ÐÓ°ÉÂÛ̳

Many liberal arts universities in the United States offer first-year experience courses, and ÐÓ°ÉÂÛ̳x is designedÌýto addressÌýthe most relevant issues facing students as they navigate their academic success, their personal and community wellness, and theirÌýidentity and social development.

In recent years, ÐÓ°ÉÂÛ̳x has become one of the leading models nationally for the first-year experience. ÐÓ°ÉÂÛ̳x program staff frequently meets with other colleges and universities to offer insight into design and curriculum developmentÌýforÌýfirst-year experience courses. These institutions include:ÌýUniversity of Alaska Anchorage,ÌýGeorgetown University, Southern Methodist University,ÌýPortland State University,ÌýSt. John Fisher College, and Trinity University,Ìý

All incoming first-year and transfer students are required to take ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 as part of the ÐÓ°ÉÂÛ̳ Core Curriculum. Please see the guidance below for more specifics related to requirements and waivers based on entering class year.

2018-2019: Starting in academic year 2018-2019, all incoming first-year students will be required to take ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 as part of the ÐÓ°ÉÂÛ̳ Core Curriculum. In fall 2018, students in the International Accelerator Program (IAP) will also take ÐÓ°ÉÂÛ̳x1 in restricted sections and following completion will be mainstreamed into ÐÓ°ÉÂÛ̳x2.

2019-2020: In academic year 2019-2020, transfer students and Mentorship Program students will also take ÐÓ°ÉÂÛ̳x1 in restricted sections and following completion will be mainstreamed into ÐÓ°ÉÂÛ̳x2.

2020-2021: In academic year 2020-2021, transfer students with an Associate's Degree are waived from the ÐÓ°ÉÂÛ̳x1 requirement. Transfer students with an Associate's Degree should enroll directly into a section of ÐÓ°ÉÂÛ̳x2.

2021-2022 & 2022-2023: In academic years 2021-2022 and 2022-2023, external transfer students holding an associate or bachelor’s degree from a regionally accredited institution, or transferring 60 credit hours from other regionally accredited two or four year institutions are waived from the ÐÓ°ÉÂÛ̳x1 requirement. External transfer students matching this criteria must submit their transcript, and should work with their advisor to apply an exception to the student’s degree audit. These students should enroll directly into a section of ÐÓ°ÉÂÛ̳x2.

2023-2024: In academic year 2023-2024, ÐÓ°ÉÂÛ̳x1 will be offered as a 1-credit, 10-class course. During this academic year, students will enroll in a section of CORE-196 rather than CORE-100/101. External transfer students holding an associate or bachelor’s degree from a regionally accredited institution, or transferring 60 credit hours from other regionally accredited two or four year institutions will be required to complete theÌýÐÓ°ÉÂÛ̳x1 requirement.Ìý

ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 are two of the foundational courses that comprise the ÐÓ°ÉÂÛ̳ Core Curriculum. To receive credit for the courses, students must receive a C or higher in both courses.

ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 are A-F graded courses that will be co-facilitated by an ÐÓ°ÉÂÛ̳x Instructor and a Peer Facilitator and meet once per week. Readings and videos will be assigned through Canvas as online homework, and students will be asked to complete written assignments prior to their next class meeting. The content will be covered in class discussions, as the students come together as a group to process the material, participate in classroom activities and dialogues, and explore new ways of thinking.

Students who complete ÐÓ°ÉÂÛ̳x1 (1.5 credits) with a C or higher will take ÐÓ°ÉÂÛ̳x2 (1.5 credits) the following semester. Students who receive lower than a C in ÐÓ°ÉÂÛ̳x1 will need to retake the course again and must receive a C or higher before continuing into ÐÓ°ÉÂÛ̳x2.

Students who receive lower than a C in ÐÓ°ÉÂÛ̳x2 will need to retake the course and receive a C or higher to fulfill their ÐÓ°ÉÂÛ̳ Core Curriculum requirement.

For full-time students (12-17.5 credit hours), enrollment in ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 is part of their tuition and fees total as set by the University. In other words, a student enrolled in 17.5 credits and a student enrolled in 15 credits will pay the same tuition amount.Ìý

For more information about tuition and fees, please visit this website.

The role of the ÐÓ°ÉÂÛ̳x Instructor and Peer Facilitator is to co-facilitate class discussion and activities for their sections of ÐÓ°ÉÂÛ̳x. They work together to coordinate course planning, teaching, and classroom logistics.

The ÐÓ°ÉÂÛ̳x Instructor and Peer Facilitator are also there to help support students during their first year of college at ÐÓ°ÉÂÛ̳, both inside and outside of the classroom. They have been specially selected and trained to work with first-year and transfer students, and are knowledgeable about the resources and opportunities available to them on the ÐÓ°ÉÂÛ̳ campus and in the greater Washington, DC area.

ÐÓ°ÉÂÛ̳x uses a co-facilitation model as a way to flatten the hierarchy structure in the classroom environment.

The majority of the ÐÓ°ÉÂÛ̳x1 Instructors are members of the first-year advising team. Incoming first-year students they will be assigned to a section of ÐÓ°ÉÂÛ̳x1 (CORE-100) that is taught by their first-year advisor and their advisor will have no more than 76 assigned students as part of their caseload. This close-knit relationship allows their advisor to engage in personal mentorship that recognizes student’s individual needs. Plus, this ensures that students will see their advisor every week in the classroom during the Fall semester.

Transfer and spring admits will not have a first-year advisor as their ÐÓ°ÉÂÛ̳x1 Instructor. Instead, their sections will be taught by staff, faculty, and alums who have been specifically selected and trained to instruct their sections.

Students will be able to choose their own section of ÐÓ°ÉÂÛ̳x2 and thereby their instructor. The ÐÓ°ÉÂÛ̳x2 Instructor team will be comprised of the first-year advising team, as well as staff, faculty, and alums who have been specifically selected and trained to instruct these sections.

All ÐÓ°ÉÂÛ̳x Instructors have obtained a faculty appointment in order to serve in their role with the program. ÐÓ°ÉÂÛ̳x Instructor are responsible for adhering to the co-facilitation model, the standardized curriculum, and ÐÓ°ÉÂÛ̳x program policies including grading rubrics.

The ÐÓ°ÉÂÛ̳x Peer Facilitators are undergraduate students with sophomore standing or who are in their second year at ÐÓ°ÉÂÛ̳ with a minimum of 30 credits completed. By the start of their employment with ÐÓ°ÉÂÛ̳x, Peer Facilitators will have already completed both ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 requirements.

Peer Facilitators typically serve as co-facilitators for two sections of either ÐÓ°ÉÂÛ̳x1 or ÐÓ°ÉÂÛ̳x2, and will typically be paired with the same staff or faculty Instructor for both sections. They are expected to attend all once-a-week ÐÓ°ÉÂÛ̳x classes for their assigned sections and assist the Instructor by offering their unique perspective as an ÐÓ°ÉÂÛ̳ student. Peer Facilitators have various responsibilities, including updating their students about campus events and activities, encouraging their participation and engagement in class, and coordinating with the assigned Instructor on course planning, teaching, and classroom management/logistics.

The ÐÓ°ÉÂÛ̳x1 curriculum is revised during the summer in preparation for the fall termÌýwith minor revisions made in the fall for the spring term.Ìý

The ÐÓ°ÉÂÛ̳x2Ìýcurriculum is revised during theÌýfall in preparation for the spring termÌýwith minor revisions made in the summer for the spring term.

Revisions to the curriculum for ÐÓ°ÉÂÛ̳x1 and ÐÓ°ÉÂÛ̳x2 typically include removing, editing, or adding assignments, readings, and resources. Revisions also include reorienting the order of the class units or selecting new themes to explore in the courses. The weekly guiding question(s), why statements, and learning objectives are also updated to reflect the changes to course content.

The ÐÓ°ÉÂÛ̳x Program frequently requests feedback from students, Instructors, Peer Facilitators, and ÐÓ°ÉÂÛ̳ community members. Feedback is collected during Instructor and Peer Facilitator meetings and through surveys. Focus groups are alsoÌýoccasionally held.

Currently, ÐÓ°ÉÂÛ̳x has a comprehensive survey assessment strategy for students, which includes:

• the ÐÓ°ÉÂÛ̳x1 Start of Semester Survey,
• the ÐÓ°ÉÂÛ̳x1 End of Semester Survey,
• and the ÐÓ°ÉÂÛ̳x2 End of Semester Survey.

These surveys allow forÌýlongitudinalÌýquantitative and qualitative data collection over an academic year. Results and responses to these surveys help to inform the curricular revision process.

Feedback is also collected informally through one-on-one meetings with students who reach out the ÐÓ°ÉÂÛ̳x Program.