by University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition in Columbia, SC .
Written in English
Includes bibliographical references.
|Statement||Barbara F. Tobolowsky & associates.|
|Series||The first-year experience monograph series -- no. 51|
|LC Classifications||LB2343.4 .T55 2008|
|The Physical Object|
|LC Control Number||2008037410|
first-year seminars and student persistence in selected four-year institutions: a study from the national survey on first-year seminars by jennifer lavera wycoff philo hutcheson, committee co-chair david e. hardy, committee co-chair beverly dyer jason c. garvey alan l. webb a dissertation. The National Survey of First-Year Seminars conducted by the National Resource Center for First-Year Experience and Students in Transition also indicated in their findings that, frequently, institutions with first-year seminars also report increases in satisfaction with the institution and the faculty, more positive peer interactions, and. Research Findings. Through presentations, publications, and other research products, the National Resource Center shares its findings from research projects on student learning, development, and success and high-impact practices, including the first-year seminar in American higher education, sophomore initiatives, peer leadership, information literacy, and senior capstone experiences. National Survey on The First-Year Experience: Creating and Coordinating Structures to Support Student Success (Research Reports on College Transitions) out of 5 stars 1. Paperback $ $ Get it as soon as Wed, Aug FREE Shipping by Amazon. First-Year Seminars and Learning Communities. by Lauren Chism.
– National Survey of First-Year Seminars (qualitative and quantitative findings) •Discussion. the First Year of College” (Ferguson, ; peerReview) • “If this book were a magazine it would be wrapped in brown paper. The National Survey of First-Year Seminars conducted by the National Resource Center for First-Year Experience and Students in Transition also indicated in their findings that, frequently, institutions with first-year semi- nars also report increases in satisfaction with the institution and the faculty, more positive peer interactions, and. or more remedial classes leave college after the first year (Adelman; Community College Survey of Student Engagement (CCSSE) ; National Research Council ). In fact, as the number of required developmental courses increases, so do the odds that the student will drop out (Burley, Butner, and Cejda ; CCSSE). Highlights & Incites from the First Year Experience Conference February Sponsored by the National Resource Center for the First Year Experience and Students in Transition at USC – Columbia, San Francisco State, and San Jose State University.
National Resource Center for The First-Year Experience and Students in Transition X Showing all 15 results Save | Export Send an email containing a link to this . National Survey on First Year Seminars • The course at % of the responding institutions carries credit toward graduation. • At private institutions, the course is more likely applied as general education credit; whereas, at public institutions, it is more likely to be . critical first year of college. As a result, much of our early practice focused on the first year of college, especially the transition to college, and the nature of student contact with faculty, most notably outside the classroom. We rushed into service a range of programs to enrich the freshman year experience ranging from expanded and extended. The book is both an inspiring story of friendship and a moving meditation on education, poverty, race, and criminal justice. Students should purchase a copy of the book to read before the academic year begins and to use in their First-Year Seminar. It is readily available in paperback (ISBN is ).