First-Year Experience (FYE) Subcommittee of the Center for Teaching and Learning Excellence (CTLE) focuses on programs and services that support faculty members who teach primarily first-year courses and other barrier courses. The committee’s objective is to support the University in its goal to increase student retention and graduation rates by developing faculty expertise in teaching.
As a part of these broader goals, the FYE subcommittee plans programs for the CTLE Course Innovation Initiative, Gateways to Completion (G2C) program, and the Core Curriculum Freshman and University Seminar courses as described below:
Course Innovation Initiative (CI2): The CTLE distributes an annual request for proposals from faculty who want to collaboratively redesign a course. The Center supports course redesign projects with targeted training, resources, and funding. The CTLE hosts a workshop covering the principles of course design each semester and all faculty—whether involved in a CTLE-funded project or not— are welcome to attend.
Gateways to Completion (G2C): The Gardner Institute for Excellence’s Gateways to Completion program offers a support system for institutions to improve student success in high-risk gateway courses. UHD is an official G2C founding institution and participates in an intensive course redesign process for five target courses in the subjects of Mathematics, English, and Political Science. The UHD CTLE supports this initiative in a primarily advisory capacity as part of the G2C Steering Committee. Additionally, the CTLE participates in and observes target course committees in order to provide insight on the improvement of the CTLE Course Innovation Initiative.
Freshman and University Seminars: The purpose of both the Freshman and University Seminars is to equip students with knowledge and skills necessary to successfully complete the core curriculum and upper-division coursework. These courses require the coverage of both content and learning strategies. The UHD CTLE supports faculty in meeting this unique challenge by facilitating a Freshman/University Community of Practice, providing resources and holding training workshops on active learning. As an example, we recently hosted a series of workshops that culminated with an
On Course I Workshop.