Building synergy for high-impact educational initiatives : first-year seminars and learning communities / editors Lauren Chism Schmidt, Janine Graziano.

Format:

Book

Contributor:

Schmidt, Lauren Chism, editor.

Graziano, Janine, editor.

Language:

English

Subjects (All):

College teaching--Methodology.

College teaching.

College freshmen.

Seminars.

Professional learning communities.

Physical Description:

1 online resource (240 pages)

Edition:

1st ed.

Place of Publication:

Columbia, South Carolina : National Resource Center for the First-Year Experience and Students in Transition, 2016.

Summary:

Published in partnership with the Washington Center for Improving the Quality of Undergraduate Education First-year seminars and learning communities are two of the most commonly offered high-impact practices on U.S. campuses. The goals of these initiatives are similar: helping students make connections to faculty and other students, improving academic performance, and increasing persistence and graduation. As such, it is not surprising that many institutions choose to embed first-year seminars in learning communities. This volume explores the merger of these two high-impact practices. In particular, it offers insight into how institutions connect them and the impact of those combined structures on student learning and success. In addition to chapters highlighting strategies for designing, teaching in, and assessing combined programs, case studies offer practical insights into the structures of these programs in a variety of campus settings.

Contents:

Intro

Copyright

About the Publishers

Contents

Tables and Figures

Foreword

Introduction

Part I: Rationale for and Implementation of Combined Programs

Chapter 1 The Case for Connecting First-Year Seminars and Learning Communities

Chapter 2 National Practices for Combining First-Year Seminars and Learning Communities

Chapter 3 Administering Combined First-Year Seminar and Learning Community Programs

Chapter 4 Teaching in Combined Programs

Chapter 5 What Should We Be Assessing and Why?

Part II: Contexts for Implementation

Case Study 1 Inviting the Mother Tongue and a First-Year Seminar to Promote Success Among Spanish-Speaking ESL Students

Case Study 2 The Metro College Success Program: Redesigningthe First Two Years of College

Case Study 3 The Targeted Learning Community: A Comprehensive Approach to Promoting the Success of First-Year Students in General Chemistry

Case Study 4 Common Courses: A Developing Linked Coursework Perspective

Case Study 5 Need a Little TLC? Incorporating First-Year Seminars in Themed Learning Communities

Case Study 6 Writing Across the Curriculum Through Community Engagement: Exploring the Foster Care System in a Thematic Living and Learning Community

Case Study 7 Advancement via Individual Determination (AVID)

Conclusion

Index

About the Contributors.

Notes:

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

ISBN:

1-942072-14-7

OCLC:

987081598