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