a framework, you can make changes by clicking “edit” on the right side.

Thanks!

Framework 1 created by John Beaumont and edited by Tamsyn Phifer