Why the First-Year Seminar Matters

Autorentext
Christine Harrington is an Associate Professor and Co-Coordinator of the Ed.D. in Community College Leadership program at New Jersey City University. Prior to taking on this role, she worked in the community college setting for over 18 years as a faculty member teaching psychology and first-year seminar, director of a Teaching and Learning Center, and as the executive director of the Center for Student Success at the New Jersey Council of County Colleges. Theresa Orosz has 26 years of experience in higher education at Middlesex County College and possesses expertise in the areas of career services, academic advising, and academic and student affairs. She has 10 years of adjunct experience teaching cooperative education courses and the first-year seminar.

Klappentext
This book examines the critical role that the first-year seminar can play in setting the stage for student success. Authors suggest that the time is right for colleges and universities to re-imagine the first-year seminar course by increasing the focus on career exploration and decision-making and addressing key success skills students need.

Inhalt

Foreword
Melinda Karp, Founder, Phase Two Advisory
Part I: Making the Case: FYE as an Essential Part of Guided Pathways
Chapter 1: Guided Pathways: Helping Students Choose and Stay on a Path
The Guided Pathways Movement: Why It Matters
Defining Guided Pathways
Chapter 2: History and Value of the First-Year Seminar Course
The First-Year Seminar Course: Past, Present, and Future
Data and Evidence for the First-Year Seminar Course
Chapter 3: Helping Students Choose a Career Path: The Role of the First-Year Seminar Course
The Career Exploration and Decision-Making Process
Benefits of Career Exploration via the First-Year Seminar Course
Chapter 4: Helping Students Stay on the Path: The Role of the First-Year Seminar Course
Building Self-Efficacy by Utilizing Effective Learning and Study Strategies
Building Grit and Resilience
Part II: Practical Guide to Re-Imagining the First-Year Seminar Course within the Guided Pathways Framework
Chapter 5: Re-Imagining and Strengthening the First-Year Seminar Course: The Course Re-Design Process
An Introduction to Backwards Design
Establishing a Course Design Team
Learning Outcomes for the First-Year Seminar
Course Content
Assessing First-Year Seminar Learning Outcomes
Ensuring Learning: Teaching Methods
Sequencing: The Course Outline
The Syllabus
Chapter 6: Being Your Campus Champion: A 3-credit Mandatory First-Year Seminar Course for All Students
Why Everyone? An Equity Issue
Championing the Course to Colleagues
Identifying and Training Faculty
Creating Campus Excitement
Appendix A: Making the Case Infographic
Appendix B: Sample Syllabus
About the Authors