At the end of the fifth year of a successful, ever expanding freshman seminar program, students in selected sections of the course, who were also enrolled in developmental reading/writing, were asked to evaluate the worthiness of the goals in terms of their own freshman year experience. The fifth year was a new pilot year for the program. Some sections of the freshman seminar were integrated with writing courses. The two sections of students, members of the class of 1995, evaluated the goals as part of a final writing assignment, knowing that what they wrote would be used to help plan the course for next year's freshmen. Students evaluated goals set by prior students, administration, and the faculty member of the course. Results indicated that: (1) students' goals for the course remained stable over time, but there was a new priority of 9 of the 10 goals compared to the goals for the 1991-1992 course; (2) students supported the administration's goals and had little difficulty organizing them in priority order; and (3) students had no trouble in sharing their order of priority for faculty members' goals. The paper includes the rank order priority of the class of 1992 goals and the class of 1995 goals; the original goals of the freshman seminar course, students' rank order of the administration's goals, and the students' rank order of faculty members' goals; and topics for the seminar. Contains seven references. Questions based on readings for the seminar course, directions for the writing assignment, and a sample student paper are attached.) (RS)