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

Rogers, Melanie

 
9783639022902: Examining the First Year Three-Contact Hour Seminar: Implications for Faculty Development
Couverture souple
ISBN 10 : 3639022904 ISBN 13 : 9783639022902
Editeur : VDM Verlag Dr. Müller, 2008

Synopsis

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.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

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.

Biographie de l'auteur

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.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2008
Langue
anglais
ISBN 10 
3639022904
ISBN 13 
9783639022902
Reliure
Broché
Nombre de pages
296
Coordonnées du fabricant
non disponible
Personne responsable
non disponible