ERIC Number: ED411005
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Freshman Orientation Seminar at Community Colleges: A Research-Based Rationale for Its Value, Content, and Delivery.
Cuseo, Joseph B.
There is a large body of well-conducted research that supports the value of freshmen orientation seminars in promoting the success of first-year students at community colleges. Orientation programs have been shown to improve retention, program completion, and the level of academic performance of these students. In addition to improving student success, these seminars also tend to provide students with education-for-life skills; promote curriculum, faculty, and institutional development; and help build campus community. A recent review of freshman-year-related conferences, textbooks, and courses revealed that orientation seminars generally address the meaning and value of the college experience; academic skills development, or learning how to learn; academic and career planning; and education-for-life skills and holistic development. In establishing such programs, research suggests that the following eight questions must be addressed: should the freshmen seminar should be offered for academic credit? how many credits should be awarded for the course? Should the course be required or offered as an elective? what should the seminar's length be? how should the course should be graded? what would be the optimal class size? should different sections of the course be offered that are tailored specifically to students with different characteristics, academic needs or educational plans? and who should teach the course? Contains 74 references. (HAA)
Descriptors: College Curriculum, College Freshmen, Community Colleges, Course Content, Course Objectives, Curriculum Development, Educational Practices, First Year Seminars, Orientation, Orientation Materials, Program Development, Program Effectiveness, Student Adjustment, Two Year College Students, Two Year Colleges
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A