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Proposal Guidelines

First-Year Seminar Learning Outcomes:  The proposal submission form will request information about how your seminar will meet these program learning outcomes.

Critical Thinking.  FYSs meet Goal 1, Learning Outcome 1 of the KU Core: Students will be able to analyze and evaluate assumptions, claims, evidence, arguments, and forms of expression; select and apply appropriate interpretive tools.

Information Literacy. Students will demonstrate information literacy skills by identifying the credibility and authority of various information sources; students will recognize libraries and librarians as valuable resources in this process.

Communication. Students will be able to more effectively develop and articulate critical analysis and application through writing, media, and/or oral communication.

Experiential Learning. Students will become aware of experiential learning opportunities and ways to extend their learning outside the classroom.

Additional Course Features:

  • No prerequisites; FYSs are designed for students from any discipline who have an interest in the topic.
  • FYSs involve active learning, discussion, and engagement with peers.
  • FYSs are organized around applied problems and explore students to hands-on or experiential learning (e.g., field trips, service projects, laboratory experiences/research, artistic performances, exhibits, etc.)
  • FYSs include an integrative assignment or project that will be used to gauge students’ achievement of the critical thinking learning outcome for the purposes of course and program evaluation.
  • FYSs promote collaborations with other units on campus (e.g., Spencer Museum of Art, the Lied Center, the Dole Institute of Politics, the Writing Center, etc.)

Faculty Development Activities and Funding:

Faculty selected to teach a new First-Year Seminar are required to participate in two half-day course design workshops.  These workshops will be offered at a variety of times to accommodate schedules. First-time FYS faculty will receive a $500 stipend for participating in program and course development activities.

The First-Year Seminar Program has a limited amount of instructional funds to provide to departments where teaching capacity issues might otherwise prevent a faculty member from teaching a First-Year Seminar.  At the time of endorsement, department chairs can request instructional support.  Decisions about instructional funds will be made in conjunction with deans and associate deans.

Alison Olcott Marshall, FYS Faculty Fellow,
Sarah Crawford-Parker, First-Year Experience,

We are happy to provide support for proposals that are in development.

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