Experience Courses Ali Ressing, Northeastern University Janine - - PowerPoint PPT Presentation
The Instructors Playbook: Elevate Your Game in First-Year Experience Courses Ali Ressing, Northeastern University Janine Bradley, University of Massachusetts Boston Introduce yourself to your neighbor How do you interact with first year
Ali Ressing, Northeastern University Janine Bradley, University of Massachusetts Boston
Introduce yourself to your neighbor How do you interact with first year experience courses? How did you get your start with teaching?
First year seminars and experiences Common intellectual experiences Learning communities Writing intensive courses Collaborative assignments Undergraduate research Global learning ePortfolios Service based learning Internships Capstone projects
Student engagement
“Another way in which participation in the first-year seminar may promote students’ persistence to degree completion is by improving their academic performance during the first term in
higher first-term GPA and student retention (Fox, 1986; Pascarella & Chapman, 1983), higher rate of college completion (DesJardins, et al., 2002; Nora & Cabrera, 1996) as well as shorter time to graduation (Goldman & Gillis, 1989; Young, 1982). The first-year seminar has been found to improve students’ academic performance during the first year of college. Thus, by impacting the short-term outcome of first-year academic performance, the first-year seminar may in turn contribute to the longer-term outcome of persistence to graduation.”
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Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Incididunt ut labore et dolore. Consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.
Expectations
Relevance
experience
Feedback
matters
Peers
Expectations
Relevance
experience
Feedback
matters
Peers
What is one obstacle or challenge you are currently facing in your classroom?
Thank you for coming! Janine: janine.bradley@umb.edu Ali: A.ressing@northeastern.edu
Cuseo, J. 2010. “The empirical case for the first-year seminar: promoting positive student outcomes and campus-wide benefits.” The first-year seminar: research-based recommendations for course design, delivery, and assessment. Dubuque, IA: Kendall/Hunt. Kuh, G. D. 2008. High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. Upcraft, L. M., J. N. Gardner, and B. O. Barefoot, eds. 2005. Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.
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