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ERIC Number: ED558829
Record Type: Non-Journal
Publication Date: 2012
Pages: 138
Abstractor: ERIC
Reference Count: N/A
ISBN: 978-1-8892-7176-7
ISSN: N/A
The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Two: Instructor Training and Development
Groccia, James; Hunter, Mary Stuart
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 firstyear 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. Guided by an understanding of adult development, the authors in volume two suggest strategies for designing and presenting a comprehensive faculty development program in support of the first-year seminar. Chapters focus on the organization of one-shot and ongoing development efforts, content for training programs, evaluation as a development activity, and strategies for recruiting and maintaining a dedicated instructor team. While focused on the first-year seminar, the volume offers useful insight for anyone charged with designing faculty development initiatives for first-year instructors. Following a list of figures, notes on the series, and an overview the following chapters are included: (1) The Need for Instructor Training and Development; (2) Organizing for Success; (3) Applying Theory and Research About Learning to Instructor Training and First-Year Seminars; (4) The Content of First-Year Seminar Training; (5) The Role of Evaluation in Instructor Training and Development; (6) Building and Sustaining an Instructor Corps for the Seminar; and (7) Recommendations and Concluding Thoughts. The following are appended: (1) Syllabus: The Teaching Experience Workshop; (2) Online Resources for Instructor Training and Development; and (3) Peer Observation Process for EPS 101 Instructors. References, an index, and about an 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 Three: Teaching in the First-Year Seminar," see ED558826. 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 "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: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Resource Center for The First-Year Experience and Students in Transition