Examining the First Year Three-Contact Hour Seminar: Implications for Faculty Development

 
9783639022902: Examining the First Year Three-Contact Hour Seminar: Implications for Faculty Development
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An experience that has proven to be an effective intervention for first year students is the first year seminar. Research supports that students' participation in first year seminars is effective in retention, persistence toward graduation, higher grade point averages, and social integration. Results from the 2001-2002 First Year Initiative Survey provides support that there is a positive relationship between the instructional techniques used in the first year seminar and acquisition of academic and critical thinking skills for students enrolled in the three-contact hour first year seminar. A correlational analysis was performed on the 2001-2002 First Year Initiative Survey results, which identified four institutions of higher education. A multiple case study approach was employed to provide a rich description and analysis of the first year seminar faculty development phenomenon.

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About the Author:

Dr. Melanie B. Rogers received her Master of Arts degree in Counseling and her Doctorate of Education from West Virginia University. She is currently a psychotherapist in private practice. Her research focus is in assessment in higher education, retention, student development, and student learning.

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Book Description Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | Implications for Faculty Development | An experience that has proven to be an effectiveintervention for first year students is the firstyear seminar. Research supports that students''participation in first year seminars is effective inretention, persistence toward graduation, highergrade point averages, and social integration. Results from the 2001-2002 First Year InitiativeSurvey provides support that there is a positiverelationship between the instructional techniquesused in the first year seminar and acquisition ofacademic and critical thinking skills for studentsenrolled in the three-contact hour first yearseminar. A correlational analysis was performed onthe 2001-2002 First Year Initiative Survey results,which identified four institutions of highereducation. A multiple case study approach wasemployed to provide a rich description and analysisof the first year seminar faculty developmentphenomenon. | Format: Paperback | Language/Sprache: english | 296 pp. Seller Inventory # K9783639022902

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Book Description VDM Verlag, Germany, 2008. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.An experience that has proven to be an effective intervention for first year students is the first year seminar. Research supports that students participation in first year seminars is effective in retention, persistence toward graduation, higher grade point averages, and social integration. Results from the 2001-2002 First Year Initiative Survey provides support that there is a positive relationship between the instructional techniques used in the first year seminar and acquisition of academic and critical thinking skills for students enrolled in the three-contact hour first year seminar. A correlational analysis was performed on the 2001-2002 First Year Initiative Survey results, which identified four institutions of higher education. A multiple case study approach was employed to provide a rich description and analysis of the first year seminar faculty development phenomenon. Seller Inventory # AAV9783639022902

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Book Description VDM Verlag Dez 2008, 2008. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - An experience that has proven to be an effective 296 pp. Deutsch. Seller Inventory # 9783639022902

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