NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED558826
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: ERIC
Reference Count: N/A
ISBN: 978-1-8892-7177-4
ISSN: N/A
The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Three: Teaching in the First-Year Seminar
Garner, Brad
National Resource Center for the First-Year Experience and Students in Transition
"The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success," a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or administration and offers suggestions for practice grounded in research on the seminar, the literature on teaching and learning, and campus-based examples. Because national survey research suggests that the seminar exists in a variety of forms on college campuses--and that some campuses combine one or more of these forms to create a hybrid seminar--the series offers a framework for decision making rather than a blueprint for course design. Building on the conversation begun in volume two on instructor training and development, in volume three, Garner delves deeper into the concepts and strategies undergirding effective educational practice. Highly practical in nature, yet grounded in educational theory and research, Volume three offers a concise guide to teaching in the first-year seminar from organizing a syllabus, structuring individual class sessions, and engaging students in the classroom to conducting meaningful assessments of their learning. Because Garner focuses on the learning process rather than specific content, the strategies are highly portable to a range of seminar types and undergraduate courses. An invaluable resource for college instructors looking to improve their own teaching. Following a list of figures, notes on the series, and an overview, the following chapters are included: (1) Understanding Our Students: Current and Future Perspectives; (2) Basic Principles of Effective Teaching; (3) Planning for Instruction in the First-Year Seminar; (4) Special Considerations in Teaching; (5) Alternative Approaches to Learning; (6) Technology as an Instructional Resource; and (7) Assessment of Student Learning. Course Enhancement Resources are appended. References, an index, and an about the author section is included. [For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success. Volume One: Designing and Administering the Course," see ED529290. For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Two: Instructor Training and Development," see ED558829. For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Four: Using Peers in the Classroom," see ED558828. For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Five: Assessing the First-Year Seminar," see ED558962.]
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@mailbox.sc.edu; Web site: http://sc.edu/fye
Publication Type: Books; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Resource Center for The First-Year Experience and Students in Transition