All First-Year Seminars (FYS) at Berks will address the following core elements. These objectives are intended to help balance transition-to-college topics with the approved curricular content of courses, as mandated by the University Faculty Senate legislation. These student objectives may be accomplished through in-class activities, out-of-class assignments, student attendance at out-of-class workshops and events, online learning, etc. While there are standard signature assignments embedded in all FYS @ Berks courses, individual instructors are encouraged to utilize their academic freedom in building their course in alignment with pedagogical practices, research interests, and teaching styles.
Program Learning Goal 1: Academic Skills & Learning Strategies
Students will engage in evidence-based learning strategies to complete academic tasks and evaluate their effectiveness.
Learning Objectives
Describe/Identify
Students will identify and describe key learning strategies (e.g., time management techniques, notetaking methods, and study planning tools) and explain their intended purposes.
Analyze/Compare
Students will analyze their own current academic habits and compare multiple learning strategies to determine which approaches best fit their personal learning preferences.
Critique/Evaluate/Reflect
Students will evaluate the effectiveness of selected strategies on their personal success by reflecting on academic performance outcomes and will revise their approach as needed.
Program Learning Goal 2: University Systems Navigation
Students will actively engage with university digital platforms to access information, complete tasks, and connect with resources.
Learning Objectives
Describe/Identify
Students will identify and describe the purpose and core functions of Learning Management System (i.e., Canvas), Student Information System (i.e., LionPATH), Starfish(Advising Platform/Student Success Platform (i.e., Starfish, Navigate 360), and Penn State email (i.e., Outlook).
Analyze/Compare
Students will analyze how these systems interconnect (e.g., where assignments, grades, alerts, and communication intersect) and determine which tools are needed for specific academic tasks.
Critique/Evaluate/Reflect
Students will evaluate their own navigation proficiency by completing required tasks independently and reflecting on areas where additional skill-building or resource usage is needed.
Program Learning Goal 3: Advising, Planning & Career Exploration
Students will create an academic and career plan and revise it based on feedback.
Learning Objectives
Describe/Identify
Students will identify academic requirements, advising tools, and career exploration resources relevant to their major or areas of interest.
Analyze/Compare
Students will analyze their academic progress, interests, and strengths to develop an initial academic and career plan that integrates required coursework and experiential opportunities.
Critique/Evaluate/Reflect
Students will evaluate and refine their plan based on advisor feedback and reflect on how their goals may evolve.
Program Learning Goal 4: Belonging, Engagement & Community
Students will engage in curricular and cocurricular communities and reflect on the impact on belonging and persistence.
Learning Objectives
Describe/Identify
Students will identify and engage with 3-4 campus resources, student organizations, and engagement opportunities that support academic and social belonging.
Analyze/Compare
Students will analyze how their participation in class activities and campus events influences their connection to peers, instructors, and the broader university community.
Critique/Evaluate/Reflect
Students will reflect on how their engagement experiences affect their sense of belonging and persistence, identifying strategies to maintain or strengthen involvement.
Program Learning Goal 5: Inclusive Awareness & Personal Development
Students will reflect on diverse perspectives and identify strategies for respectful, effective engagement with others.
Learning Objectives
Describe/Identify
Students will identify and describe personal values and perspectives based on lived experiences as well as their significance in university and professional settings.
Analyze/Compare
Students will analyze how different perspectives shape interactions and compare strategies for effective communication across differences.
Critique/Evaluate/Reflect
Students will reflect on their own assumptions, evaluate their personal growth in inclusive awareness, and develop strategies for engaging respectfully and effectively with diverse individuals.