The First-Year Seminars at UMBC provide students with an opportunity to connect around academic topics during their first semester on campus. With nearly 20 seminars annually, students are able to enroll in courses that fit their specific interests. While these credits fulfill general education requirements, students receive much more in terms of their education.
Students enrolled in the seminars gain experience through writing, presentation, group discussions and hands-on laboratory work. Topics range from current events and society to historical analysis and mathematical computation.
Based on the growing residential population at UMBC of in- and out-of-state students, diversity in preparation has grown and an experience was needed to provide students with an academic opportunity that introduces them to UMBC’s academic expectations and the resources that are available to support them, said Randles. Students of many backgrounds feel that first-year experiences serve as a nice transition between high school and college.
“With a small group setting, I was able to share my beliefs and hear diverse perspectives from my peers, which helped me learn about what it means to be a UMBC student,” said Brian Frazee ’11.
“We always arranged our desks in a big circle so we could have open, friendly discussions. Since the class was so small, I made a lot of great friends,” said Samantha Haines ‘10. “Everyone got to voice their opinions, hopes and fears about being a first-year student. We became a very close group.”
Since its implementation in 2000, the First-Year Seminars have had a positive impact on students. In addition to First-Year Seminars, the Office of Undergraduate Education offers additional first-year experiences through a Collegiate Success Institute (summer bridge program) and Introduction to an Honors University seminars (IHU). Students also participate in Living Learning Communities (LLC), the First-Year Council and, as part of Welcome Week, the New Student Book Experience.
Based on OIR analysis of data “Those who have a first-year experience are more likely to be retained and to complete their degree successfully,” said C. Jill Randles, assistant vice provost for the Office of Undergraduate Education. “In addition, we have learned that students who participate in a first-year experience are more engaged that non-participants.”
Future goals for the first-year experience include building a specific program for transfer students as current offerings are expanded to provide every new student with a first-year experience opportunity. Given how much the campus has embraced the first-year experience, Randles isn’t worried about reaching these goals.
“These efforts have been successful because of the many individuals who go beyond what’s humanly possible at times,” she said. “The faculty, staff and students involved with the program are committed and know this is a successful learning environment.”