Making Space for Dialogue: Cosmopolitan FYE as a Model for College First-Year Experiences
FYE can be designed in a variety of ways. Skipper (2017) highlights four common forms: extended orientation, academic seminar with uniform content, academic seminar with varied content, and hybrids (which combine a seminar with components of an extended orientation). The goals and learning outcomes of FYE programs vary from institution to institution, but current scholarship by Kuh and O’Donnell (2013) recognizes eight including practices that encourages “Diversity/Global Learning.” However, in her analysis of data from the 2012-2013 National Survey of First-Year Seminars on the eight HIPs, Skipper (2017) notes that while all the various forms of FYE “provide frameworks and structures that make specific effective educational practices more or less likely to occur” (p. 15), one weakness across the board was in “experiences with diversity.” This was an interesting finding because while 58.8% indicated an intentional incorporation of diversity and global learning experiences, only 4.7% and 3.3% indicated that diversity and global learning (respectively) were important FYE course goals. In regard to this finding, Skipper notes: “
What follows is an outline of these three components and a discussion of the role played by dialogue, formal and informal, within each. (A more detailed description of the program design, including mission, goals, objectives, and scope, may be found at
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